Formal Education (346 items)To section archive

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Israel will include study of the persecution of North African Jewry under the Nazis as part of mandatory history curriculum in high schools. Study of the Holocaust as a historical subject was removed from the mandatory section of the national matriculation exam four years ago by then-education minister Shai Piron, though teachers were allowed to assign the Holocaust as a research project. Academics and history teachers publicly criticized the move. Former education minister Naftali Bennett reinstated the subject on the bagrut matriculation exam shortly before he was fired from his position in early June by Prime Minister Benjamin Netanyahu.
Published: 2019
Updated: Sep. 11, 2019
This exploratory case study examined how two teachers used a comparative approach to teach genocide histories in a Holocaust Literature elective course. Through interviews and observations, we studied how the teachers guided students in comparing genocides as well as how they used survivor testimonies in their instruction.
Published: 2019
Updated: Aug. 27, 2019
This curriculum studies article uncovers how ideological commitments often, without acknowledgment, determine instruction. Through a comparison of two popular Tanakh (Hebrew Bible) curricula, both focused on the same subject, one emerging out of a fundamentalist religious worldview and the other a progressive, modernist religious worldview, curricular nuances are explored and theorized. Ultimately, this article argues that small differences in instruction serve to shape radically different conceptions of religious activity.
Published: 2019
Updated: Aug. 06, 2019
This paper uses data from Jewish religious chumash (Bible) study to examine how students’ conceptions of biblical truth are grounded in the particular forms of chumash study they engage in. Using data from clinical interviews with Orthodox Jewish Bible students, we argue that, in relation to the biblical text, questions of truth are functionally meaningless; that is, they are irrelevant to the implicit epistemology embedded in the practice of chumash study. Because of this, students were unable to coherently answer questions about the truth-value of the biblical text, even while engaging in sophisticated reasoning about its literary character. This has implications for how religious schools and teachers approach religious study of traditional texts.
Published: 2019
Updated: Jul. 17, 2019