Search results for: Religious education
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The Egyptian parliament recently commended the Ministry of Education on approving a new school subject: common values. The course examines religious values and verses that have the same meaning in the three Abrahamic religions — Judaism, Christianity and Islam — in a move that will allow Egyptian students to study verses from the Jewish religion for the first time ever.
Updated: Mar. 18, 2021
How to Teach Mosaic Religion in Public Schools? The Dilemmas Facing Galician Jews in the Period of Autonomy (1867–1918)
This article investigates the genesis of a new model of religious education in the history of Jews using as an example Jews in Galicia during its autonomous period (1867–1918). The multifaceted and complex process of shaping instruction in Jewish religion in public schools against the background of sociocultural changes in Galicia in the 19th and the beginning of the 20th century is presented. The description of this process was based on hitherto unknown printed sources and archive records.
Updated: Feb. 18, 2021
With more investigation into the reception of evolution in non-Christian majority cultures, and the increased awareness that anti-evolution sentiment is a global phenomenon, new educational resources are being developed to meet newly understood needs. This article explores the situation in Israel regarding conceptions of the compatibility of evolution and religion, as well as the educational initiatives being developed to advance dialogue. Included in the article are data from a study in a Jewish, Muslim and Christian school regarding stakeholders’ views on evolution, as well as insights from the first professional development course for Israeli teachers on “Evolution and Faith”.
Updated: Jun. 15, 2020
Studying Sacred Texts as a Pathway to Positive Youth Development: Middle School Students Read Hebrew Bible
In many religious education classrooms, the meaning of a sacred text is treated as something stable and authoritative. A teacher’s job is to transmit that meaning to students. This study reports on a year-long intervention conducted in a seventh grade Hebrew Bible classroom in which students were asked to find their own meaning in the biblical text. The study found that religious text classrooms can offer a unique opportunity to support positive youth development when an effective interpretive community is created.
Updated: Jul. 17, 2019
The return of religion and religiosity, on almost all social, cultural, and political fronts, has informed the academic agenda of the last decade. It is marked by a growing scholarly use of the concept of the “postsecular.” Against this background, this article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in national Jewish education illustrate the rise of a new theocratic vision for Israel. This neoreligious thrust challenges the former interplay between secular and religious notions, which has served as the basis for Jewish national (i.e., Zionist) education. The article also places the notion of a postsecular emergent society within a particular social and political context, pointing to a broader and much richer phenomenon than hitherto suggested.
Updated: Jun. 28, 2017
The federal model of the Israeli state education system does not augur well for religious encounters in Israeli schools. The fact that on the one hand, religious and heritage education is a mandatory core subject for all sectors in the Israeli state education system, but on the other, each sector maintains a unique sectorial ideology regarding the understanding of what religious and heritage education should convey to the students, leads to an inherent diffculty to contemplate or organize interfaith or intersector religious encounters. The declared policy of the Israeli Ministry of Education, according to which all schools are required to educate toward the enhancement of social cohesion and a broadly common perception of constructive values and citizenship (Ministry of Education, 1996), recognizes the diffculty of conducting interfaith encounters at the school level.
Updated: Jun. 26, 2017
Contribution of Dance Studies from the Point of View of Religious Dance Teachers in Formal Education
This article examines perceptions of observant dance teachers on aspects related to their professional world. The study included 119 teachers, graduates of the dance department at an academic - religious college of education in Israel. The data was collected through a structured questionnaire developed specifically for the study and through interviews with teachers. The data shows that the predictor for the perception of the contribution of dance lessons to pupils is the interrelations between dance and the inner world. The significance of these interrelations arises, among other things, in the finding that the teachers' choice of instruction of the art of dance allows them to realize themselves and mold a new path in the instruction of dance within a religious worldview, as part of an education system compatible with their own worldview.
Updated: Oct. 05, 2016
This article presents two pioneering religious Jewish schools that opened their doors to girls in Jerusalem in the first decade and a half after the end of World War I and the establishment of the British Mandate in Palestine. One of these schools, established by Chana Shpitzer, was exclusively for girls, while the other, Ma‘aleh, was coeducational. Although both schools were Orthodox in outlook and identified with the growing Zionist movement, their approaches to Torah education for girls were quite different. I believe a comparison between these two schools offers some insights into the relative advantages and disadvantages of single-sex and mixed Jewish educational frameworks.
Updated: Apr. 20, 2016
The article examines state-supported religious education and its consequences for civic attitudes in Indonesia and Israel, two democracies that grant religion a prominent place in the public sphere, particularly in education. The comparison reveals that while in Indonesia the state was able to gradually introduce a secular curriculum in religious schools and establish an accreditation system by which it could exert influence on the way religion is taught, in Israel, by contrast, state-funded religious schools over time became increasingly opposed to a mandatory ‘core curriculum’ of general studies.
Updated: Feb. 17, 2016
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and prayer.
Updated: Sep. 11, 2013