Search results for: Jewish education
Page 2/3 26 items
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
Jewish Educational Leadership Invites Articles for Spring 2016 Issue Focusing on Teaching the Whole Child
Jewish Educational Leadership invites articles for Spring 2016 Issue focusing on Teaching the Whole Child. The last few decades have witnessed dramatic increases in the extra-curricular and co-curricular programming for students as schools extend their scope from being institutions of learning to institutions of fostering healthy development and growth. In this issue we focus on how classroom instruction itself can address the whole child.
Updated: Jan. 28, 2016
This new report provides a better understanding of the challenges arising from the new realities, and of the actions needed to meet them. It explores to what extent and in what ways a new global and transnational educational approach can contribute to increase the intellectual and social capital of Latin American Jewish communities in order to face the challenges of the 21st Century. The study uncovers whether, to what extent and how Jewish educators understand and contribute to geographical, socioeconomic, and demographic continuity and change. It also shows how educators express their perceptions of ideational boundaries and contents, of social and institutional networks, and of intellectual allegiance and creativity.
Updated: Jan. 20, 2016
For all of us, day schools are an investment in the future. In the end, this isn’t about just preserving the identity of individual Jews. The Jewish day school is about strengthening Jewish communities — because Jewish day schools can function as core pillars of the Jewish communities they serve, places where ideas are shared and relationships made. They can help foster a sense of togetherness among Jewish families. They can be hubs for Jewish continuity, conduits to other Jewish agencies, synagogues and camps, and ultimately the mechanisms that will create the identified and engaged Jews who will support programs such as Birthright Israel for those young people that fall outside of day school reach.
Updated: Jan. 22, 2014
Over 100 Jewish educators from 25 different European countries attended the 6th Arachim Conference in Madrid on the November 17-19, 2013. Arachim, organized by the European Council of Jewish Communities (ECJC) and the American Jewish Joint Distribution Committee (JDC), was hosted by the Jewish Community of Madrid, with the support of the Lauder Foundation. Arachim 6 encouraged the participants to connect and learn about Innovation in Jewish Education, giving rise to many new collaborative educational programs.
Updated: Dec. 23, 2013
The Israel Education Ministry is in advanced negotiations with ultra-Orthodox institutions over a compromise that would have the latter introduce core subjects into their classrooms. Should the agreement be finalized, the Haredim will teach part of the core curriculum in exchange for having the state fund 75 percent of their education budget.
Updated: Dec. 02, 2013
The authors––two sociologists and one historian––study the complex situation of Jewish communities in Germany integrating an immigrant population of Russian speaking Jews far more numerous than their original members based on the findings of a three-part empirical survey carried out in 2008 and 2009. For their analysis, the authors apply the concept of a transnational diaspora familiar to migration sociology. This allows them to focus on multiple origins, ties and affiliations at once. A further useful concept is that of insertion, here standing in for the more familiar one of integration. The authors, Eliezer Ben-Rafael, Olaf Glöckner & Yitzhak Sternberg, argue that integration would imply goals such as cohesion and coherence, which Germany’s Jewry today lacks.
Updated: Nov. 26, 2013