Search results for: Heller Stern Miriam
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With all of its devastation and challenges, the past year shone a light on critical issues that many believe will, and should, deeply inform Jewish education beyond the pandemic. As continues to be evident from the contributions in this eJP series from leading figures, understanding our learners as whole people who need the benefits and support that good education offers remains a high priority for Jewish education. Whereas once many educators may have declared that the purpose of Jewish education was to make people more Jewish, we now hear that for Jewish education to be successful it must help to make individuals stronger versions of themselves and more integrated and influential members of the communities in which they live. What the following contributors emphasize is that whether it’s in classrooms, campsites, conference centers, or online, we are witnessing a Jewish education sector that has risen to the occasion of this pandemic, and in doing so also begun to pave a way for thriving Jewish education into the future.
Updated: Mar. 21, 2021
Jewish educators are not just looking to life beyond the proverbial cave and the day after COVID, but are continuing to do what good educators do: reflect on their practice and learn from their prior experiences. From these adverse and confronting times, educators have begun to see pedagogic practices that will impact Jewish education beyond the pandemic. Some educators are bold enough to declare that from this great disruption will emerge tremendous innovation, that the new normal will look nothing like what existed prior to pandemic, or even just that technology has opened their eyes up to new potential and possibilities. Some of my colleagues and I have dubbed these new possibilities as our COVID Keepers – what we think might prevail when all of this is over. We’re proud to share some of our thoughts on COVID Keepers below.
Updated: Jan. 14, 2021
We are getting a lot of questions about how our fields within Jewish education are doing at this unique moment. As the pandemic has continued – and the depth of its impact on life becomes more acutely felt – we continue to try and make sense of the effect this has on Jewish education and how our fields continue to adapt. We try to reflect, often in real time, on what we are experiencing, how we can support educators and families, and what the future may look like. We share insight below from each of our fields – Early Childhood Education, Part-Time Jewish Education, Day Schools, Jewish Camp, Teen Engagement and Education, and College Engagement and Education.
Updated: Aug. 18, 2020
Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.
Updated: Jan. 07, 2020
How do we talk to young children living far away from Israel about the current situation (Operation Protective Edge) when they are not yet old enough to understand terms like “Zionism” or “anti-Semitism” or “terrorism” or “occupation”? As parents of young children and also as Jewish educators, we would like to offer some tips for talking (and listening) to young children about the current conflagration.
Updated: Dec. 21, 2014
This study analyzes the ways in which practitioner inquiry engages graduate student educators in understanding how to navigate the complexities and contingencies of teaching. By examining the challenges graduate student teachers faced while conducting practitioner inquiry, as well as the categories of teacher knowledge they developed in the process, this article demonstrates that the primary value of novice practitioner inquiry is in the cultivation of educators who can approach their practice with deeper analysis, self-awareness, and sophistication. By learning to adopt an inquiry stance and translate their research into action, they can elevate the quality of their own teaching. As they become more seasoned, and if a culture and scaffold can be created to advance and support their inquiry, teachers have the potential to enrich best practices in the field by sharing their research-generated perspectives with colleagues.
Updated: Apr. 30, 2014
Miriam Heller Stern, Dean of the Graduate Center for Education at American Jewish University in Los Angeles, responds to the recent Jewish education blogosphere discussion of the 'reinvention' of Jewish education. She claims that Jewish education must learn from the last century of attempted American school reform. Such reform was in reality, limited to what teachers actually chose to do, not what thinkers thought about and proposed.
Updated: Oct. 04, 2011