Section archive - Adult Education
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A couple months ago, while preparing a staff retreat, one of my colleagues suggested that I lead a session on the why’s and how’s of Jewish learning at Moishe House. I have done Jewish learning as a student and a teacher, inside and outside of Moishe House, in Israel and elsewhere. But this made me realize I had never taken the time to formalize the attributes of Jewish learning at Moishe House. I knew that the session would give me the opportunity to confront and thicken my perception with my peers’ perspectives, so I jumped to the occasion.
Updated: Aug. 29, 2018
The Limmud Impact Study looks at how successful Limmud has been in taking people ‘one step further on their Jewish journeys’, what these journeys consist of and their wider impact on Jewish communities. The study focuses on Limmud volunteers and draws on a survey of ten Limmud volunteer communities in eight countries - UK, USA, South Africa, Bulgaria, Hungary, Germany, Israel and Argentina - together with focus groups conducted with Limmud volunteers from around the world.
Updated: Aug. 14, 2018
In the beginning — November 2014 — Benny Lau, a Modern Orthodox rabbi in Jerusalem, taught the first chapter of Genesis. More than three years and 929 chapters later, he’s starting it all again on Sunday. But this time in English as well. “I want to give the Bible back to the people,” Lau told The Times of Israel recently. “For too long it has been held captive by the yeshivas and universities. It was lost from the rest of the nation and I want to return it to them.”
Updated: Jul. 17, 2018
Limmud North America (NA) has received a multiyear, six-figure challenge grant to launch its ambitious “Something for Everyone” (SFE) initiative. SFE aims to expose new audiences to innovative Jewish learning by increasing involvement of under-engaged families, young adults and others, thereby attracting a broad cohort of new volunteers. SFE will be piloted in a number of American cities holding Limmud events in 2018 with the aspiration of broadening the initiative to other countries in the future.
Updated: Feb. 12, 2018
At this precarious moment for ensuring a vibrant Jewish future, there are many priorities for sustaining Jewish life. But among the many fine efforts to ensure a sense of continuity of the Jewish experience – Hebrew schools, summer camps, and engagement of young professionals – there is a route of engagement that has perhaps received the least amount of attention, the least amount funding, and the least prioritization in the greater consciousness of Jewish pedagogy. I am referring to Jewish adult education.
Updated: Nov. 01, 2017
People in NYC can now choose from a wide variety of year-round Jewish studies offerings, thanks to Wandering Jews and Limmud NY. Each month we provide a free curated listing of some of the best lectures and conferences chosen from a wide variety of sources. Subscribers and those who visit the website can access information on these local events, with links to registration. Most use the service to identify programs to attend, while some just like to keep up with current issues, new books, and recent research
Updated: Oct. 25, 2017
When our synagogue, Bet Torah in Mt. Kisco, NY, announced a learning project with Project Zug, an online-based paired learning platform powered by Mechon Hadar, I really had no idea what to expect. We have had many adult education programs over the years, but nothing that was as self-directed as this looked to be. It was to be spread out over more than ten weeks and required significant amounts of discipline.
Updated: Jul. 19, 2017
This notion of multiplicity of meaning is the core inspiration of the Jewish Artists’ Laboratory of the Midwest. The lab is a network of professional Jewish artists in six cities in the Midwest – Milwaukee, Madison, Minneapolis, Kansas City, Chicago, and Cleveland – now in its sixth year. In each city, a group meets twice monthly to study a theme related to Jewish life, and to create works of art for an annual exhibit/showcase based on their study. The artists include painters, printmakers, sculptors, fabric artists, musicians, poets, playwrights, choreographers, mixed media artists, photographers, and more.
Updated: Mar. 29, 2017
Day Schools are confronted with a particularly daunting mission. In addition to providing a rigorous dual education, they work indefatigably to inspire students religiously. At times, this mission feels Sisyphean. Our children are saturated in modern culture. Too often, turning their attention toward a Torah lifestyle is a terrifyingly daunting task. Even when our efforts appear to meet with success, students often regress to the mean. Moreover, despite their remarkable commitment to day school education, not all parents are positioned to inspire religious growth in their children. Indeed, any honest educator will confirm that this is one of the greatest challenges confronting Modern Orthodoxy. It follows, then, that to best inspire our students, we must inspire our families and communities. To thrive religiously, our children must inhabit spiritually nurturing ecosystems. In a word, schools have begun to invest in community education because it is critical to the success of their mission of educating children.
Updated: Mar. 29, 2017
In 2014, I left the army and joined Lt. Col Ariel Almog and, together with the Yad Layeled organization (and in partnership with JNF-USA), we founded the “Special in Uniform” program. The program integrates thousands of young people with disabilities into the Israel Defense Forces (IDF) and, in turn, into Israeli society. We see the inclusion of people with disabilities in the army as a way to help usher them into a self-sufficient life once they are discharged from the army. Our belief is that everyone belongs and has the right to reach his or her full potential. Special in Uniform focuses on the unique talents of each individual participant to help each one find a job that is a perfect fit for the individual’s skills within the IDF. The attention is on the ability, not the disability, of each individual, encouraging independence and integration into society.
Updated: Nov. 23, 2016