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Over and above what Moses said in the last month of his life, is what Moses did. He changed careers. He shifted his relationship with the people. No longer Moses the liberator, the lawgiver, the worker of miracles, the intermediary between the Israelites and God, he became the figure known to Jewish memory: Moshe Rabbeinu, “Moses, our teacher.” Moses became, in the last month of his life, the master educator. In these addresses, he does more than tell the people what the law is. He explains to them why the law is. There is nothing arbitrary about it. The law is as it is because of the people’s experience of slavery and persecution in Egypt, which was their tutorial in why we need freedom and law-governed liberty. Time and again he says: You shall do this because you were once slaves in Egypt. They must remember and never forget – two verbs that appear repeatedly in the book – where they came from and what it felt like to be exiled, persecuted, and powerless.
Published: 2019
Updated: Aug. 28, 2019
2
The present study examined implicit motivations of academically excellent students' choice of teaching careers rather than more prestigious occupations. Open, in-depth interviews were conducted with twelve students. Findings indicate that choosing a career in teaching served as a corrective experience for painful past experiences, and revealed four types of implicit motivations: (1) The experience of helplessness and the need to strengthen the sense of self-efficacy (2) The search for interpersonal boundaries as markers of identity (3) The need to belong: Warmth, caring, and individual attention and (4) Compensation for an unjust and humiliating experience in childhood.
Published: 2018
Updated: Jun. 28, 2018
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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.
Published: 2016
Updated: Oct. 05, 2016
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This article investigates how one Summer Teachers’ Seminar sought to support teachers’ capacity to understand and teach about religion and culture. Using a qualitative, feminist, action-research methodology, the article questions whether the study of one religion and culture creates a bridge toward understanding larger questions of diversity. Findings suggest that such bridge building is possible, when supported by the exploration of the diversity of one culture itself, participating in relational pedagogical practices that focus on cultural artifacts, and a learning environment with diverse participants.
Published: 2015
Updated: Jul. 22, 2015