Search results for: Pluralism
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Jewish day schools offer many experiences meant to foster the Jewish development of students. However, these experiences are at risk of being disconnected from one another, complicating a comprehensive approach to addressing issues of identity. This article uses a constructivist approach to identity development to frame the challenges posed by such a fragmentation. Observations of pluralistic Jewish day high schools are brought as illustrations. The author discusses an approach of scaffolded reflection as a way to integrate the identity—enhancing experiences in which a student participates.
Updated: Oct. 05, 2010
Pluralism is a notion that regularly appears in education literature regarding social injustice or teaching for democracy. Over the last decade, a new type of Jewish Day School has emerged, the Jewish Community School. These Jewish Community Schools distinguish themselves by adopting pluralism as one of their core values. What is unclear is how teachers within such a school think about the notion of pluralism. This case study describes and analyses the way that members of a Jewish Studies faculty in one Jewish Community High School thinks about pluralism and the pedagogical implications of this thinking.
Updated: Dec. 28, 2009
The Knesset (Israeli Parliament) approved a bill establishing a new state school integrated educational system that would provide enriched Jewish studies for both secular and observant Jews. The law provides a framework to incorporate schools that follow such a system, alongside the existing state and state-religious frameworks.
Updated: Jul. 27, 2008
PANIM is a non-profit, advocacy organization working to promote pluralistic Judaism in Israel in partnership with over 50 organizations and institutions that share its vision. PANIM’s portal serves as a gateway for resources which aid in fulfilling its mission of increasing public and government recognition of Jewish pluralism and pluralistic Jewish education as a strategically important component of Israel’s strength as a nation.
Updated: Jun. 16, 2008
'A Judaism That Does Not Hide': Teaching the Documentary Hypothesis in a Pluralistic Jewish High School
This article analyzes the experiences of students at a pluralistic Jewish high school learning the documentary hypothesis in biblical scholarship as an approach to reading the biblical text. The author examines selected student writings, locating her analysis of student experience in the context of her particular institution. She classifies student experience by type, and argues that for all students, learning the documentary hypothesis is ultimately not only defensible but beneficial to their theological and intellectual growth. The author responds to a number of possible concerns about the risks of this curricular choice.
Updated: Mar. 26, 2008