Search results for: Philosophy of education
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This paper will engage with a number of questions, while touching upon insights derived from the realms of Jewish thought, philosophy of halakhah, and philosophy of education. I shall relate to the definition of that area known as “Judaism,” which is prior to the question of “Jewish identity”: that is, what is the “Judaism” towards which we are socializing? What is the cultural framework that serves as the subject of our discussion, and what is the educational goal? My remarks shall be divided into three parts: (1) examination of basic concepts and the model of “theory and praxis”; (2) discussion of the modern context of this issue, through examining the teaching of Rabbi Samson Raphael Hirsch, founder of Neo-Orthodoxy in Germany, as a faithful expression of confrontation with the challenge of socialization to Judaism in the modern world; (3) the creation of some initial contours towards understanding the contribution of praxis to processes of socialization in multi-cultural contexts (commonly found in post-modern discourse).
Updated: Mar. 12, 2014
Rabbi Daniel L. Lehmann, President of Hebrew College, writes that Jewish education should inspire and equip us to achieve the deepest aspirations of Judaism. He posits that an overarching and orienting purpose for Jewish education is to encourage Jews to emulate God’s creative nature and to become creative beings. He suggests some ideas for reorienting Jewish education toward creativity.
Updated: Nov. 20, 2012
We are sometimes told that practitioners have a hard time with theory. But those who are committed to nurturing a certain kind of intellectual capacity among Jewish educational practitioners—the capacity to identify and critically engage with vision in Jewish education, a capacity that we can call a “philosophical disposition”—must accept the challenge to develop ideas, questions, resources, and learning activities appropriate to that goal. In this article, Levisohn presents a study of his own teaching of novice educators in order to contribute to a conversation about how we might contribute to the development of practical intellectuals in Jewish education in various ways and in various settings.
Updated: Jul. 04, 2012
The day school graduation time of year brings Rabbi Micah Lapidus of Davis Academy, Atlanta GA. to ask in his blog: ' What should a diploma from a Jewish independent school represent? Stated differently, what is the value of a Jewish independent school education?'
Updated: Jun. 19, 2012
This essay reviews the Vision and Practice section of the International Handbook of Jewish Education published in 2011.
Updated: Jan. 01, 2012
Maya Bernstein, Director of Education and Leadership Initiatives at UpStart Bay Area, discusses her vision of Jewish Education for the 21st Century, one which encourages the development of 'Jewish educational activism'. She describes how hevruta learning can be a model for how this type of ethical education can proceed.
Updated: Dec. 06, 2011
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
An Exploration of Moshe Greenberg's Religious Vision and its Manifestation in His Bible Scholarship and Writings on Bible
This article is an attempt to explore the religious vision of Moshe Greenberg in some detail, and in particular, to analyze how his approach to education is applied to and reflected in his ideas about the teaching and learning of Bible, and in his own Bible scholarship itself. The paper examines the connection between Greenberg's philosophy of religion and Wilfred Cantwell Smith's conception of religion as a collection of religious “symbols,” one of which is the sacred text itself. The article includes an analysis of Greenberg's Bible scholarship and writings on Bible education.
Updated: Oct. 05, 2010
In a post from the eJewish Philanthropy's Growing Jewish Education in Challenging Times series, Eli Gottleib, Vice-President, Mandel Foundation-Israel and Director of the Mandel Leadership Institute, kicks in about growing Jewish education in challenging times, disagreeing with some of the premises of the ongoing debate.
Updated: Jun. 20, 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