Search results for: Krakowski Moshe
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Developing and Transmitting Religious Identity: Curriculum and Pedagogy in Modern Orthodox Jewish Schools
This paper argues that American modern Orthodoxy is facing a crisis caused at least in part by problems of student identity formation. A range of ethnographic research conducted over the last decade suggests that modern Orthodox students feel increasingly disengaged from religious studies classes—and that this disconnection is a factor in the movement’s decline. I argue that student disengagement may be a result of these schools’ inability to accommodate students’ own epistemological commitments to religious pluralism and autonomy, as well as the mainly secular American concerns central to their developing personal identities.
Updated: Apr. 19, 2017
The Problem Based Learning approach has only recently been developed in Jewish educational contexts, and the transition to Judaic subject matter has revealed some significant learning and motivational benefits, as well as some significant challenges. One of the largest and most central benefits of the PBL approach is student empowerment, as PBL curricula allow students to take charge of their own learning in powerful ways. This paper identifies the key features of problem and project based learning, and will use two case studies from Judaic studies classrooms that have successfully employed this approach to illustrate how students can be empowered through deep engagement in meaningful projects and problems.
Updated: Sep. 27, 2012
This essay reviews the Applications section of the International Handbook of Jewish Education published in 2011.
Updated: Jan. 02, 2012