Building Bridges

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Ari Y. Kelman
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引用次数: 0

Abstract

Hello. As the new editor of the Journal of Jewish Education, it is my honor and pleasure to offer this brief introduction to this issue. First, though, I want to extend my profound gratitude to our previous editor, Dr. Helena Miller, who served as the senior editor of the Journal for the past 6 years. Dr. Miller cultivated new authors, sustained the journal’s commitment to high-quality research in the field, worked tirelessly to include voices that represent the global dimension of our scholarly community, and expanded the range of research areas through a series of special issues. The field is richer, broader, and better because of her efforts, and I share with both researchers and practitioners a deep appreciation for Dr. Miller’s contributions to and enthusiasm for our shared work. Transitions are always an occasion to look both back and forward, so indulge me for a moment to look even further back than Dr. Miller’s time at the helm. This journal made its debut in 1929, under the editorial leadership of Alexander Dushkin, who formulated two intentions for this new undertaking. First, the journal was to become an organ for the professionalization and modernization of Jewish education. As a “record of Jewish educational experience and opinion, and a review of existing activities and trends,” the journal would foster the growth of a “scientific, professional attitude” in the field. Second, the journal was to provide “current literature on Jewish education to which teachers, rabbis, and laymen (sic.) can turn for information and guidance” (Page 2). The journal launched with the explicit intention to provide “information as well as inspiration” by both building up the field from within and expanding its reach. Now, 102 years later, the journal has succeeded, largely, in becoming the primary organ for the publication and circulation of new research in the field. Theories and methods have undergone multiple changes over the decades, as has our definition of the field of Jewish education, which, when the journal began, focused largely on what we would now call “supplementary schools.” Our field is far more diverse, far broader, and far better established than it was in Dushkin’s day. On that measure, the journal has certainly succeeded. The other measure, however, remains a work in progress. Researchers still complain about being ignored by practitioners, and practitioners often critique researchers for not providing them with knowledge they can readily apply in their daily work in schools, camps, adult learning groups, and elsewhere. Dushkin and the early leaders of the journal understood these two aims to be inseparable. The enterprise of Jewish education, as they understood it, JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 1, 1–3 https://doi.org/10.1080/15244113.2021.1877949
建造桥梁
你好作为《犹太教育杂志》的新任编辑,我很荣幸也很高兴能为这一问题做一个简短的介绍。不过,首先,我要向我们的前任编辑海伦娜·米勒博士深表感谢,她在过去6年中担任《华尔街日报》的高级编辑。米勒博士培养了新的作者,保持了该杂志对该领域高质量研究的承诺,不懈地努力吸收代表我们学术界全球层面的声音,并通过一系列特刊扩大了研究领域的范围。由于她的努力,这个领域变得更丰富、更广阔、更好。我与研究人员和从业者都深切感谢米勒博士对我们共同工作的贡献和热情。过渡总是一个回顾和展望的机会,所以请允许我花点时间回顾一下米勒博士掌舵时期的情况。1929年,在亚历山大·杜什金(Alexander Dushkin)的编辑领导下,这本杂志首次亮相,他为这项新事业制定了两个意图。首先,该杂志将成为犹太教育专业化和现代化的机构。作为“犹太教育经验和观点的记录,以及对现有活动和趋势的回顾”,该杂志将促进该领域“科学、专业态度”的发展。其次,该杂志旨在提供“关于犹太教育的最新文献,教师、拉比和外行人(原文如此)可以向其寻求信息和指导”(第2页)。该杂志的创办明确旨在通过从内部建立该领域并扩大其影响力来提供“信息和灵感”。102年后的今天,该杂志在很大程度上成功地成为了该领域新研究的出版和发行的主要机构。几十年来,理论和方法发生了多次变化,我们对犹太教育领域的定义也发生了变化。当该杂志创刊时,犹太教育领域主要集中在我们现在所说的“补充学校”上。我们的领域比杜什金时代更加多样化、更加广泛、更加成熟。在这方面,《华尔街日报》无疑取得了成功。然而,另一项措施仍在进行中。研究人员仍然抱怨被从业者忽视,从业者经常批评研究人员没有为他们提供可以在学校、营地、成人学习小组和其他地方的日常工作中轻易应用的知识。杜什金和该杂志的早期领导人都明白这两个目标是不可分割的。他们所理解的犹太教育事业,《犹太教育杂志2021》,第87卷,第1期,第1-3期https://doi.org/10.1080/15244113.2021.1877949
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
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