Search results for: Innovation
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Jewish day schools are in the news. Some of the attention comes in the form of negative publicity about health risks that schools in the more insular sectors of Orthodoxy have taken to keep classes in session during the COVID-19 pandemic. On a more positive note, day schools with a more modern orientation have received praise for doing an unusually good job of helping their students get through the spring lockdowns—and, where possible, for how rigorously they planned and executed reopening the current school year. Their efforts seem more successful than those of many public and nonsectarian private schools. These achievements have not been lost on parents, including some who had not enrolled their children in the past but over the summer showed new interest. Why day schools have done well and what parents are seeing when they give them a second look is a story that can be understood only in the context of their significant, yet largely unremarked, educational transformation over the past two decades.
Updated: Jan. 13, 2021
Many children may face long-term damage from losing a year of schooling, and this may translate to long-term economic damage, primarily to those from the lower classes. This is the central argument by education economist Nachum Blass in a position paper attached to a report by the Taub Center for Social Policy Studies in Israel. The report was published Wednesday.
Updated: Jan. 11, 2021
The articles in this issue demonstrate that, remarkably, day school stakeholders are continuing to dream about their schools, their community, and their craft—and doing so with more intensity and vibrancy than ever before. All of the training, the regular preparation, the professional development and investment in change that schools made before Covid are showing their value now palpably, “in the sight of all the people” (Exodus 19:11). Even as they work to create solutions to the challenges of today, they have an eye to the future, trying to anticipate which changes will bear fruit—which “castles in the air” may acquire a “foundation”— in a post-Covid world.
Updated: Nov. 09, 2020
In September, the London School of Jewish Studies is introducing a new programme combining leadership skills and Jewish studies. The Teach to Lead programme, based on the Teach First model, will develop high-calibre Jewish studies teachers across primary and secondary schools. The new cohort will be tasked with re-envisioning Jewish education for the 21st century to ensure we don’t only replicate old methods and approaches but bring new perspectives and solutions. They will have the opportunities to learn from practitioners around the Jewish world. They must be able to think creatively about what our young people need today to respond to Jewish ideas and how to nurture thinking Jews who are strong in their identity, knowledgeable about their heritage and passionate about their Jewish faith.
Updated: Oct. 22, 2020
The crisis is real, and there is no virtue in ignoring it. The pressure on day-school leaders and boards is relentless, and the immediate question is how to keep our existing educational institutions afloat. But the strategic challenge is to imagine “the new normal”—including the new possibilities—born of this multifaceted crisis. In short: how do American Jews—and Americans in general—eventually turn this tidal wave of disruptions into (as the great social thinker Joseph Schumpeter put it) “a gale of creative destruction” in the Jewish education sphere? Looking beyond the current crisis, can we fashion new models of Jewish schooling that are intellectually, culturally, and economically stronger than ever? And can Jews serve as a light unto other traditional communities in America, who face similar challenges?
Updated: Sep. 10, 2020
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