Search results for: Educational theory
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7. What seems at first like a haphazard jumble in the kindergarten yard at this kibbutz, and in hundreds of similar yards across Israel, is in fact the expression of a theory about how children should learn and a sharp critique of the way they’re usually taught. The kindergarten junkyard is countercultural at a moment preoccupied with safety and litigation—but may have something to teach parents who’ve just been through a yearlong education on the limits of education itself. The junkyard is one answer to a pressing question: When we teach kids, should we prepare them to climb an orderly ladder of tests that lead to other tests, grades, and degrees—or should we prepare them for chaos?
Updated: Jun. 22, 2021
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
In this study, 14 children from a constructivist-based Jewish kindergarten class are interviewed to determine how they construct an understanding of historical time. The analysis of the interviews indicates that students use higher order thinking skills multiple times, especially when the topic of study is connected to their lives. These findings support that constructivist theory is well-suited as a theoretical foundation for Jewish early childhood programs.
Updated: Sep. 30, 2013