Search results for: Camps
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The Ramah Camping Movement has released the results of “The Alumni of Ramah Camps: A Portrait of Jewish Engagement.” This survey of more than 5,000 camper alumni was conducted by Professor Steven M. Cohen of Hebrew Union College-Jewish Institute of Religion and the Berman Jewish Policy Archive at Stanford University.
Updated: Feb. 22, 2017
Experiential Learning and Values Education at a School Youth Camp: Maintaining Jewish Culture and Heritage
In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education.
Updated: Jan. 05, 2017
Our two organizations – Rosov Consulting and Middlebury College – have been involved in studying an initiative that is at a point of inflection, on the brink of transitioning from start-up to scale. We have had the opportunity to document and evaluate, from the time of its birth – really, since its conception – the Areivim Hebrew at Camp Initiative. With the initiative moving to a second stage of development, developing a co-brand with the Foundation for Jewish Camp, this a timely moment to share some of what we have learned. The goal of the Hebrew at Camp Initiative is to create a movement of Hebrew immersive and partially-immersive Jewish day camp programs where pre- and elementary-school-age children can experience, learn and enjoy modern spoken Hebrew utilizing the Proficiency Approach, a gold standard in language education. The concept is this: young children spend their summer at Jewish day camp; their ability to communicate in Hebrew develops dramatically, they develop a positive connection to Israel, and they have as much fun as their fellow-campers.
Updated: Dec. 08, 2016
A fourth cohort of Lekhu Lakhem, a program that prepares JCC-affiliated and independent Jewish camp directors as Jewish educational leaders launched on Monday, Sept. 19, 2016. Lekhu Lakhem, a program of JCC Association and the Foundation for Jewish Camp (FJC) is a two-and-a-half year professional development program for Jewish camp directors (and selected assistant directors) jointly sponsored by the two organizations and funded through a generous grant from The AVI CHAI Foundation. The name Lekhu Lakhem is Hebrew for “go forth,” an allusion to the Biblical command (in Genesis 12:1) to Abraham and Sarah to set out on the journey that would lead to the establishment of the Jewish people. The program is designed to lead top camp professionals on a journey that will deepen their understanding and appreciation of Jewish tradition, practice, history and literature. Lekhu Lakhem helps the directors to understand that they serve in their camps as Jewish role models and educators.
Updated: Oct. 05, 2016
Building on the success of its previous two Incubators, the Foundation for Jewish Camp (FJC) has announced support of five new specialty camps as part of Incubator III. The new camps will open their doors for the summer of 2018. Since 2010, the nine Specialty Camps incubated have served over 6,000 campers – with nearly half reporting that they had never attended a Jewish camp before. The camps continue to surpass enrollment and retention goals, proving the demand for Jewish specialty options in the summer camp marketplace. FJC expects that each of these new specialty camps will serve approximately 300 campers and 40 college-aged counselors per summer with a cumulative potential of serving 1,500 campers and 200 college-aged counselors by the summer of 2021.
Updated: Oct. 05, 2016
A new report from the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis University, funded in part by CASJE (Consortium for Applied Studies in Jewish Education), offers an unprecedented look at the many ways, to what degree, and the reasons why Hebrew is incorporated at Jewish overnight camps across North America. Connection, not Proficiency: Survey of Hebrew at North American Jewish Summer Camps surveys the experiences and opinions of camp directors at 103 camps. As the report shows, the overwhelming majority of these camps are deeply invested in using Hebrew to connect their campers to their camps’ traditions, to Israel and to Jewish peoplehood.
Updated: Aug. 23, 2016
Sometimes, as parents and educators we forget about the learning that takes place outside of the classroom. With all of the discussions currently going on about how to change what happens within the school building, we sometimes forget the valuable life lessons that can take place in the most unexpected locations and at the most unexpected times. This summer my oldest son attended Bnei Akiva’s Camp Amichai. His cousins had attended the camp for several summers and always seemed to have a great time. Yet, I was very apprehensive about letting my son attend. For starters, three weeks is a long time, at least here in Israel, to send your kid away. My Israeli friends could not believe that there was a camp program in Israel that was this long. Three weeks may not seem like a long time, but the longest he had been away from home “on his own” before this was three days! It was actually my wife who convinced me that our son was old enough and that it would be a good break period for all of us. For anyone who has ever raised an eleven-year-old, you know that the everyday routine is not without its ups and downs. Okay, good point about this 3-week break, but that was not my only reservation.
Updated: Aug. 03, 2016
Financial Constraints on Intensive Jewish Education: The Interactive Effects of Financial Capacity and Jewish Connections
This paper examines the independent and interactive effects of financial capacity and Jewish connections on reported constraints in purchasing two intensive forms of Jewish education, day school and overnight summer camp. The analysis is structured around three hypotheses: (1) financial capacity is inversely related to constraints on Jewish education; (2) Jewish connections increase or decrease the level at which financial capacity determines financial constraints on Jewish education; (3) the strength of the inverse relationship between financial capacity and financial constraints on Jewish education varies by the strength of Jewish connections
Updated: Jul. 20, 2016
As Camps Prepare for 2016 Season, New Greenbook Gives Jewish Funders the Big Picture on Jewish Camping
Jewish Funders Network has released a new Greenbook providing everything grantmakers need to know about funding Jewish overnight camp. Greenbook, Volume 4: Funding Jewish Overnight Camp offers a survey of past, present, and possible initiatives to extend the reach and effectiveness of Jewish overnight camps, and a menu of opportunities to leverage investments in the field of Jewish overnight camps. Topics covered include growing camps’ capacity; organizational sustainability; capital funding; affordability; leadership development; enhancing Jewish impact; and more.
Updated: Jun. 08, 2016
Balancing Educational Practice with Psychological Theory: Lukinsky’s Study of a Bold Camp Ramah Curriculum
Missing from the growing literature on Jewish camps is Lukinsky’s (1968) pioneering study of the curriculum to teach responsibility that he designed for the 1966 Ramah American Seminar. Reviewing this work I discovered that Lukinsky—under Schwab’s (1971) influence—creates a rare balance between his own perspectives as an educational practitioner turned researcher with those of Erik Erikson, the famed developmental psychologist. I suggest that we read his work as an example to all who call upon theories of psychological development on how to use those theories to illuminate our thinking while not allowing them to dominate our educational discourse.
Updated: May. 22, 2016