Search results for: Jewish education
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Over and above what Moses said in the last month of his life, is what Moses did. He changed careers. He shifted his relationship with the people. No longer Moses the liberator, the lawgiver, the worker of miracles, the intermediary between the Israelites and God, he became the figure known to Jewish memory: Moshe Rabbeinu, “Moses, our teacher.” Moses became, in the last month of his life, the master educator. In these addresses, he does more than tell the people what the law is. He explains to them why the law is. There is nothing arbitrary about it. The law is as it is because of the people’s experience of slavery and persecution in Egypt, which was their tutorial in why we need freedom and law-governed liberty. Time and again he says: You shall do this because you were once slaves in Egypt. They must remember and never forget – two verbs that appear repeatedly in the book – where they came from and what it felt like to be exiled, persecuted, and powerless.
Updated: Aug. 28, 2019
Gratz College is pleased to announce the granting of generous scholarships for up to 65% tuition provided for two graduate programs: Master of Arts in Education - Jewish Instructional Education (36 credits) and Master of Science in Nonprofit Management - Jewish Educational Administration (36 credits). Graduate degrees in Education and Nonprofit Management support greater job competency, increased marketability and more diversified skills for Jewish organizational administrators, day and supplementary school educators, and educators working in Jewish organizations. The fellowship is available to working professionals in the American Jewish community.
Updated: May. 09, 2018
Setting out on a new venture in Jewish education, I was interested in the hard-earned wisdom of notable professionals in and around the field. As part of the work of the Mayberg Center for Jewish Education and Leadership, we seek to bring academics and practitioners into conversation on the educational issues that matter most. To do this well, it’s critical to identify today’s educational landscape. To that end, I spent nearly a year interviewing professionals in and around the universe of Jewish education, formally and informally. I had initially intended to save the formal responses in a personal collection to direct my own work. But there was too much richness and depth to keep the responses to myself. While the conversations continue, clear patterns emerged.
Updated: May. 03, 2018
In Canada, the Jewish education systems reflect the local structures and institutions in which they develop. Quebec Jewish education was shaped by a linguistically and religiously divided society. Although the Jewish community of Montreal has contributed significantly in the social, political, and economic spheres of Quebec life, it remains largely unknown to the other local communities. The following article offers a historical context of the religious and social factors that have resulted in Montreal holding the highest percentage of students enrolled in separate Jewish day schools across Canada; this percentage remains more than 50% higher than the average attendance of Jewish school-age children in the USA.
Updated: Mar. 13, 2018
New Project Will Explore How Jewish Early Childhood Education Can be a Gateway for Ongoing Involvement in Jewish Life
CASJE, the Consortium for Applied Studies in Jewish Education, has announced the next steps in its long-term research project to explore how Jewish early childhood education (ECE) can serve as a gateway for deeper and more sustained involvement in Jewish life. While broadly conceived, the study will include a focus on ways that ECE institutions can better engage interfaith families and families that are not currently involved in a synagogue or other Jewish institution.
Updated: Apr. 26, 2017
The Network for Research in Jewish Education is pleased to announce the creation of The Sylvia and Moshe Ettenberg Research Grant in Jewish Education, which will award a total of up to $20,000 per year for a research project in the field of Jewish education. The award was established by Isa Ettenberg Aron and David Ettenberg with dedicated funds provided by their parents to realize their wishes to further Jewish education through high-quality research.
Updated: Dec. 08, 2016
Gratz College Announces Graduate Fellowships in Jewish Education, Jewish Communal Service and Nonprofit Management
Gratz College is currently accepting applications for the M.A. in Jewish Education, M.A. in Jewish Communal Service and the M.S. in Nonprofit Management. This is the 4th cohort of the successful Gratz College Midcareer Fellowship program which was first launched in 2013. The graduate degrees in Jewish Education, Jewish Communal Service and Nonprofit Management support greater job competency, increased marketability and more diversified skills for Jewish organizational administrators, Hillel staffers, youth group directors, day and supplementary school educators and professionals working in Jewish organizations.
Updated: Jun. 08, 2016
We are pleased to announce that the registration form for the 2016 Network for Research in Jewish Education Conference has been posted. The 30th Annual Conference will be held from June 14-16, 2016, at Towson University, in Maryland. Held in collaboration with the Association for the Social Scientific Study of Jewry, the Conference will offer a unique opportunity to engage with educational phenomena in all their manifestations, settings, and contexts, and to place our engagements with Jewish education in broader scholarly and social contexts, in an effort to continue challenging and advancing our field.
Updated: May. 04, 2016
Members of the Jewish Enlightenment movement and Jewish financial entrepreneurs undertook an active, conscious project to effect significant transformations in the Jewish habitus in German-speaking areas during the late 18th and early 19th centuries. A symbiotic relationship allowed these groups to disseminate a new vision of Jewish society through multiple mediums including, as this article examines in particular, a new Jewish educational system and new educational texts written for children and young adults. With guidelines on daily practices including personal hygiene, dress, language, leisure, and interactions with one’s surroundings, these texts reached not only their intended audience but the parents’ generation as well. What should one do after getting up in the morning? Should one wash, and, if so, when? How should one behave at the table? How should one dress, or employ one’s leisure time? These and others are among the daily practices that organize a person’s life. They are not spontaneous actions; rather, they derive from social norms and cultural codes that characterize a particular social group and distinguish it from others. To put it another way: they comprise the habitus of a specific individual and the social group to which he or she belongs. This article examines for the first time the changes in the Jewish habitus that resulted from significant transformations within Jewish society in German-speaking areas during the late 18th and early 19th centuries, and the active role played by a new Jewish educational system therein. Changes of this sort are generally inconspicuous and latent; this article, however, points to an intentional and marked effort toward transforming the Jewish habitus via the active help of the educational system made by two key groups: members of the Jewish Enlightenment movement (Maskilim), and the Jewish financial elite of the time. It examines the realities and motivations that spurred both groups to action, the synergistic relationship that existed between them, and the methods each employed.
Updated: Mar. 23, 2016
“Do Not Turn a Deaf Ear or a Blind Eye on Me, as I Am Your Son”: New Conceptions of Childhood and Parenthood in 18th- and 19th-Century Jewish Letter-Writing Manuals
This article focuses on the cultural functions of Hebrew letter-writing manuals published in German-speaking countries in the 18th and 19th centuries, aimed at young people. I argue that these books, which were used frequently as textbooks for studying Hebrew writing, conveyed modern ideological values and at the same time corresponded to the particular requirements of the traditional Jewish audience. They also bear witness to a marked shift in the conceptions of childhood and of education within the Jewish realm, as their emphasis on sons’ duties toward their fathers was gradually replaced by a growing sensitivity toward their young audience’s needs.
Updated: Mar. 23, 2016