Search results for: Chazan Barry
Page 1/1 5 items
Israel education is rooted in a cultural approach, which focuses on the role of social contexts and dynamics in education. Immersive environments are settings, which can influence attitudes by virtue of their synergistic nature. Connectedness refers to social linkages created by social networks. Virtual communities offer opportunities for enhancing an immersive approach to Israel education. The Israel experience is a significantly new Jewish educational framework. As in all education, the educator is a seminal force in the realization of the educational vision. This chapter focuses on the creation of a socio-cultural framework for Israel education. We examine several ideas about culture and context as threads which when woven together form the tapestry that we call “a culture of Israel education”.
Updated: Oct. 05, 2016
In truth, Israel is not the subject of Israel education — rather it is the one learning about Israel. The content of Israel education is not Israel — but rather the relationship with Israel. The aim of Israel education is not Israel but rather finding a meaningful role for Israel in our lives. The iCenter, the hub of Israel education in North America, constitutes a 21st-century address for such an approach. It invests deeply in professional development opportunities for educators across all kinds of learning environments — on Birthright Israel buses, at Jewish camps, in day and congregational schools, and elsewhere. Its aim is to both initiate and then further develop the relationship between a person and Israel. When done effectively, this relationship will be ongoing and meaningful. It will evolve as the person evolves and matures. One’s relationship with Israel may look entirely different at age 50 than it did at 15. But the relationship is there nonetheless because it originated with the person.
Updated: Jun. 01, 2016
This essay analyzes the place of Israel in American Jewish schooling from the beginning of the 20th century until the early years of the 21st century. It utilizes curricula, textbooks, and instructional units, as well as other primary and secondary sources to delineate four distinct periods of Israel education. The subject of Teaching Israel is contextualized in the larger frameworks of both general developments in education as well as the dynamics of Israel in contemporary American Jewish life. The article concludes by delineating emergent 21st century patterns of Israel education that represent new directions
Updated: Mar. 19, 2015
The author explores the meaning of informal Jewish education and examines its significance for contemporary Jewish life. He argues that informal Jewish education is not confined to a place or a methodology but rather is a well-defined philosophy of how people should be educated, what the goals of Jewish education are, and what its contents should be. He urges a recognition of the seminal contribution informal Jewish education can make.
Updated: Aug. 05, 2009
A response to Joseph Reimer's article, 'Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education.' The author notes Reimer's pioneering efforts to clarify the concept “informal Jewish education” by adding and/or emphasizing four important points and calls for a continuation of the discourse while contributing to a further clarification of terms.
Updated: Jul. 27, 2008