Search results for: Rabbinics
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The Jewish Theological Seminary (JTS) proudly announces the re-launch of Jewish Day School Standards and Benchmarks, a professional development program of the William Davidson Graduate School of Jewish Education at JTS. Throughout the 18 years this program has been in existence, it has provided high-quality professional learning for day school Judaic studies leaders and teachers, elevating their teaching of Tanakh and rabbinics.
Updated: Jul. 01, 2021
The Pardes Institute of Jewish Studies (www.pardes.org.il) and Hebrew College (www.hebrewcollege.edu) announced a new joint program to train outstanding students as combined rabbi-day school educators. Set to launch fall 2019, a new track of the Pardes Day School Educators Program (PEP) will host talented students in a vibrant and innovative six-year program. The program will include a two-year teacher training program in Jerusalem with a Master in Jewish Education from Hebrew College, followed by four years in Hebrew College Rabbinical School.
Updated: Feb. 13, 2019
The Pardes Institute of Jewish Studies and Yeshivat Chovevei Torah Join Forces to Train Rabbi-Educators
The Pardes Center for Jewish Educators and Yeshivat Chovevei Torah announced the launch of a new and exciting collaboration. Beginning in fall 2018, the two institutions will join forces to begin training outstanding rabbis who are passionate about Jewish education.
Updated: Feb. 28, 2018
While rabbinic texts have long played a central role in the development of contemporary Judaisms and Jewish day school curricula, we don’t know very much about students’ learning. While we have some sense of what teachers and other experts think constitutes an understanding of rabbinics (Levisohn 2010, and Kanarek and Lehman 2016), there is little data about what students actually know about or are able to do with particular texts, or what sense they make of rabbinics as a whole. In the spring of 2017, as part of the Mandel Center’s Students’ Understanding of Rabbinics project, we interviewed twenty students recruited from two Jewish community day high schools about their study of rabbinics.
Updated: Nov. 09, 2017
As part of a larger study of student understandings of rabbinics—what it is, how it is learned, and what it’s for—it was clear to the research team that it would be important to include the voices of day school educators who teach rabbinics. We interviewed ten educators, including those who teach rabbinics and those who supervise its teaching.
Updated: May. 03, 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
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
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
As educators, synagogue rabbis frequently devote a great deal of time to teaching adults. Yet little empirical research exists about what they do. This study describes and analyzes the teaching of three congregational rabbis who have excellent reputations as teachers of adults. In particular, it focuses on how these rabbis incorporate personal stories into their teaching and examines the ways that sharing such stories is integral to their teaching approaches. Rabbis who use stories in their teaching potentially occupy a crucial place in the Jewish identity development of their adult learners. This study offers rabbinical seminaries recommendations for how to incorporate the results of the research into their curriculum.
Updated: Nov. 28, 2013
Our Rabbinics curriculum should press us to ask crucial questions about what it means to cultivate Jewish identity in the 21st century. What types of encounter with Torah should we be creating for our students? What exactly will inspire young adults to make a passionate and long-term commitment to Torah and to the community that is its steward? In the vast world of Rabbinic tradition, what types of content should we prioritize? How do we define our main objectives?
Updated: Sep. 11, 2013