Section archive - Trends in Jewish Education
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This study applies the notion of ‘alternative futures’ in globalisation and education by focusing specifically on the intersection between religion and education. Through an in-depth exploration utilising a case-study approach, we delve into the organisational dynamics of an Israeli school catering to a closed-off, traditional Jewish religious community while also proactively embedding specific forms of internationalisation. We identify and analyse the conflicting rationales and agenda maintained by this school based on interviews with the school’s community, including teachers, superintendents, school leadership, and parents.
Updated: May. 24, 2021
This special series of the Azrieli Papers highlights the ways in which Covid-19 prompted an examination of Jewish education, including practices and underlying philosophies. The essays in this and the following two volumes offer a view of the lessons we have learned in these uncertain times and the opportunities we have uncovered. Each essay begins with a discussion by educators and educational consumers “on the ground”—sharing their experiences and thoughts. These essays are paired with a companion article by an Azrieli or YU faculty member, offering their thoughts as well as providing research, readings and resources to expand on the topic.
Updated: May. 11, 2021
This study compares the argumentative writing characteristics of students from different sociocultural backgrounds. We focused on Jewish ultra-Orthodox (Haredi) students, educated in a segregated religious school for boys (yeshiva), who are now attempting to integrate in secular higher education in Israel. To better understand the unique characteristics of this population, we reviewed 92 essays written by Haredi students, and compared them with 76 essays by public education (PE) graduates. Our analysis was based on the cognitive and sociocultural perspectives of argumentation.
Updated: May. 11, 2021
As Jewish teens continue to find their path towards meaningful Jewish engagement, the Union for Reform Judaism (URJ) is supporting them with resources and opportunities for community building. In partnership with Association for Reform Jewish Educators (ARJE) and Hebrew Union College-Jewish Institute of Religion (HUC-JIR), the URJ piloted a virtual Madrichim Learning Academy during which 33 teens from across North America met for five one-hour virtual sessions. Their congregational educators were invited to join the opening and closing sessions
Updated: May. 10, 2021
The most surprising thing about this year of teaching on Zoom is that student exams got better. I don’t mean that student exams are better now than they were earlier in the year. I mean that they are better than they were before we moved to Zoom. Also, our classes have more students now than they did before the pandemic forced us into digital exile. My seminars and lectures in Jewish thought at Bar-Ilan University are full—indeed, all of the basic Judaism classes here are full—and our department of eight full-time faculty members has over 200 graduate students. Freed from social obligations, commutes, and the need to leave our home workstations, the eight of us are publishing more and better articles and books. We can also apply for more grants and attend more online conferences. By these external measures, then, the department of Jewish philosophy at Bar-Ilan is thriving.
Updated: Apr. 13, 2021
This installment from Jewish educators–covering adult education (for the first time), day schools, and early childhood education—serves as both a reflection on the last 12 months in Jewish education, as well as a moment to pause and imagine what the future of Jewish education might look like moving forward. In many ways it is this challenge that has embodied the heroics of Jewish educators in the last year—being on call to serve the immediate myriad crises that the pandemic presented on a daily basis, while simultaneously, or at least in parallel, ensuring that the “new normal” of Jewish education would be an enhanced and improved version of its pre-pandemic state.
Updated: Mar. 22, 2021
With all of its devastation and challenges, the past year shone a light on critical issues that many believe will, and should, deeply inform Jewish education beyond the pandemic. As continues to be evident from the contributions in this eJP series from leading figures, understanding our learners as whole people who need the benefits and support that good education offers remains a high priority for Jewish education. Whereas once many educators may have declared that the purpose of Jewish education was to make people more Jewish, we now hear that for Jewish education to be successful it must help to make individuals stronger versions of themselves and more integrated and influential members of the communities in which they live. What the following contributors emphasize is that whether it’s in classrooms, campsites, conference centers, or online, we are witnessing a Jewish education sector that has risen to the occasion of this pandemic, and in doing so also begun to pave a way for thriving Jewish education into the future.
Updated: Mar. 21, 2021
The topic for this journal, making Jewish learning meaningful, touched raw nerves in so many people from an extraordinary range of the community. The response to the Call for Papers included submissions from community schools to Orthodox schools, formal and informal educators, academics, leaders in central agencies for Jewish education, classroom teachers, researchers, communal Rabbis, and school heads. The urgency of the topic demanded that we publish the double issue before you.
Updated: Mar. 18, 2021
The Egyptian parliament recently commended the Ministry of Education on approving a new school subject: common values. The course examines religious values and verses that have the same meaning in the three Abrahamic religions — Judaism, Christianity and Islam — in a move that will allow Egyptian students to study verses from the Jewish religion for the first time ever.
Updated: Mar. 18, 2021
How to Teach Mosaic Religion in Public Schools? The Dilemmas Facing Galician Jews in the Period of Autonomy (1867–1918)
This article investigates the genesis of a new model of religious education in the history of Jews using as an example Jews in Galicia during its autonomous period (1867–1918). The multifaceted and complex process of shaping instruction in Jewish religion in public schools against the background of sociocultural changes in Galicia in the 19th and the beginning of the 20th century is presented. The description of this process was based on hitherto unknown printed sources and archive records.
Updated: Feb. 18, 2021