Section archive - Trends in Jewish Education
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Even though I do not possess medical knowledge, as a rabbi and social activist, I believe I can try to humbly prescribe ethical vaccines that can remedy jilted nerves and worried minds. My words are not meant to heal physically but to inspire spiritually. At this challenging time, it seems appropriate that those in the positions to (re)build confidence should do so. In that spirit, I am sharing thoughts on how we might be able to spiritually cope with the uncertain reality that has rapidly spread throughout the world. The coronavirus is not only a disease of the body, but also presents an existential crisis that has put governments, businesses and, most important, communities and individuals on edge.
Updated: Mar. 20, 2020
Data-driven studies suggest that Holocaust education remains an area with much room for growth and improvement. Contemporary Holocaust education centers on several critical discussions: when to teach about the Holocaust, at what age, how much time to devote to its study in otherwise packed school days, and how best to tackle this difficult subject with primary (ages 5–11) and secondary (ages 11–17) students. The four books considered here all contribute to a growing literature on Holocaust education and make significant interventions in these central debates.
Updated: Mar. 04, 2020
Beyond Institution-Building: Seymour Fox as an Educational Thinker: Reflections on Visions in Action: Selected Writings
The dominant perception of Seymor Fox as a leader and institution builder, then, has overshadowed Fox’s intellectual work and it is here that Jonathan Cohen, one of Fox’s distinguished former doctoral students, has done a great service in putting together an anthology of Fox’s writings published by the Mandel Foundation in Israel and Keter Publishing. Cohen, a longtime faculty member at the Hebrew University, has served as Director of the Melton Center for Jewish Education, as well as head of the Hebrew University’s School of Education.
Updated: Mar. 04, 2020
Dimensions of Time in the Jewish Educational Thought of Joseph Lukinsky: Reflections on Maybe the Lies We Tell Are Really True edited by Barry Holtz and David Kahn (JTS, New York 2016)
This article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought.
Updated: Mar. 04, 2020
What if we had an “Ahava Yomit” project? Promoting and recognizing daily acts of love. Celebrating acts of giving, chesed, and generous loving. Courses, programs, and projects in our schools focusing on acts of love. YouTubes and workshops dedicated to daily acts of love.
Updated: Feb. 24, 2020
Different Solutions to Similar Problems: Parents’ Reasons for Choosing to Homeschool and Social Criticism of the Education System
This article addresses the way in which characteristics of the education crisis in the postmodern era are manifested in parental deliberations when choosing to homeschool their children in Israel. Based on a review of the characteristics of the education crisis and examination of possible solutions, homeschooling is presented as an optional solution to this crisis.
Updated: Feb. 17, 2020
Twenty first century learning, propelled by dramatic advances in technology and revolutionary changes in the workplace, has gained a foothold to some degree in nearly every Jewish day school. That reimagining of education brought new attention to school architecture and how it could be brought into the conversation of dreaming of a new educational future. Jewish day schools took notice, and as opposed to what happened with the 1960’s open classroom, a significant number of schools decided to take action. This issue of the journal is inspired by that new thinking.
Updated: Jan. 28, 2020
It is an increasingly common calculus among the millennial Orthodox. With day-school costs rising along with housing prices in neighborhoods within walking distance of many synagogues, plus a general social pressure to keep up with the Cohens, more and more families seem to be considering aliyah in part for financial reasons. “We call them ‘tuition refugees’,” said Chana Shields Rosenfelder, who lives in Beit Shemesh, Israel, and is a consultant for students with special needs, for whose families aliyah can be especially attractive.
Updated: Jan. 13, 2020
Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.
Updated: Jan. 07, 2020
When Jewish Sensibilities were formulated (2003) as a framework, it was not for the purpose of teaching Jews how or why to be Jewish. Rather, Jewish Sensibilities were a way for Jews to reflect on the Jewish content already in their lives; they also allowed practitioners in the field of health care to think about the Jewish patients and families they were encountering with greater comprehension and compassion. But of late, Jewish Sensibilities have been used in an “off-label way” to teach Jewish wisdom and codes of behavior to those who are unfamiliar with them. This article considers the efficacy of that strategy.
Updated: Jan. 06, 2020