Search results for: Jewish educators
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The first-ever National Jewish Educator Census (the Census) run by CASJE at George Washington University, is currently conducting a count of the number of Jewish educators across multiple sectors of American Jewish life, as well as other information that will help Jewish education attract new educators, return educators to the field, and best prepare for a post-COVID-19 world.
Updated: Jul. 15, 2020
A century ago, Israel Friedlaender—scholar, communal activist, and educator—played a key role in such educational institutions as the Teachers Institute of JTS, the Bureau of Jewish Education, the Menorah Society, Young Israel, and Young Judea. A JTS professor and prolific writer, Friedlaender has been described as “the teacher of the Jewish youth of that generation.” Yet, scant attention has been devoted to exploring his educational thought and action agenda. This retrospective focuses on Friedlaender’s activities and impact in advancing Jewish education and considers the relationship of his legacy to current directions in the field.
Updated: Nov. 16, 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
Shapiro argues that the interdiscursive relationships between Jewish studies and education are in need of further philosophical articulation and conceptual differentiation in order to realize more beneficial engagement in higher education, professional education, and scholarship. He first considers the literature on interdisciplinarity and explain why he suggests the potentially more fruitful concept of interdiscursivity. Then, drawing on the philosophies of Dewey, Buchler, and Oakeshott, he suggests how their conceptions might inform the purposes and practices of relating education and Jewish studies with one another. Through this philosophical inquiry, I hope to suggest some beneficial, new ways to conceptualize, articulate, refine, and expand these fields and discourses’ relationships.
Updated: Jun. 25, 2013
Matthew Vogel, Executive Director of Hillel at Baruch College in NYC, wrote in the ePhilanthropy newsletter about an international Hillel event where ' 24 students and six professional staff members from Baruch College, the Inter-Disciplinary Center in Israel, and the Kiev Hillel met in Ukraine to explore Jewish Peoplehood in a program called Kol Hillel. In addition to having seder with the Odessa Hillel and Shabbat with the Kiev Hillel, students also had the opportunity to visit Jewish communities in Zhitomer, Berdichev and Uman. The first seder however, was a particularly special moment for everyone involved. Participants were asked to bring their families traditions to our unified and self-led seder. We sang dayenu and whipped around scallions in the Persian tradition, we ate a Hillel sandwich with everything on the seder plate instead of just charoset and maror as in the Indian tradition and we sang and danced as one people in Hebrew, English and Russian.'
Updated: May. 11, 2011
This article explores the possible contribution to Jewish education, both in its research and its practice, to be found in the resources of Judaica scholarship.
Updated: Apr. 01, 2008