Search results for: Innovation
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The simple truth is that we don’t know when we will return to school. We are hopeful that the beginning of the 2020-2021 school year will take place in our classrooms. We know that at some point in the future that we will return. But as Heidi Hayes Jacobs recently said, “We have to start thinking about how we don’t go back to school, but how we go forward to school.” This extraordinary moment we are living, teaching and learning through will eventually end, but it would be a huge mistake to go back to school as it was when we have an opportunity to go forward to school as it ought to be. Here are four ways we should begin thinking about going forward to school.
Updated: Jul. 13, 2020
The Jewish community, like most of the world, still does not yet know when the current crisis will end. We can, however, begin to think about parts of our life that will be different after this period than they were before. For Jewish education specifically, thinking ahead is critical; it will fall to Jewish communal and educational organizations to bring the Jewish community back to life, and to revitalize it so that it can emerge even stronger. We accept that our world will look different in a post COVID-19 era; there will be mourning for what’s lost, but new things built as well. So, I am starting to imagine a better future.
Updated: Jun. 14, 2020
The Ethical Creativity Institute (ECI) is a weeklong (June 15-19, 2020) professional development and curriculum design program created and hosted by The Brandeis School of San Francisco that combines the emergent fields of design thinking, tinkering, and constructionist education with Jewish traditions and ethical frameworks.
Updated: Feb. 24, 2020
Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.
Updated: Jan. 07, 2020
The analysis examines the genesis of the Lippman-Kanfer Foundation for Living Torah’s Prize in Applied Jewish Wisdom (AJW) that was first awarded in 2016. The foundation invented both the phrase AJW and the prize to highlight the qualities of Jewish content being employed by promising educators and activists in the “Jewish innovation ecosystem.”
Updated: Jan. 05, 2020
The articles in this issue of Hayidion represent the balance between the old and new, sacred and profane embodied in Jewish history. The issue tells the story of the drive for innovation, an imperative in modern education that has gained strength on theoretical and practical levels in recent decades. It features efforts to learn from, adopt and adapt innovative programs and pedagogies from the larger educational universe. However, even as they adjust to shifting times, some authors advise caution, patience and planning around such changes.
Updated: Dec. 05, 2019
The mid-20th century Jewish community center was built on the model of a brick-and-mortar, full-service, membership-based community center. This model is increasingly out of step with today’s reality. The purpose of the Innovating JCCs study was to seek out new ideas in the field and identify ways that JCCs might break through the old model to become successful 21st century agencies. Lessons from the research are relevant not only to JCCs, but also to synagogues and other legacy institutions in the Jewish community.
Updated: Jul. 21, 2019
This issue of Gleanings highlights the work and perspectives from those involved in our fellowship. Inside, you will find a description of the how and why of this approach from our dean, Dr. Bill Robinson, and our colleagues at Lippman Kanfer Foundation for Living Torah, our leading funder for this work, along with reflections from several members of our fellowship cohort on their fellowship experiences, the jewel, and how we can put this work into action.
Updated: Jul. 10, 2019
In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.
Updated: Jul. 07, 2019
Diving into Yeshiva's Talk Practices: Chavruta Argumentation between Individual and Community towards Crystallizing Methods
The present study offers a systematic analysis of the evolution of talk practices of ultraorthodox Jews learning in dyads called Chavruta. We investigate whether and how these practices contribute to the maintenance of traditional legal discourses and or move in a transformative direction. We answer this question by observing two learners in a Chavruta setting in consecutive sessions. We show that the Chavruta learners are constantly seeking for finding methods of their own while discussing legal texts. We show that the study of Chavruta learning is relevant to both educational change and to civil law in Western countries.
Updated: Jun. 20, 2019