Search results for: Levisohn Jon A.
Page 1/2 13 items
The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom may not be Enough
This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching.
Updated: Feb. 20, 2019
Our Mandel Center for Studies in Jewish Education at Brandeis conference this year, chaired by my colleague Jonathan Krasner and me, focused on Jewish day schools. But more specifically, we wanted to draw attention to questions of teaching and learning. Hence our title: “Inside Jewish Day Schools.” Some of our plenary sessions explored questions of race and ethnicity, class and economic justice, and gender and sexuality. Other sessions focused on pluralism, teacher preparation, and teachers’ conceptions of purposes, as well as on the teaching and learning of classical Jewish texts, Hebrew language, and Israel.
Updated: May. 16, 2018
We frequently encounter the claim that a particular Jewish educational experience will be “transformative” for the participants. The language may be hyperbole. But it may also point to educators’ aspirations to affect not just knowledge and practice but character and identity. In order to understand this phenomenon—not the phenomenon of the use of the language of transformation, per se, but the phenomenon of aspirational Jewish educational programs—this article develops three case studies (Encounter, the Bronfman Fellowship, and the Wexner Heritage Program).
Updated: Sep. 18, 2017
Rethinking the Education of Cultural Minorities to and from Assimilation: A Perspective from Jewish Education
Education and assimilation seem intimately connected; education either supports assimilation or thwarts it. But these paradigms assume a model of cultural vitality that depends on what one scholar aptly terms “tenacious adherence,” over time, to an unchanging cultural or religious tradition. Taking the example of the Jewish community and Jewish education and drawing on Jewish history and contemporary sociology of the Jews as well as other scholarship, this article presents the argument that this model is untenable. Instead, the goals of Jewish education ought to be reconceptualized, and the aim should instead be for “responsible assimilation,” that is, the cultivation of the capacity to creatively and responsibly assimilate external norms and practices in the service of the growth and vitality of Jewish culture.
Updated: Oct. 05, 2016
Michael Rosenak uses the twin metaphors of “language” and “literature,” borrowed from Oakeshott and Peters, to argue that the goal of education is initiation into a language. This goal transcends the study of literature in that language. It includes, as well, the development of the capacity both to critique literature and to produce literature of one’s own. This article compares his use of the language-literature distinction to that of Oakeshott and Peters, revealing some inconsistencies that are driven by his desire to emphasize both autonomy and pluralism, on the one hand, and to maintain a residual essentialism on the other.
Updated: Dec. 24, 2014
In the blizzard of articles, reactions, and blog posts about the Pew Research Center study of American Jews, the most unexpected came from the prominent public intellectual Noah Feldman. Writing in Bloomberg, Feldman’s column jumps from the Pew study to some observations about, surprisingly, the Lakewood yeshiva. He explains that Lakewood is a massive ultra-Orthodox educational institution (6500 students embedded in a community of 55,000) focused almost entirely on the study of Talmud and exclusively for male students, that its educational model is “astonishingly egalitarian and democratic,” that it demonstrates that “one kind of authentically Jewish experience is flourishing in America.”
Updated: Jan. 29, 2014
We are sometimes told that practitioners have a hard time with theory. But those who are committed to nurturing a certain kind of intellectual capacity among Jewish educational practitioners—the capacity to identify and critically engage with vision in Jewish education, a capacity that we can call a “philosophical disposition”—must accept the challenge to develop ideas, questions, resources, and learning activities appropriate to that goal. In this article, Levisohn presents a study of his own teaching of novice educators in order to contribute to a conversation about how we might contribute to the development of practical intellectuals in Jewish education in various ways and in various settings.
Updated: Jul. 04, 2012
This article develops a menu of orientations for the teaching of rabbinic literature. First, the author explores and clarifies the idea of orientations. Then, each of ten orientations to the teaching of rabbinic literature is described and discussed. Finally, the conclusion identifies some purposes for developing this menu.
Updated: Jun. 15, 2010
This article builds on Greenstein's (JJE 75:3) advocacy of a “pragmatic pedagogy of Bible” by pursuing four issues. First, do we select among methodological approaches to Bible according to our desired interpretive outcome but not according to any internal criteria? Is it merely a matter of “choice”? Second, in what sense are interpretive approaches usefully compared to equipment like x-rays or ultrasounds? Third, what does it mean for a methodology to generate a solution that “works”? Works for whom and for what? Fourth, what are the questions that educators ought to consider, in constructing a “pragmatic pedagogy”?
Updated: Oct. 19, 2009
A review and discussion of Visions of Jewish Education by Seymour Fox (Editor), Israel Scheffler (Editor), Daniel Marom (Editor), a product of the Mandel Foundation's effort to generate 'a serious conversation among proponents of variant conceptions of Jewish life and their attendant visions of Jewish education' (p. 13).
Updated: Apr. 15, 2008