Search results for: Bible studies
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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
A Sacred Language or the Language of the Bible: A Curricular Study of Jewish Hebrew Bible Instruction
This curriculum studies article uncovers how ideological commitments often, without acknowledgment, determine instruction. Through a comparison of two popular Tanakh (Hebrew Bible) curricula, both focused on the same subject, one emerging out of a fundamentalist religious worldview and the other a progressive, modernist religious worldview, curricular nuances are explored and theorized. Ultimately, this article argues that small differences in instruction serve to shape radically different conceptions of religious activity.
Updated: Aug. 06, 2019
When the Truth Is Not What Actually Happened: The Epistemology of Religious Truth in Orthodox Jewish Bible Study
This paper uses data from Jewish religious chumash (Bible) study to examine how students’ conceptions of biblical truth are grounded in the particular forms of chumash study they engage in. Using data from clinical interviews with Orthodox Jewish Bible students, we argue that, in relation to the biblical text, questions of truth are functionally meaningless; that is, they are irrelevant to the implicit epistemology embedded in the practice of chumash study. Because of this, students were unable to coherently answer questions about the truth-value of the biblical text, even while engaging in sophisticated reasoning about its literary character. This has implications for how religious schools and teachers approach religious study of traditional texts.
Updated: Jul. 17, 2019
Studying Sacred Texts as a Pathway to Positive Youth Development: Middle School Students Read Hebrew Bible
In many religious education classrooms, the meaning of a sacred text is treated as something stable and authoritative. A teacher’s job is to transmit that meaning to students. This study reports on a year-long intervention conducted in a seventh grade Hebrew Bible classroom in which students were asked to find their own meaning in the biblical text. The study found that religious text classrooms can offer a unique opportunity to support positive youth development when an effective interpretive community is created.
Updated: Jul. 17, 2019
Sefaria is proud to announce the addition of nearly 1,500 of Nechama's source sheets to our library. Sefaria hopes That Jewish educators will explore these materials and that find ample opportunity lilmod ulelamed - to learn from Nechama Leibowitz's Torah and teach it to their students.
Updated: May. 21, 2019
One ongoing lament among day school educators is the inability to successfully teach Hebrew language skills to the students in their schools. Ivrit be-Ivrit instruction, once commonplace in many day schools in North America and across the globe, is in use less and less frequently. Even schools that were once bastions of Hebrew language instruction are begun to despair about its effectiveness. This issue was revisited recently when the new chairman of the Jewish Agency called for Israel to devote resources to teach Hebrew to Jews around the world. This topic has been discussed on Lookjed a number of times.
Updated: Jan. 02, 2019
In the beginning — November 2014 — Benny Lau, a Modern Orthodox rabbi in Jerusalem, taught the first chapter of Genesis. More than three years and 929 chapters later, he’s starting it all again on Sunday. But this time in English as well. “I want to give the Bible back to the people,” Lau told The Times of Israel recently. “For too long it has been held captive by the yeshivas and universities. It was lost from the rest of the nation and I want to return it to them.”
Updated: Jul. 17, 2018
Welcome to the June 2018 The Jewish Educator, containing artcles written by your colleagues. For this issue, we asked for articles on the following topics: 1. As we approach the High Holidays and new beginnings, share changes and exciting ideas you institute in your classroom, in your professional development, or in the climate of your school. 2. With today’s overprogrammed students and overcommitted families, share creative ways of keeping children, with the support of their families, in school and engaged in the learning process.
Updated: Jul. 04, 2018
Aliza Rosenbaum has been teaching Judaic Subjects to seventh and eighth grade students at Hillel Torah North Suburban Day School in Skokie, Il for seven years. She has spent much of that time experimenting in her classroom in the hopes of developing the most effective ways to teach and work with her students. In 2017, she applied for the Sefaria’s Educational Partnership Initiative to see what might happen when Sefer Devarim (Deuteronomy) goes digital.
Updated: Jun. 28, 2018
This year Herzog College is expanding its Yemei Iyun (July 15-19, 2018) offerings, with an additional pedagogy day in English aimed at teachers in English speaking countries, together with classes in French and Spanish.
Updated: Jun. 20, 2018