Search results for: Sinclair Alex
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To emerge from the current pandemic is to face an environment in which engaging with and traveling to Israel has become more complicated—and more fraught—than ever before. In what ways has the pandemic transformed the ways Israel is being taught in our schools? Which elements have gone into temporary eclipse, and which will permanently disappear? Which new resources and digital tools can educators and students turn to for succor and support? And which vulnerabilities has the pandemic usefully exposed? To mark the one-year anniversary of the outbreak of the pandemic, Sources invited six leading experts to reflect on how Israel education has changed — and on what lies ahead.
Updated: Apr. 22, 2021
In this article we analyze moviemaking as a unique pedagogy that is used in a preservice semester in Israel program for the preparation of Israel educators: Students create their own short films about an aspect of Israeli society and/or their relationship with it. We analyze the students’ movies, together with students’ reflective papers about the process of making them, and show how this pedagogy exhibits the major characteristics of progressive constructivist education. We also show how the pedagogy enables students to grapple with difficult aspects of Israel in a personally compelling fashion.
Updated: Mar. 18, 2015
In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources—including internal and external documents, course syllabi, the program’s experiential components, and strategic institutional partnerships, as well as students’ course papers, emails, exit interviews, and oral conversations—we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.
Updated: May. 27, 2014
Complexity has become such a buzzword in Israel education that it's in danger of losing its meaning. In this essay, I'm going to present a 'typology' of complexity that will help us as a field to become more sophisticated in our interpretation and use of the term. In preparing this paper, I searched the websites of five major organizations that deal with Israel education, The David Project, The iCenter, Makom, Shalom Hartman Institute, and Encounter, for the terms complex or complexity in order to examine their usage. I present my findings and analysis below.
Updated: May. 26, 2014
The Jewish Theological Seminary’s Davidson School of Education runs a full semester-in-Israel program called Kesher Hadash (“New Connection”), which is generously funded by the Jim Joseph Foundation. Kesher Hadash takes ten emerging Jewish educators every year and provides them with a rich, immersive and compelling educational experience in Israel that gives them the tools to graduate from Davidson as Israel educators ready to take on the diverse challenges of the field.
Updated: Sep. 01, 2013
An Exploration of Moshe Greenberg's Religious Vision and its Manifestation in His Bible Scholarship and Writings on Bible
This article is an attempt to explore the religious vision of Moshe Greenberg in some detail, and in particular, to analyze how his approach to education is applied to and reflected in his ideas about the teaching and learning of Bible, and in his own Bible scholarship itself. The paper examines the connection between Greenberg's philosophy of religion and Wilfred Cantwell Smith's conception of religion as a collection of religious “symbols,” one of which is the sacred text itself. The article includes an analysis of Greenberg's Bible scholarship and writings on Bible education.
Updated: Oct. 05, 2010
Breaking Myths, Building Identity: Practitioner-Researcher Reflections on Running an Israel Seminar for Jewish Education Graduate Students
This paper explores how we as practitioner-researchers interpret ourstudents’ responses to our deconstruction of their “myths” about Israel.The three authors of the paper are both researchers and practitioners of Jewish education, and have for the past several years envisaged, built, and run a three-week educational seminar in Israel for students in a North American MA program in Jewish education.
Updated: Mar. 22, 2010