Search results for: Hevruta
Page 3/3 27 items
Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused conversation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interactions and proposes a theory of havruta learning as composed of three pairs of core practices: listening and articulating; wondering and focusing; and supporting and challenging. Through a close analysis of one particular havruta session, the author illustrates and probes the havruta practices and the ways in which they can give rise to generative, textually grounded interpretive discussions of classical Jewish texts. This theory may also be a helpful lens for both studying and elucidating text-based discussions of other kinds of texts in small and large group settings.
Updated: Dec. 22, 2010
Midreshet, a Hebrew resource, was created by the Israeli Bet Midrash Network, to make available Jewish learning resources for hevruta (pairs) or small group learning as carried out in Jewish halls of study. The site contains three hundred resource sheets created by teachers of the 18 pluralistic batei midrash in Israel covering a wide range of topics. The site also contains a digital wizard for creating personal resource sheets based on other resort sheets or a wealth of other resources contained on the site. Users can also upload to the site resource sheets which they have created.
Updated: Nov. 17, 2009
Learning to be Present: How Hevruta Learning Can Activate Teachers' Relationships to Self, Other and Text
This article focuses on the ways hevruta learning can contribute to teachers' capacity to be present to self, other, subject matter and the cultural context in which the learning occurred. Hevruta learning, when conceptualized for the purposes of teachers' professional development, brings to the fore both the interpretive and relational aspects of the learning process. The theoretical frameworks of philosophical hermeneutics and relational psychology infuse our design of hevruta learning as well as our analysis of teachers' unfolding awareness of presence.
Updated: Oct. 14, 2009
“Either a Hevruta Partner or Death”: A Critical View on the Interpersonal Dimensions of Hevruta Learning
How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather than considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education.
Updated: Jun. 07, 2009
This study seeks to investigate the practice of hevruta as it has developed in the Rabbinical School of the Jewish Theological Seminary. Methodologically, the study makes use primarily of standardized long interviews. The interview protocols are provided in the appendices.
Updated: Apr. 15, 2008
Building off of research on reading and interpreting literary texts and sociocultural theories of learning, the author closely analyzes transcripts and videos of students studying in hevruta (text study in pairs) at the DeleT (Day School Leadership through Teaching) Program at Brandeis University.
Updated: Apr. 15, 2008
This paper examines the Beit Midrash for Teachers , an integral part of the DeLeT (Day School Leadership Through Teaching) program at Brandeis University, as a rich learning opportunity in its own right and an important component in a coherent program of teacher education for Jewish day school teaching.
Updated: Apr. 01, 2008