Search results for: Hevruta
Page 1/3 27 items
Book Review: Advancing the Learning Agenda in Jewish Education. edited by Jon A. Levisohn and Jeffrey S. Kress
Advancing the Learning Agenda in Jewish Education (2018), coedited by Jon Levisohn and Jeffrey Kress, is an exhortation to our field and a strong step forward toward creating the agenda they wish to see. From the very title, Levisohn and Kress make their aim explicit: they want their audience, the scholars, policymakers, and stakeholders in Jewish education, to take the next step in improving our field by putting learning higher on our agenda. They contend that for all the efforts in the past 30 years to reinvigorate Jewish education through new organizations, materials, and pedagogical approaches, stakeholders (including researchers) have paid insufficient attention to what they call “the learning agenda.”
Updated: Sep. 09, 2020
Diving into Yeshiva's Talk Practices: Chavruta Argumentation between Individual and Community towards Crystallizing Methods
The present study offers a systematic analysis of the evolution of talk practices of ultraorthodox Jews learning in dyads called Chavruta. We investigate whether and how these practices contribute to the maintenance of traditional legal discourses and or move in a transformative direction. We answer this question by observing two learners in a Chavruta setting in consecutive sessions. We show that the Chavruta learners are constantly seeking for finding methods of their own while discussing legal texts. We show that the study of Chavruta learning is relevant to both educational change and to civil law in Western countries.
Updated: Jun. 20, 2019
This intensive week (June 23-27, 2019) of inspiring personal and professional learning includes Jewish text learning, led by Hadar faculty, in a lively beit midrash setting and offers two tracks to choose from for enhancing Jewish learning in the Day School classroom. The first is an in-depth exploration of the Pedagogy of Partnership with Dr. Orit Kent and Allison Cook. The second is an opportunity for schools to send cohorts of faculty who are committed to bringing Hadar's Fluency Standards into their school environments.
Updated: Apr. 10, 2019
Project Zug is Mechon Hadar’s online learning platform. Participants choose a course that interests them, and receive the materials online, to learn on their own schedule. Zug means “pair” in Hebrew, because Jewish learning is traditionally done in a havruta – a two-person partnership. All Project Zug participants have a partner, either in person or online, with whom to navigate the course: to question, to debate, and to build a relationship.
Updated: Mar. 07, 2019
The paired study of the Jewish Talmud in havruta is a traditional, well-established and prestigious form of study. Havruta conversation is a confrontational speech event in which disagreements are not only expected but also appreciated. The aim of this study is to explore for the first time disagreement patterns carried out by women studying in havruta pairs. Twenty one havruta conversations were observed and recorded, and semi-structured in-depth interviews were held individually with the participants.
Updated: Dec. 13, 2018
Learning over the summer has never been easier! Take your learning wherever your summer takes you with Project Zug, the online havruta learning platform powered by Hadar. Project Zug connects individuals through curated one-on-one high quality Jewish learning. Let Project Zug match you with a learning partner, or sign up with a friend. The learning platform is for all ages, and allows you to learn from the comfort of your own home – whenever you want!
Updated: May. 23, 2018
When we talk about education in our congregations and synagogues, we often look at what is cutting edge, new, and different. Our institutions emphasize that the future of education must involve smart boards, WiFi, and swiping screens. I agree that we must offer innovative entry points for learning. Still, we cannot forget the most important aspect of learning: our peers. Paired study, or chavrutah learning, has been a part of traditional rabbinic text study for centuries. This form of paired learning acknowledges that there is not distinct roles of student and teacher. Rather, each partner in the pair teaches one another, and learns from one another. Together, they may analyze texts, question interpretations or arguments, and suggest different conclusions. Learning with – and from – someone else allows us to open up our minds to see something in a way that we previously were not able. We are taught In Pirkei Avot 1:6: Find for yourself a teacher, acquire for yourself a friend. Through chavrutah study, we come to understand and appreciate that our closest friends are our greatest teachers.
Updated: Feb. 17, 2016
Mechon Hadar is holding a four-day Summer Institute on June 21-25, 2015 (Sunday afternoon through Thursday evening) which uses Hadar’s signature approach to Beit Midrash learning. This summer we will focus on broad themes from the Jewish Holidays, including forgiveness, change, holiness, authority, and renewal. Please note this is open to any educator or Jewish professional in the field and not strictly for people affiliated Mechon Hadar or the Schechter Network.
Updated: Jun. 03, 2015
Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in text- and discussion-based learning.
Updated: Feb. 19, 2015
This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching and gave them tools to enact it to meet their classroom learning goals
Updated: Nov. 19, 2014