Search results for: Talmud studies
Page 3/7 66 items
While the study of rabbinic literature is a central component of the Jewish day school curriculum in both liberal and Orthodox schools, we know almost nothing about what students have learned, what they understand, or how they think. Educators and researchers therefore lack the empirical basis to articulate sound educational goals for this subject. In an initial, exploratory phase of this project, we examined students' understanding of rabbinics by gathering interview data from new day school alumni, with input from scholars, teachers and other subject matter experts. A report on the findings from Phase I is now available. Phase II is now extending the exploration, gathering new data to enrich our understanding.
Updated: Oct. 09, 2016
An online, digitized repository of the entire Babylonian Talmud called Hachi Garsinan has recently been launched in what its developers have described as a revolution for Talmud study. Uniquely, the project includes all known textual variants of the Babylonian Talmud and allows researchers, scholars and students to easily compare the different texts side by side, as well as highlighting the differences between each version. The name, Hachi Garsinan, is an Aramaic term used by the medieval Talmudic scholar Rabbi Shlomo Yitzhaki, known as Rashi, to indicate that there existed an alternative version of the Talmudic text which made more sense contextually than the standard wording.
Updated: Aug. 23, 2016
The Rabbanei Batei Hasefer Website started out as a collection of material for school rabbis. In Israel most of the religious public schools (mama'd) as well as a few of the regular public schools have a school rabbi. The rabbi serves as a spiritual adviser to the school community, the students, staff and parents of the school. He is often coordinator or consultant of the Jewish education curriculum (Tanach and Toshba). Many educators were happy to share material that they prepared and the site quickly grew to include worksheets, booklets, games, ideas for activities and more, making the site useful for all Jewish studies teachers. Many individuals graciously forward folders full of all their worksheets on a given topic to share with other educators. In the past the 'Morei Hameah' (100 Teachers of the Year) award was given for developing the website for the benefit of the Jewish education community.
Updated: Apr. 13, 2016
Didactic rewrites of aggadic stories are an important resource in values education. This study, geared primarily toward teachers involved in choosing curricular materials, investigates how the didactic rewriter actually becomes an interpreter, rather than a mere transmitter, of the original text. The personal values of the rewriters can influence the retold story, as can their desire to adapt it to their target audience. In order to increase teacher awareness of the rewriters’ interpretive process and its ramifications, two different rewrites of the same original aggadic story are compared as a paradigm. The different values and role models which emerge as well as the potential impact of each rewrite on the child’s moral development are examined.
Updated: Mar. 23, 2016
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary. The art and science of text study is an area in which many scholars and practitioners affiliated with The Davidson School devote their time, attention, and passion. We are particularly excited to have launched an initiative creating the first ever compendium of standards and benchmarks for the teaching of rabbinic literature through our Jewish Day School Standards & Benchmarks Project. We are honored to steward this project in partnership with leadership teams from over 15 day schools, scholars, and leaders across academic institutions and agencies throughout North America and across all denominational lines. To sit with them is to truly feel the roots in the legacy of the Jewish beit midrash! We hope you enjoy the wide array of perspectives on the topic of Jewish text study contained in this edition of Gleanings.
Updated: Jan. 06, 2016
Halacha Education Center introduces Revolutionary Curriculum for Over 1,300 Students around the World
Jewish schools throughout North America as well as in South Africa and Australia are introducing a revolutionary curriculum to their students this academic year. Over 1,300 students in over twenty schools will be using the new program designed by the Halacha Education Center (HEC). The programs designed by HEC represent a major overhaul of the classic Jewish educational experience. The HEC has taken the original sources and prime texts of Jewish law and developed new exciting, user-friendly, accessible textbooks, teacher’s guide, videos, and audio-visual material that engage the students in a deep, enjoyable and memorable fashion. The new materials are a reformatting and presentation of Judaism’s ancient laws and wisdom.
Updated: Jan. 06, 2016
In an atmosphere of anticipation and excitement, a group of Jewish day school educators, scholars of Rabbinics and education and experienced Jewish educators has begun to collaborate on a compendium of Standards and Benchmarks for the study of Rabbinics in Jewish day schools. The initiative is under the auspices of the Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. The compendium will guide Jewish day schools in planning and implementing goals for rabbinic studies for their students. It is especially heartening that the group working so collaboratively represents a cross-denominational selection of schools: modern Orthodox, Conservative and Community.
Updated: Nov. 25, 2015
This article proposes a theoretical framework for understanding the possibility of Talmudic stories (as well as other narratives and scenes of interactions among two or more characters) to nurture the growth of the moral imagination as it is expressed in two related but distinct ways. At the intersection of work by educators, literary critics, and Talmudists, the approach suggested in this article offers a foundation for a Talmud pedagogy that provides a sophisticated, nuanced, and morally imaginative engagement with the text that is not restricted to technically or linguistically advanced students, and is independent of the subject matter of the text and other curricular goals.
Updated: Sep. 24, 2015
In this new online project in Ivrit, called in Israel 'Summer 38' for the number of Mishnayot in Masechet Rosh Hashana, Jewish children learn a daily Mishna in memory of the 67 soldiers who fell in Operation Protective Edge, through 38 animated videos with HaRav Rimon, head of the Halacha Education Center. This learning adventure has now begun, and will be completed by the end of the summer vacation. The learning will be conveyed through experiential videos, utilizing motion graphics and animation. In each five minute long video visitors learn the Mishna, and acquire vital tools to study and analyze virtually any Mishna in the future.
Updated: Jul. 16, 2015
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