Search results for: Holtz Barry W.
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What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Updated: Jul. 18, 2021
Beyond Institution-Building: Seymour Fox as an Educational Thinker: Reflections on Visions in Action: Selected Writings
The dominant perception of Seymor Fox as a leader and institution builder, then, has overshadowed Fox’s intellectual work and it is here that Jonathan Cohen, one of Fox’s distinguished former doctoral students, has done a great service in putting together an anthology of Fox’s writings published by the Mandel Foundation in Israel and Keter Publishing. Cohen, a longtime faculty member at the Hebrew University, has served as Director of the Melton Center for Jewish Education, as well as head of the Hebrew University’s School of Education.
Updated: Mar. 04, 2020
So, what should our outcomes be? First, Jewish learning is an end in itself. Our tradition values education as one of the most essential aspects of being a Jew. About that there is no question, no matter what its impact may be on later Jewish identity. Second, giving young people the best possible Jewish education increases the likelihood that being Jewish will speak to them in their personal lives. It can become a source of values and ideas, some of which will run counter to the weaknesses of the culture in which we live. We want to cultivate those dispositions in the people that we educate, and we believe as educators that Judaism as a religion and Jewish culture in its broadest sense offers a tradition of wisdom and practice that can make a difference in an individual’s life and in bettering the state of the world.
Updated: May. 03, 2017
Edward Greenstein's article (JJE 75:3) reminds us of the important contributions that academic scholars of subject matter can make to the discourse of Jewish education. This response highlights some of Greenstein's argument and explores an area that his article does not examine in depth: the role of teachers' beliefs in the pedagogic decisions that they make. Greenstein's article might suggest that teachers' educational choices are determined by their training and by rational decision making. This response suggests that such a view underestimates the important role that beliefs—of various sorts—play in the teaching that we see in classrooms.
Updated: Oct. 19, 2009
Response to the Suite of Articles on Teaching the Bible from the Journal of Jewish Education 74:1 (2008)
This article responds to three articles in the most recent issue of The Journal of Jewish Education in which a variety of researchers examined Bible teaching that employed an approach to Bible pedagogy that had been characterized by the present author as “the Contextual Orientation” in his previously published book, Textual Knowledge: Teaching the Bible in Theory and in Practice.
Updated: Oct. 04, 2008
This article explores the possible contribution to Jewish education, both in its research and its practice, to be found in the resources of Judaica scholarship.
Updated: Apr. 01, 2008