Search results for: Jewish studies
Page 1/2 15 items
The Tikvah Summer Fellowship aims to inspire and empower young men and women to lead lives of Jewish purpose and leadership. In their eight weeks of residence with the Tikvah Fund (June 14–August 13, 2020), students will learn from great professors and meet public figures and religious leaders who straddle the worlds of academic research and active engagement in Jewish affairs. They will also undertake an independent research project or internship, suited to their own interests and exposing them to difficult practical challenges faced by Jewish leaders today.
Updated: Dec. 11, 2019
In Summer 2017, the Tikvah Fund is offering an intensive, seven-week, (June 15 – August 3, 2017), fellowship for college students living in America, Canada, and throughout the Diaspora. Led by preeminent professors, rabbis, educators, and intellectual and political leaders, the Tikvah Summer Fellowship for College Students will explore foundational Jewish teaching, including biblical and rabbinic texts, the lessons of Jewish history, the insights of modern Jewish thought, and the vibrant interplay between Jewish and Western ideas.
Updated: Dec. 08, 2016
The Online Judaic Studies Consortium (OJSC) is based on a highly collaborative model. Course instruction for students in the OJSC comes from schools/teachers that join the OJSC. Teachers from schools that join the OJSC develop and then teach online courses to students within the program. Through this collaboration each member school receives seats for their students to take innovative Judaic studies courses from the OJSC catalog, taught by expert faculty, in exchange for teacher participation and discounted membership fees. Students collaborate with their peers at other day schools, teachers receive valuable professional development, and schools gain scheduling flexibility and expanded offerings.
Updated: Aug. 31, 2016
Survey of Jewish Studies Professors Shows Deepening Challenges to Younger Scholars, Declining Enrollments
Jewish Studies professors are challenged by a diminishing job market and small but noticeable declines in enrollment in Jewish Studies classes in North America. These are among the key findings emerging from a world-wide survey of Jewish Studies professors, graduate students, researchers and other academics sponsored by the Association for Jewish Studies, and conducted by Professor Steven M. Cohen of HUC-JIR and funded by the American Academy for Jewish Research. The study draws upon an online survey of more than 2800 professors, graduate students, scholars, and teachers of Jewish Studies, conducted in 2014. The respondents constitute 60% of the AJS membership, an unusually high response rate. The survey report contains findings about course enrollments, salaries, retirement projections, productivity, time on the job market, careers outside of academia, and popular specializations.
Updated: Oct. 07, 2015
Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli Mamlachti Schools: A Case Study of a Jewish Education Teachers’ Training Program for Outstanding Students
This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers’ training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils’ attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter?
Updated: Oct. 07, 2015
What role can edtech tools play in Judaic studies? Haven't teachers been imparting Torah wisdom for thousands of years without the use of online tools? The benefits of online tools in the Jewish classroom is dependent on the goal of the class. If the teacher is mainly interested in reviewing texts and expanding on the meanings, frontal classes, traditional chevrutas and pen-and-paper assignments work well. If, however, the teacher is looking for new ways to inspire the students and help them develop skills which will enhance their learning while allowing them to internalize the material in new and different ways, online learning offers such an option. eLearning involves the newest and most innovative edTech tools for a highly interactive learning experience.
Updated: Jul. 08, 2015
The Importance of a Navigational Perspective in the Study of Contemporary American Jews: Response to the Sklare Lecture
One fissure in the social scientific study of contemporary American Jews involves how scholars understand the relationship between the individual and the shared or social realm. In this essay I contrast a more normative, tradition-oriented approach to studying American Jews and their Jewishness exemplified by Sylvia Barack Fishman to the person-centered, meaning-oriented, navigational approach I employ. Our contrasting approaches reflect different views about what it means to “transmit Jewish culture to the next generation.”
Updated: Jul. 08, 2015
The MOFET Institute's Online Academy for Teachers has opened registration for the Fall, 2014 semester of online courses which will begin on October 26, 2014. The array of courses offered touches upon the fields of Integrating Technology into Education, Teaching English as a Foreign Language (EFL), Teaching Jewish Studies, and Teaching Hebrew as a Foreign Language. Several courses will be conducted in Spanish.
Updated: Jul. 30, 2014
The establishment of academic Jewish Studies positions and programs at a significant number of public and private North American institutions of higher education during the final third of the twentieth century is an interesting and complex phenomenon. In these remarks, the author provides a brief historical overview of academic Jewish Studies in North America and reflects on the present state of Jewish Studies programs in secular higher education settings and their ongoing challenges and future prospects. Her conclusions are neither comprehensive nor data-driven nor do they focus on the vibrant and excellent scholarship that characterizes Jewish Studies in 2013.
Updated: Jul. 16, 2014
The MOFET Institute's Online Academy for Teachers has opened registration for the Spring, 2014 semester of online courses which will begin on February 23, 2014. The array of courses offered touches upon the fields of Teaching Educational Use of Information and Communication Technologies (ICT), Teaching English as a Foreign Language (EFL), Teaching Jewish Studies, and Teaching Hebrew as a Foreign Language. Several courses will be conducted in Spanish.
Updated: Jan. 01, 2014