Search results for: Liturgy
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Prayer Services in Religious High Schools for Boys in Israel-Teachers' Perspectives: Are They Listening to Students?
This qualitative research aims to explore the experiences of teachers in the implementation of prayer services in religious high schools for boys in Israel. It is a continued research project following on from a study which focused on the experiences of students in the implementation of prayer services.
Updated: Jul. 15, 2021
Richard Collis hopes his musical recording of the Shabbat service will help more people to become familiar with the liturgy. Back in London, over the next few years he began recording the melodies with a musician friend from Edgware, Yossi Yoffe. And now he has released a musical double-album of the Shabbat service from Nishmat to Adon Olam with 64 tracks in which pretty every word of the prayers is sung.
Updated: Oct. 22, 2020
This qualitative research aims to explore the experiences of teachers in the implementation of prayer services in religious high schools for girls in Israel. Twenty teachers from three different schools were interviewed as part of this qualitative research study. Interviews were conducted during 2017–2018. The research focused on what teachers felt were the goals of prayer services in schools and the challenges they faced in their implementation. The research points to reasons why, from teachers' perspectives, these services are not maximizing their impact on the religious development of many students.
Updated: Apr. 30, 2020
The new Amidah Prayer Experience Companion: Explaining the Blessings of the Shemoneh Esrei has recently been released online by Olami. The guide can be used by educators and Jewish leaders in teaching the meaning of each of the nineteen brachot in the Amidah.
Updated: Dec. 05, 2018
The Pardes Institute of Jewish Studies Launches Online Tefilah Education Database for Jewish Educators
The Pardes Institute of Jewish Studies announces the launch of its Tefilah database for Jewish educators worldwide. The online database is a free resource under the umbrella of the Pardes Center for Jewish Educators. Through the Pardes Tefilah Education Initiative, day schools and other Jewish educational institutions will receive support and direction in the area of Tefilah (prayer).
Updated: Sep. 03, 2018
Prayer is apparently becoming less meaningful to many Orthodox Jews, as well as to Jews in general, but a pioneer program being tested in a handful of yeshiva high schools — including Kohelet Yeshiva High School in Merion Station — is hoping to reverse that. An organization called Legacy 613 (the 613 references the number of mitzvot in the Torah) is behind the program, which was launched in the 2016-17 school year.
Updated: Jun. 28, 2018
Most Jewish educators feel frustrated by their inability to help their students appreciate the transformative power of tefillah—and not for lack of trying. Numerous books try to explain the tefillot and new siddurim are published every year with original commentaries and insights. Every Jewish educational organization has a tefillah program for schools to implement. Many schools provide multiple prayer service options with varied style and pace. In addition to the minyan that replicates a standard synagogue experience, schools offer explanatory prayer services and services with singing, meditation, discussion and reflection. The numerous options also create additional leadership opportunities for students.
Updated: Sep. 17, 2017
Jewish Educational Leadership invites articles for Spring 2017 Issue focusing on Tefillah. Tefillah is a challenge for adults – witness how many people struggle to make it to their synagogue, struggle to find meaningful moments when they get there, and struggle to pray when not in an organized prayer environment or in deep crisis. No wonder that the Rabbis called tefillah an avodah, a labor. Teaching students to engage in tefillah raises the challenge even further. The next issue of Jewish Educational Leadership is dedicated to addressing the question of how to address tefillah.
Updated: Dec. 28, 2016
When I was an educator in a Jewish Day School in Toronto, Canada, I was given the task of leading the Tefilla for grades 6, 7 & 8. My supervisor made it very clear that the Tefilla was not nearly at the standard they desired. I realized that the system was not working. We were trying to enforce the classic Synagogue system of Tefilla for students that clearly were unengaged and uninspired. I incorporated my Tefilla system of shortening the Tefilla by half and saying the entire Tefilla Out Loud, and in a few weeks the level of Tefilla had improved significantly. Most importantly, I managed to change the entire culture of Tefilla, making it important again! This experience gave me the incentive and platform to design The Tefilla Project.
Updated: Jun. 01, 2016
Between Ritual and Spiritual: Teachers’ Perceptions and Practices Regarding Prayer Education in TALI Day Schools in Israel
The aim of this qualitative study is to describe teachers’ perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral interviews, written questionnaires and written materials of the schools’ network. Two educational ideologies were identified: Belonging to the Jewish collective and personal-spiritual ideology. While participants perceive the aim of Jewish education as enhancing students’ belonging to the Jewish collective, prayer education introduces a personal-spiritual aspect that was not typically a part of teachers’ discourse on Jewish education.
Updated: Sep. 21, 2015