Search results for: Community day schools
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Students in “community” (nondenominational) Jewish high schools represent a diversity of denominational affiliations, including those who affiliate with more than one denomination and those that affiliate with none. These schools strive to create communities in which students with varying Jewish beliefs and practices are, at the very least, respected and comfortable. At the same time, schools work to avoid internal Jewish communal fragmentation. In this article, the approach to diversity in three such high schools is compared. Each school, in addition to presenting an approach distinct from the others, has created opportunities for communal Jewish engagement through the enactment of practices that are rooted in Judaism and in the ethos of the school, and allow individualization within universal participation. Further, the range of approaches to Jewish diversity exhibited raises questions about pluralism as it relates to the Jewish educational goals of these schools.
Updated: Nov. 16, 2016
At Yavneh Day School, it became clear that if Hebrew is to be a value, we need a paradigm shift. This shift must reflect what we know today about language acquisition, brain development, and 21st-century learning skills. We determined then that the most obvious limitation to success was time. Best practice dictates that immersion should happen consistently for at least four hours a day. It is not unusual for more traditional schools to offer four hours a day of Jewish and Hebrew studies, which might be taught mostly in Hebrew. In a community day school setting like ours, the demands of the secular curriculum are often such that four hours of Hebrew instruction is difficult to achieve.
Updated: Nov. 02, 2016