Search results for: Curriculum
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In collaboration with The AVI CHAI Foundation, the Schusterman Center for Israel Studies at Brandeis University and a steering committee of religiously and geographically diverse Jewish day school heads are convening a two-day conference, November 14-15, 2016, to explore the trends playing out in the academy and the campus quad: “From Anti-Zionism to Anti-Semitism: An Educators Conference.” The conference intends to inform – not to alarm – us about the climate of college life today and to consider how Jewish schooling addresses the changed atmosphere that we and our students confront. Many of us are disturbed when the good that we take for granted – Zionism, Israel, and Judaism – are denounced as evil. We are confused when liberal ideas about diversity and progressivism are turned against the Jews who believe in those ideas. If we are troubled and confused, our students facing the assault are even more so. We have to know and better understand what they will have to confront.
Updated: Aug. 31, 2016
Teaching about the Holocaust in Israel: A Pedagogical Approach Adopted by the Israeli Ministry of Education
Holocaust education in any setting requires a careful approach, taking into consideration the cultural sensitivities of the target audiences, local history and current trends. In Israel, where Holocaust education has been created and developed over decades to produce models used around the world, this approach can be examined using the prism of the nationally instituted curriculum. The following article presents the rationale and ramifications of Holocaust education in Israel, as well as principles and suggestions to be considered in Holocaust education world over.
Updated: Aug. 31, 2016
Middle- and high-school history curriculums will be required to include the study of Jews in Islamic countries beginning in the upcoming school year, the Israel Education Ministry announced on Monday. The decision aims to implement one of the recommendations of the Biton Committee, released in July, which was tasked with enhancing Eastern Jewish cultural studies within the general education curriculum.
Updated: Aug. 23, 2016
In this longitudinal study, carried out over a period of 6 years, the curriculum approach of student-teachers in the fields of Jewish Studies (Bible Studies and Jewish Philosophy) was examined, from their 1st year of studies until their 6th year when they took their places as full-fledged teachers in schools. This article focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs, that differ in character and essence. The major argument in this article is that the character and essence of a formal syllabus has great influence on curriculum approaches of students preparing to become teachers, and their place in developing their own teaching program.
Updated: Aug. 10, 2016
Where Have All the Miracles Gone? How Teachers Broach Biblical Miracles in Israeli Jewish National Schools
The current study examines how Israeli teachers’ beliefs and ideologies are expressed in their teaching of Biblical miracles. The article explores how Israeli teachers broach the topic of Biblical miracles, and how their beliefs and ideologies help them navigate a path from the national curriculum to the classroom. The article focuses on three key areas: Initially, I discuss the educational challenges that teachers in Israeli schools confront in teaching miracles. This is followed by a mapping of educational approaches to presenting miracles. The final section analyzes conversations with three teachers about how they present miracles in their classrooms.
Updated: Jul. 27, 2016
“She’s a creep!” Well, everyone recognizes that as lashon hara. But many people don’t realize that an off-hand remark or look made by one of our best of friends can be lashon hara too. That’s why Torah Live chose real-life friend situations, to teach viewers the laws of Shmiras HaLoshon (guarding one’s tongue) for Chapter Two of The Lost Light. To do this, we created our own girls’ school, dubbed “Torah Live High School” by production manager Sharon Katz. The scenes were actually filmed in an elementary school in the town of Efrat. They illustrate how easily we can fall into the trap of speaking lashon hara, even when that’s not the intention.
Updated: Jul. 13, 2016
The study and practice of the arts can serve as a powerful vehicle for learning. This issue of Hayidion presents ways that the arts can deepen intellectual inquiry as well as sparking creativity, engage students' hearts and minds in science, literature, and all aspects of Jewish studies, expose learners to provocative, contemporary issues of culture and politics, and draw meaningful connections across the curriculum and among people.
Updated: Jul. 06, 2016
This semester at my own school, Margolin Hebrew Academy, we began blazing our trail into the wild West of the Internet by implementing a Digital Citizenship curriculum developed by Common Sense Media. This excellent collection offers age-appropriate lessons, videos, games, and take-home activities all about digital ethics for children in grades K through 12. This course of study is recommended by Facing History and Ourselves and is utilized by many Jewish days schools and other independent schools around the country. The module for elementary school is called Digital Passport. Amanda White, our elementary librarian, and I have already started teaching our third through sixth graders about digital citizenship during their library time. We will continue using the curriculum with grades one through six next year in the elementary school. Additionally Upper School Principal, Rabbi Uriel Lubetski, and I will be implementing the high school module of this curriculum called Digital Compass during regularly scheduled Life Skills classes in the coming weeks.
Updated: Jun. 01, 2016
Balancing Educational Practice with Psychological Theory: Lukinsky’s Study of a Bold Camp Ramah Curriculum
Missing from the growing literature on Jewish camps is Lukinsky’s (1968) pioneering study of the curriculum to teach responsibility that he designed for the 1966 Ramah American Seminar. Reviewing this work I discovered that Lukinsky—under Schwab’s (1971) influence—creates a rare balance between his own perspectives as an educational practitioner turned researcher with those of Erik Erikson, the famed developmental psychologist. I suggest that we read his work as an example to all who call upon theories of psychological development on how to use those theories to illuminate our thinking while not allowing them to dominate our educational discourse.
Updated: May. 22, 2016
American Jewish Children’s Thoughts and Feelings About the Jewish State: Laying the Groundwork for a Developmental Approach to Israel Education
This study presents the first longitudinal data on American Jewish children’s thoughts and feelings about Israel, highlighting children’s development between kindergarten and second grade. Drawing upon interviews and photo and music elicitation exercises with Jewish elementary school students, the research examines both children’s conceptual understandings of Israel—what they imagine it to be—and their feelings toward Israel. The research finds that throughout the early elementary grades, children think of Israel as a place where both good and bad can happen—a duality that remains relatively stable over time. Yet their feelings about Israel change over time, as consistently happy emotions give way to a wider range of affective responses to Israel, including worry, fear, and sadness. This manuscript examines both children’s static conceptions of Israel and their changing feelings about the Jewish state, addressing the implications of these findings for elementary school Israel education and Jewish communal policy toward youth engagement with Israel.
Updated: May. 04, 2016