Search results for: Holzer Elie
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Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in text- and discussion-based learning.
Updated: Feb. 19, 2015
Learning to be Present: How Hevruta Learning Can Activate Teachers' Relationships to Self, Other and Text
This article focuses on the ways hevruta learning can contribute to teachers' capacity to be present to self, other, subject matter and the cultural context in which the learning occurred. Hevruta learning, when conceptualized for the purposes of teachers' professional development, brings to the fore both the interpretive and relational aspects of the learning process. The theoretical frameworks of philosophical hermeneutics and relational psychology infuse our design of hevruta learning as well as our analysis of teachers' unfolding awareness of presence.
Updated: Oct. 14, 2009
“Either a Hevruta Partner or Death”: A Critical View on the Interpersonal Dimensions of Hevruta Learning
How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather than considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education.
Updated: Jun. 07, 2009