Search results for: Talmud studies
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Gemara Academy is an online program that is meant to be used by teachers and/or students for teaching and learning gemara. Gemara Academy utilizes technology to visually engage students with flowcharts, animations, and quizzes that transform the classroom. Instead of competing for a student’s attention, Gemara Academy takes advantage of technology to bring the gemara text to life.
Updated: Mar. 07, 2017
As of this week, Sefaria, the organization that is assembling a free library of Jewish texts online, is making available the William Davidson Talmud, the first free Creative Commons-licensed digital edition of the Babylonian Talmud. On behalf of the public, Sefaria has secured rights to Rabbi Adin Steinsaltz Even Israel’s complete Modern Hebrew and English translations of the Talmud from the Koren Talmud Bavli. Their website, sefaria.org, features the traditional commentaries interlinked, and linked to other texts in the Jewish canon.
Updated: Feb. 15, 2017
Virtually all of my colleagues who teach in Early Childhood (EC) or Early Elementary (EE) settings tell me that rabbinics is not a part of the curriculum that they teach. But the notion that educational experiences must have a text at their center in order for students to be learning rabbinics is not accurate, and it is one that the field of Jewish education should work to change. If we are going to have a principled discussion of when the study of rabbinics should happen, we have to have a better understanding of when it actually does happen. In the earliest years of Jewish education, students are not yet engaged in the formal study of rabbinic texts. But the study of rabbinics actually begins with the youngest learners.
Updated: Dec. 08, 2016
As gaming culture continues to proliferate and innovations are constantly being made in the field, Rabbi Owen Gottlieb, an assistant professor of interactive games and media at the Rochester Institute of Technology, found a unique purpose for his latest project: teaching Maimonides’ Mishneh Torah through gaming. During the second day of the two-day conference this week organized by Hebrew Union College-Jewish Institute of Religion on “Crafting Jewish Life in a Complex Religious Landscape,” Gottlieb hosted a session exploring the implication of contemporary and near-future digital and analog technologies for the rediscovery, transformation and extension of various pathways for Jewish learning.
Updated: Dec. 08, 2016
Over the past couple of years, I have taught second-year rabbinical students at Yeshivat Chovevei Torah the pedagogy of teaching Talmud and other rabbinic texts. This experience has prompted me to ask whether there is any difference between training rabbis and non-rabbis to teach rabbinic texts. What distinct dynamics are present, of which my students should be made aware, when a rabbi teaches a rabbinic text? In order to explore this question, and as part of a broader theoretical and empirical study of Talmud pedagogy, I recently conducted interviews with several American Talmud and rabbinics educators (of different denominational affiliations) who have taught in rabbinical schools. I asked, “What is different about teaching Talmud pedagogy to future rabbis, as opposed to non-rabbis?” Their responses, presented below, provide useful self-reporting of how they conceptualize their teaching practice in the context of rabbinical school.
Updated: Dec. 08, 2016
The LaHaV curriculum takes a bold departure from traditional modes of Talmud and Tanakh instruction, and has pioneered an approach to communicate the richness and relevance of our tradition by weaving together a rich tapestry of rabbinic texts and ideas. Yet we’re not just transforming Judaic studies for our own students. We’ve created a groundbreaking digital curriculum app that serves as the basis of a fully connected network of Jewish educators who share training, resources and methodologies in order to improve Jewish education across the world. We’ve developed this curriculum from the ground up, tested it in all grades and levels at Shalhevet High School in Los Angeles, CA, and are currently working with schools across the US, Israel, and Australia to implement it across a wide range of classrooms and student demographics.
Updated: Nov. 02, 2016
People usually have puzzled reactions when I tell them that I’ve produced a MOOC on the Talmud. This term, it seems, is not that widely known. Juxtaposing “MOOC” with Talmud leads to the assumption that I’ve referred to some Hebrew or Aramaic concept. Typically, I follow my statement that I’ve produced a MOOC on the Talmud with a little Rashi-style commentary: “MOOC,” I’ll say, “stands for Massive Open Online Course.” MOOCs came of age in 2012, when three companies (edX, Udacity and Coursera) associated with premier private American universities began hosting online courses that combine university content with the bells and whistles of internet content delivery. In the past year, several Jewish Studies MOOCs have launched on both edX and Coursera. These include a couple of classes on the Hebrew Bible, a class on the Arch of Titus and my own course on the Talmud, The Talmud: A Methodological Introduction.
Updated: Oct. 13, 2016
While the study of rabbinic literature is a central component of the Jewish day school curriculum in both liberal and Orthodox schools, we know almost nothing about what students have learned, what they understand, or how they think. Educators and researchers therefore lack the empirical basis to articulate sound educational goals for this subject. In an initial, exploratory phase of this project, we examined students' understanding of rabbinics by gathering interview data from new day school alumni, with input from scholars, teachers and other subject matter experts. A report on the findings from Phase I is now available. Phase II is now extending the exploration, gathering new data to enrich our understanding.
Updated: Oct. 09, 2016
An online, digitized repository of the entire Babylonian Talmud called Hachi Garsinan has recently been launched in what its developers have described as a revolution for Talmud study. Uniquely, the project includes all known textual variants of the Babylonian Talmud and allows researchers, scholars and students to easily compare the different texts side by side, as well as highlighting the differences between each version. The name, Hachi Garsinan, is an Aramaic term used by the medieval Talmudic scholar Rabbi Shlomo Yitzhaki, known as Rashi, to indicate that there existed an alternative version of the Talmudic text which made more sense contextually than the standard wording.
Updated: Aug. 23, 2016
The Rabbanei Batei Hasefer Website started out as a collection of material for school rabbis. In Israel most of the religious public schools (mama'd) as well as a few of the regular public schools have a school rabbi. The rabbi serves as a spiritual adviser to the school community, the students, staff and parents of the school. He is often coordinator or consultant of the Jewish education curriculum (Tanach and Toshba). Many educators were happy to share material that they prepared and the site quickly grew to include worksheets, booklets, games, ideas for activities and more, making the site useful for all Jewish studies teachers. Many individuals graciously forward folders full of all their worksheets on a given topic to share with other educators. In the past the 'Morei Hameah' (100 Teachers of the Year) award was given for developing the website for the benefit of the Jewish education community.
Updated: Apr. 13, 2016