Search results for: Prayer
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Jewish Educational Leadership invites articles for Spring 2017 Issue focusing on Tefillah. Tefillah is a challenge for adults – witness how many people struggle to make it to their synagogue, struggle to find meaningful moments when they get there, and struggle to pray when not in an organized prayer environment or in deep crisis. No wonder that the Rabbis called tefillah an avodah, a labor. Teaching students to engage in tefillah raises the challenge even further. The next issue of Jewish Educational Leadership is dedicated to addressing the question of how to address tefillah.
Updated: Dec. 28, 2016
At the start of the summer vacation, twenty four teachers, spanning grades 2-12, across denominations and from throughout the U.S., participated in the Aleinu Leshabe’ach II: Conference on Tefilah in Jewish Day Schools. The five-day conference, run by the Pardes Center for Jewish Educators (PCJE) with support from the AVI CHAI Foundation, aimed to work with teachers on the front lines who are seeking ways to make tefilah (prayer) more meaningful in their schools.
Updated: Aug. 31, 2016
When I was an educator in a Jewish Day School in Toronto, Canada, I was given the task of leading the Tefilla for grades 6, 7 & 8. My supervisor made it very clear that the Tefilla was not nearly at the standard they desired. I realized that the system was not working. We were trying to enforce the classic Synagogue system of Tefilla for students that clearly were unengaged and uninspired. I incorporated my Tefilla system of shortening the Tefilla by half and saying the entire Tefilla Out Loud, and in a few weeks the level of Tefilla had improved significantly. Most importantly, I managed to change the entire culture of Tefilla, making it important again! This experience gave me the incentive and platform to design The Tefilla Project.
Updated: Jun. 01, 2016
This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.
Updated: Apr. 20, 2016
Between Ritual and Spiritual: Teachers’ Perceptions and Practices Regarding Prayer Education in TALI Day Schools in Israel
The aim of this qualitative study is to describe teachers’ perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral interviews, written questionnaires and written materials of the schools’ network. Two educational ideologies were identified: Belonging to the Jewish collective and personal-spiritual ideology. While participants perceive the aim of Jewish education as enhancing students’ belonging to the Jewish collective, prayer education introduces a personal-spiritual aspect that was not typically a part of teachers’ discourse on Jewish education.
Updated: Sep. 21, 2015
At the beginning of the summer, the Pardes Center for Jewish Educators brought together 17 successful Day School educators, rabbis and administrators to think more deeply about the critical area of prayer in day schools. This six-day intensive symposium, entitled Aleinu Le’shabeach, drew a diverse group from Community, Orthodox and Conservative schools spanning grades K-12. There were many takeaways from this program. However, we want to focus on what we saw as the central and most significant finding: the need to develop and professionalize a field of tefilah education. All the rest is commentary.
Updated: Sep. 09, 2015
A first-of-a-kind symposium has opened today, July 8, 2015, focusing on tefilah in Jewish day schools. Aleinu Leshabe’ach, organized by the Pardes Center for Jewish Educators, has brought together 17 tefilah facilitators, across all grades, from Orthodox, Conservative and Community day schools, to spend six days exploring the challenges and new possibilities for tefilah education.
Updated: Jul. 16, 2015
Mrs. Tikvah Wiener outlines a PBL project design unit focusing on Tefillah. As many of our schools struggle with engagement and Tefilllah, Tikvah and her colleagues have outlined a new project putting the dilemma into the hands of the students for whom the dilemma is a reality. Problem-Based Learning, as its name suggests, asks students to solve a real-world problem. One thorny problem Jewish educators face is how to approach prayer — tefillah — in school. At the PBL Collaboratory in Judaic Studies that took place last month in late March, a group of us were inspired by RealSchooler Ronit Langer, who dropped by and spoke about the fact that tefillah in school seems more punitive than aspirational. We decided to tackle the topic during our project design session.
Updated: May. 21, 2015
Whether you are interested in leading a service at your next convention or need a refresher on your favourite ruach song, iDaven is here to help. USY’s Religion/Education's newest project, the iDaven project, features an extensive collection of Jewish recordings, including tefillot (prayers) and z’mirot (songs), put together exclusively by USYers. Each recording teaches the Hebrew words at a slow, easy-to-follow pace; making you an expert once you’re done. The database is updated regularly with new additions, so be sure to check back often.
Updated: May. 21, 2015
What Jewish educator has not struggled with the challenges inherent in helping learners to find tefillah (prayer) a compelling experience? In this issue of Gleanings, outstanding teachers and leaders of tefillah, including graduates of the William Davidson Graduate School of Jewish Education, The Rabbinical School, and H. L. Miller Cantorial School and College of Jewish Music of The Jewish Theological Seminary, portray successes in this important field. Each writer focuses on different dimensions of the tefillah experience. They attend, variously, to the nature of the prayer community; the relationship between tefillah and music; the kinds of music that can touch us; and the place that deep understanding of the words of the siddur (prayer book) has in touching our souls.
Updated: Oct. 22, 2014