Search results for: Prayer
Page 2/5 43 items
Pardes Institute of Jewish Studies Receives Two-Year Grant from The AVI CHAI Foundation to Support the Pardes Tefilah Initiative
The Pardes Institute of Jewish Studies is proud to announce the awarding of a two-year grant from The AVI CHAI Foundation. The grant will provide support and direction to day schools and other Jewish educational institutions in the area of tefilah (prayer) through the Pardes Tefilah Education Initiative.
Updated: Feb. 11, 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
Identifying Key Factors Influencing Adolescent Prayer Education in a Modern Orthodox School: Teacher, Student and Environmental Components
Jewish prayer may be conceived as a self-reflective conversation between the supplicant and the Divine, an anchor in moments of challenge or success, and a tool for clarifying values, meaning and purpose. Acquisition of tefilla (prayer) skills is an important goal during adolescence, and psychological and biological changes occurring during adolescence accentuate the relevance of positive tefilla experiences. Appropriate engagement of middle school and high school students by the Yeshiva school community can play a significant role in the development of an adolescent’s Jewish identity and lifelong commitment to prayer. The purpose of this study was to explore factors critical to student engagement in tefilla during adolescence, particularly those that may create a foundation for lifelong tefilla practice.
Updated: Jun. 28, 2017
These are questions that I struggle with as an educator, a tefillah leader, and a Jew. As a participant, I hope to be moved by worship experiences. As a leader, I hope to make the experience meaningful. As an educator, I want students to have a positive Jewish experience that inspires them -- to lead, to learn and to live Jewishly. How can we make the time students spend in religious school tefillah meaningful and memorable, and how can it be used to develop relationships and build community? There are elements inherent in a service that do engage children. Children love to talk, to sing, to move, and to listen to stories. If we can frame the tefillah with these concepts, perhaps we can create a more engaging prayer experience. If we can infuse each element of the service with meaning, taking the time to explain and explore what we do and why we do it, we have the potential of making not only religious school tefillah more engaging, but also every service they attend for the rest of their lives.
Updated: Jan. 18, 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
At the start of the summer vacation, twenty four teachers, spanning grades 2-12, across denominations and from throughout the U.S., participated in the Aleinu Leshabe’ach II: Conference on Tefilah in Jewish Day Schools. The five-day conference, run by the Pardes Center for Jewish Educators (PCJE) with support from the AVI CHAI Foundation, aimed to work with teachers on the front lines who are seeking ways to make tefilah (prayer) more meaningful in their schools.
Updated: Aug. 31, 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
This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.
Updated: Apr. 20, 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
At the beginning of the summer, the Pardes Center for Jewish Educators brought together 17 successful Day School educators, rabbis and administrators to think more deeply about the critical area of prayer in day schools. This six-day intensive symposium, entitled Aleinu Le’shabeach, drew a diverse group from Community, Orthodox and Conservative schools spanning grades K-12. There were many takeaways from this program. However, we want to focus on what we saw as the central and most significant finding: the need to develop and professionalize a field of tefilah education. All the rest is commentary.
Updated: Sep. 09, 2015