Search results for: Visions
Page 1/2 16 items
Buffeted by competing needs and shortages of resources, Jewish day schools face great challenges sustaining their Jewish mission. What does it take to deal with those challenges? How do schools remain true to their mission? When do they accommodate and when do they resist? This Case Study Project takes you inside 19 Jewish day schools with thick descriptions of how they have maintained a clear focus on their Jewish mission in the face of challenges. Case studies describe how schools align their stakeholders—especially teachers and parents—in support of their Jewish mission, how they make the case for serious Jewish learning, how they have strengthened their teaching of Hebrew, Israel, and Jewish texts, how they make tefillah and connection to the Jewish people meaningful to students and how they resist pressures to dilute their Jewish mission.
Updated: Nov. 04, 2015
This month's EdJewTopia brings you articles by three educators on Hebrew language education in today's complementary settings. Nachama Moskowitz presents Hebrew Through Movement, one piece of her system that turns the way we have traditionally taught Hebrew language on its head; Elliot Vasirub Glassenberg issues a clarion call for non-Israeli Jewish educators to step up their own Hebrew skills if we'd like to see the same from our students; and Michelle Konigsburg shares what can happen if your students are already learning Hebrew outside of complementary school!
Updated: Mar. 10, 2013
“Is Jewish Education Broken?” debates new visions for liberal Jewish schools in the 21st century. This free event takes place on Thursday, December 13 at 7pm and is hosted by the 14th Street Y. “Is Jewish Education Broken?” is presented by Speakers’ Lab, a new public programming initiative of the Posen Foundation, with Tablet Magazine and The New School for Public Engagement, Jewish Cultural Studies Program.
Updated: Dec. 04, 2012
We are sometimes told that practitioners have a hard time with theory. But those who are committed to nurturing a certain kind of intellectual capacity among Jewish educational practitioners—the capacity to identify and critically engage with vision in Jewish education, a capacity that we can call a “philosophical disposition”—must accept the challenge to develop ideas, questions, resources, and learning activities appropriate to that goal. In this article, Levisohn presents a study of his own teaching of novice educators in order to contribute to a conversation about how we might contribute to the development of practical intellectuals in Jewish education in various ways and in various settings.
Updated: Jul. 04, 2012
The day school graduation time of year brings Rabbi Micah Lapidus of Davis Academy, Atlanta GA. to ask in his blog: ' What should a diploma from a Jewish independent school represent? Stated differently, what is the value of a Jewish independent school education?'
Updated: Jun. 19, 2012
This essay reviews the Vision and Practice section of the International Handbook of Jewish Education published in 2011.
Updated: Jan. 01, 2012
In his retrospective essay, Seymour Fox (1997) identified “vision” as the essential element that shaped the Ramah camp system. The author takes a critical look at Fox's main claims: A particular model of vision was essential to the development of Camp Ramah, and that model of vision should guide contemporary Jewish educators in creating Jewish educational excellence. He draws upon historical accounts and theories of organizational leadership and change to question Fox's first claim about the history of Camp Ramah and to offer an alternative model of vision to guide future leaders of Jewish camps.
Updated: Dec. 22, 2010
An Exploration of Moshe Greenberg's Religious Vision and its Manifestation in His Bible Scholarship and Writings on Bible
This article is an attempt to explore the religious vision of Moshe Greenberg in some detail, and in particular, to analyze how his approach to education is applied to and reflected in his ideas about the teaching and learning of Bible, and in his own Bible scholarship itself. The paper examines the connection between Greenberg's philosophy of religion and Wilfred Cantwell Smith's conception of religion as a collection of religious “symbols,” one of which is the sacred text itself. The article includes an analysis of Greenberg's Bible scholarship and writings on Bible education.
Updated: Oct. 05, 2010
Redesigning Jewish Education for the 21st Century, the initial Working Paper of the Lippman Kanfer Institute, lays out the case for change in how we do and deliver Jewish education in order to keep it relevant and effective in the 21st century. The Paper describes three core 'design principles' for the Jewish education we need: that it be learner-centered, relationship-infused, and life-focused. The Working Paper imagines what an educational system based on these principles might look like and discusses a variety of strategies for making the changes needed.
Updated: Aug. 29, 2010
Theological and Pedagogical Implications of the Role of Zionism in Reform Jewish Manifestos: A Bridge from Vision to Praxis
In this article, the authors explore the transition from philosophical and theological manifestos to their practical and educational implementation as they analyze the official American Reform-Judaism discourse as curricular text. This analysis provides a tool for a discussion of the relationships between vision and its implementation particularly for educators and leaders. They highlight the possibilities of dialogue among educators, rabbis-in-training, and leaders to aid in the formation of new visionary documents and, in doing so, affect the dynamics of paving new directions. They demonstrate a model that may be used to investigate such translations from vision to a lived experience and back to reconstruction of a vision.
Updated: Dec. 14, 2009