Search results for: Schein Jeffrey
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The Jewish world, like the world civilization that hosts it, is awash in new technologies. Appropriately, there is a great deal of attention paid to how to improve the Jewish world and Jewish identity through technology. Paradoxically there is a paucity of literature characterizing the relationship of Jews and Judaism to technology. This article examines this relationship through a portrait of a 3-year Covenant-Jewish Education Center of Cleveland project entitled Text Me: Ancient Jewish Wisdom Meets Contemporary Technology. Seven areas of future research are suggested out of the exploration of these two sources.
Updated: Nov. 16, 2016
The Educational Philosophies of Mordecai Kaplan and Michael Rosenak: Surprising Similarities and Illuminating Differences
The thoughts of Mordecai Kaplan and Michael Rosenak present surprising commonalities as well as illuminating differences. Similarities include the perception that Judaism and Jewish education are in crisis, the belief that Jewish peoplehood must include commitment to meaningful content, the need for teachers to teach from a position of authenticity, and the importance of developing the inner life. The differences lie primarily in their divergent understandings of what in Judaism obligates, of the importance of reckoning with the Schwabian “milieu” when educating, of the acceptable boundaries of textual interpretation, and of the need to engage with families when educating children.
Updated: Dec. 24, 2014
The views of Jewish education articulated by Rosenzweig in his essays ,“It is Time” and in “The Opening of the Lehrhaus”, are quite different. So different, in fact, that an account of how one mind can produce such different accounts is necessary. Following the lead of a 1950's popular television quiz show, the authors ask “Will the Real Franz Rosenzweig Please Stand Up?” The authors end by exploring how the tensions within Rosenzweig's educational thinking can yield new insights into the contemporary challenges of Jewish education.
Updated: Oct. 05, 2010
The emerging field of educational visioning is full of challenges and phenomena worthy of careful analysis and documentation. A relatively neglected phenomenon is the learning curve of the leaders (often lay leaders) involved in the visioning process. This article documents a range of experiences of the author serving as a vision coach to five different institutions. The importance of treating the educational leaders involved in the process as learners is a consistent theme across five institutions. The tendency in the field is to think of them as transformative agents for congregational change. The author argues that this admirable goal can only occur with considerable attention to the pedagogy of teaching vision
Updated: Dec. 14, 2009