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Search results for: Rosenak Avinoam
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1
Writing this article presents me with an opportunity to look closely at the last speech that my father and mentor, Professor Michael (Mike) Rosenak z”l gave before his passing in 2013. I will write about this speech from a perspective that is based on my intimate familiarity with the questions that concerned him throughout his life. I will offer a close description of this speech after articulating several of the basic concepts which accompanied my father’s teaching throughout his career. It seems to me that toward the end of his life, a new motif appeared in my father’s educational philosophy that stemmed from this process. I wish to show how this motif was expressed very gently and subtly in the final speech.
Published: 2014
Updated: Dec. 24, 2014
2
This paper will engage with a number of questions, while touching upon insights derived from the realms of Jewish thought, philosophy of halakhah, and philosophy of education. I shall relate to the definition of that area known as “Judaism,” which is prior to the question of “Jewish identity”: that is, what is the “Judaism” towards which we are socializing? What is the cultural framework that serves as the subject of our discussion, and what is the educational goal? My remarks shall be divided into three parts: (1) examination of basic concepts and the model of “theory and praxis”; (2) discussion of the modern context of this issue, through examining the teaching of Rabbi Samson Raphael Hirsch, founder of Neo-Orthodoxy in Germany, as a faithful expression of confrontation with the challenge of socialization to Judaism in the modern world; (3) the creation of some initial contours towards understanding the contribution of praxis to processes of socialization in multi-cultural contexts (commonly found in post-modern discourse).
Published: 2013
Updated: Mar. 12, 2014
3
This article examines the educational philosophy that arises from several focal writings of Rabbi J. B. Soloveitchek. These specific writings, however, do not deal directly with education, and the article illustrates the way that educational doctrine can be shown to arise from philosophical writings as such.
Published: 2009
Updated: Jun. 07, 2009
4
This article notes a profound connection between the philosophy of Jewish law (halakhah) and the research of meta-halakah on the one hand and the philosophy of education on the other hand. The connection is, in principle, exemplified through an encounter between the educational philosophy of Joseph Schwab and the Jewish law (halakhic responsa literature). Following an elucidation of Schwab's deliberative model, the article examines the extent of the linkage between that model and halakhic thought. It considers three halakhic genres and provides illustrations of how Schwab's insights can contribute to an analysis of the responsa literature.
Published: 2007
Updated: Jul. 24, 2008