Search results for: History of Jewish education
Page 1/5 48 items
The development of non-Orthodox Jewish day schools in Los Angeles in the 1970s to 1990s can be attributed to a combination of factors, including the city’s geography, the deterioration of public education, court-ordered busing that began in the 1970s, and strong rabbinic personalities. Yet, as elementary day schools proliferated throughout the city, educators struggled to keep secondary day schools afloat. Contributing factors to the challenges secondary schools faced included sprawling city geography, lack of communal support, and parental desire to send children to established high schools with proven track records for college preparation and admission.
Updated: Mar. 04, 2020
Beyond Institution-Building: Seymour Fox as an Educational Thinker: Reflections on Visions in Action: Selected Writings
The dominant perception of Seymor Fox as a leader and institution builder, then, has overshadowed Fox’s intellectual work and it is here that Jonathan Cohen, one of Fox’s distinguished former doctoral students, has done a great service in putting together an anthology of Fox’s writings published by the Mandel Foundation in Israel and Keter Publishing. Cohen, a longtime faculty member at the Hebrew University, has served as Director of the Melton Center for Jewish Education, as well as head of the Hebrew University’s School of Education.
Updated: Mar. 04, 2020
Dimensions of Time in the Jewish Educational Thought of Joseph Lukinsky: Reflections on Maybe the Lies We Tell Are Really True edited by Barry Holtz and David Kahn (JTS, New York 2016)
This article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought.
Updated: Mar. 04, 2020
Citations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others within a scholarly field. This article studies the citational practices of articles published in the Journal of Jewish Education over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education.
Updated: Sep. 25, 2019
Book Review: Cultures and Contexts of Jewish Education. Authors: Barry Chazan, Robert Chazan, and Benjamin M. Jacobs
There has long been a need for a short survey of the emergence and current condition of American Jewish education broadly conceived. Written in clear and untechnical language, accessible to lay and professional readers alike, this brisk and engaging volume fills that void very successfully. This book reaches far into the Jewish past to chart the interaction between two Jewish educational and social visions.
Updated: Jul. 11, 2019
A leader in Jewish education policy for over 30 years, Jonathan Woocher influenced countless practitioners and policy makers. This article examines Woocher’s body of written work by investigating three of his pieces published over a span of 20 years.
Updated: Jan. 30, 2019
The history of Jewish day schools in Los Angeles can provide lessons that are widely applicable to the future of Jewish education. The number and variety of non-Orthodox day schools in the city surged in the late 1970s through the 1990s, creating the contemporary landscape of day schools. However, it is the first few schools, established before the number of day schools exploded due to court-ordered busing and other factors, that illustrate an important lesson for the future of day schools in Los Angeles and across the country.
Updated: Jan. 10, 2019
Ariel Burger, who was a student in Elie Wiesel’s class at Boston University as an undergraduate and, in his 30s, served as his mentor’s teaching assistant for five years, has written “Witness: Lessons From Elie Wiesel’s Classroom” (Houghton Mifflin Harcourt); the 288-page book is part memoir, part description of the courses — and the impact they had on a wide range of students for almost four decades — and entirely compelling.
Updated: Dec. 02, 2018
Political turmoil abroad also helped to transform the day school into a viable alternative to the public school, depositing on American shores a critical mass of European Jewish families long familiar with and receptive to sectarian forms of education. In the years that followed, especially in the wake of the Shoah and the rise of the State of Israel, Jewish day schools gained in both number and collective esteem. Once marginalized and derided, they came to be seen, in the words of the Orthodox Union, as the “most exciting and hopeful phenomenon in Jewish life in America.”
Updated: Oct. 03, 2018
What does it take to nurture small successes into larger successes in Jewish education? Often, we take a program or initiative that works well in one setting (say one particular synagogue school or JCC) or city and attempt to replicate it elsewhere, yet it fails to flourish. Yet there are, in fact, numerous stories of scaling success in Jewish education, with strategies that illuminate how this can be done. This issue of Gleanings aims to shed a light on these stories and strategies, with the hope that you are inspired to apply within your particular site or area of Jewish education.
Updated: Jun. 27, 2018