Studies in Jewish Education V: Teaching...

This volume is dedicated to issues arising in the process of teaching classical Jewish texts.

THE CONTRIBUTORS STEVEN M. BROWN received an Ed. D in curriculum development and teaching from the Teachers College of Columbia University; his dissertation was enti-tled, Media Materials and Instruction in Jewish Religious Education. He presently serves as the headmaster of the Solomon Schecter School of Greater Philadel-phia and is a visiting lecturer at Gratz College. HOWARD DEITCHER is a lecturer in education at the Melton Centre for Jewish Education in the Diaspora, at the Hebrew University of Jerusalem. His research has focused on the childs understanding of biblical narrative and its implica-tions for classroom study. MARLA FRANKEL is a doctoral student in the philosophy of education at the Melton Centre for Jewish Education in the Diaspora. She has been working in teacher training with teachers from abroad, and in the Efrata School in Jerusalem. KATHY GREEN teaches education and supervises students at the Reconstruc-tionist Rabbinical College. She is a regular contributor to the Melton Journal and is co- author of The Jewish Family Book. MOSHE GREENBERG is a professor of Bible at the Hebrew University of Jerusalem. He served for ten years as advisor for the teaching of Bible, to the Israeli Ministry of Education and Culture. ALVAN H. KAUNFER is the director of the Alperin- Schecter Day School in Prov-idence, Rhode Island. He has published an article on the teaching of midrash in the Bennett Solomon Memorial Volume. DVORA KOUBOVI is a senior lecturer in the School of Education at the Hebrew University of Jerusalem, and is head of the School of Educations counselling program. She has developed her own method for the therapeutic teaching of literature, which is widely used in Israeli schools. NECHAMA LEIBOVITZ teaches Bible at the Hebrew University of Jerusalem and at numerous teachers seminars throughout Israel. She was a recipient of the Israel Prize. GARETH B. MATTHEWS is a professor of philosophy at the University of Massachussets at Amherst. He has written two books and numerous articles on the teaching of philosophy to children. FRITZ OSER is a professor of psychology at the Institute de Pedagogie, Univer-sity of Fribourg. He has written extensively on issues related to the religious development of children. 7 Chapter Home  | TOC

Studies in Jewish Education V: Teaching Classical Jewish Texts


About Book Studies in Jewish Education V: Teaching Classical Jewish Texts

Front MatterFront Flap Half Title Page Title pageCopyright PageTable Of ContentsTHE CONTRIBUTORSPREFACEINTRODUCTION JEWISH TEXTS, EDUCATION, AND IDENTITY: INSEPARABLEConceptual Orientations to the TextsContext of the TextThe Vantage Point of the ChildThe Vantage Point of the TeacherThe Classroom Roles of the TeacherPhenomenology in the Teacher's PerspectiveIn Conclusion...ContentsI. PHILOSOPHICAL AND IDEOLOGICAL ISSUES ON TEACHING THE BIBLE - Moshe GreenbergHOW TO READ A CHAPTER OF TANAKH - Nechama LeibovitzNEW MEANING IN THE ANCIENT SOURCES - Jacobus SchoneveldReferencesII. DEVELOPMENTAL ISSUES RELIGIOUS DEVELOPMENT: FOUNDATIONS, STAGES AND CONSTRUCTS - Fritz OserChanging Quality of the Relationship Between Man and Ultimate Being: Structural Core ElementsTranscendence versus ImmanenceFreedom Versus DepedencyTrust Versus FearThe Logic of Religious DevelopmentSome Remarks on Research MethodologyValidation of the Stage Concept — Outline of a Research ProgramReligious Judgement Development Across Various SamplesEducational StudiesReligious Judgement and Other Domains of DevelopmentLifestyle Development and Religiosity: Continuity and DiscontinuityStage Transformation as Life Event: A ModelThinking Back: Five Patterns of Restructuring Former Religious OrientationsTwo Case StudiesReferencesTHE DEVELOPMENT OF THE CONCEPT OF PRAYER IN JEWISH-ISRAELI CHILDREN AND ADOLESCENTS - Rina RosenbergIntroductionThe Concept of PrayerThe StudyResults and DiscussionContent AreasThe Interrelation of the Components of the Prayer ConceptProfilesThe Religious SubjectsThe Non-Religious SubjectsAGE PROFILES - SAMPLE RESPONSESDiscussion and ConclusionReferencesDEVELOPMENTAL ISSUES IN THE TEACHING OF MIDRASH - Alvan H. KaunferThe Area of Study: MidrashDevelopmental Issues Relevant to MidrashAnalysis of DataDiscussionConclusionsReferencesMORAL DEVELOPMENT AND RELIGIOUS EDUCATION - Gareth ?. MatthewsTHE CHILD'S UNDERSTANDING OF THE BIBLICAL PERSONALITY - Howard DeitcherImportance of Biblical Personalities for the Child's Study of BibleThe Uniqueness of the Biblical CharacterThe Educational Portrayal of the Biblical FigureReferencesIII. PEDAGOGIC ISSUES A TYPOLOGY FOR BIBLICAL LITERACY - Maria FrankelReading Modes and their ApplicationFluency ReadingDecipheringScanningAnalysisInterpretationConclusionsReferencesCHILDREN AND THE MIDRASHIC PROCESS - Kathy GreenA Sample LessonComments on the Sample LessonBasic Dilemmas and CautionsIn ConclusionReferencesTHE APPLICATION OF MENTAL HEALTH CONSIDERATIONS IN THE TEACHING OF BIBLE - Dvora KouboviTherapeutic TeachingMental Health Principles in Bible Teaching: Importance, Application and ProblemsMethods for the Implementation of Therapeutic TeachingDepth DiscussionIdentificationReverberationDetachmentImplicit NavigationDealing with the Possibility of a Text's Negative ImpactConsiderations Affecting the Choice of an Implementation MethodReferencesMEDIA MATERIALS AND INSTRUCTION IN THE TEACHING OF RELIGIOUS TEXT - Steven ?. BrownMaterialization ProcessSummary Schema of Materialization ProcessOverviewConcept I — Materialism and SpiritualismCategory ICategory IICategory IIIConcept II — Man and NatureCategory ICategory IICategory IIIConcept III — Social WelfareCategory ICategory IICategory IIIReferencesBack Flap Back Cover
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