Journal of Jewish Education最新文献

{"title":"The Philosophies of Israel Education","authors":"Sivan Zakai","doi":"10.1080/15244113.2023.2174738","DOIUrl":"https://doi.org/10.1080/15244113.2023.2174738","url":null,"abstract":"This issue of the Journal of Jewish Education is devoted to a conversation about the philosophies that do, and might, undergird the scholarship and practices of Israel education. Readers will find in its pages disagreements about Israel, the role it does and ought to play in Diaspora Jewish life, and how educators ought (and ought not) frame educational experiences relating to Israel for Diaspora Jewish learners. The conversation is anchored around a lede article, “Israel Education: A Philosophical Analysis,” co-authored by Benji Davis and Hanan Alexander. In this conversation-starter, Davis and Alexander undertake two tasks. First, the authors create a taxonomy of the current philosophical discourse of the field. Their taxonomy identifies and names seven distinct schools of thought in the current scholarship on Israel education: (1) The Understanding Modern Israel approach highlights the study of Israeli history, politics, and society, and its proponents frame critical analysis of the past as an essential component of fostering collective belonging in the present. (2) The Jewish Peoplehood conception situates teaching and learning about Israel as part of a broader process of finding personal meaning in being a member of the collective Jewish people. (3) The Learner-Centered Israel education approach emphasizes the personal development of the learner and the learner’s knowledge, attitudes, and behaviors regarding Israel. (4) Jewish Visions for a Better World Israel education centers issues of peace and justice, seeking to engender commitment to Israel by situating it as a laboratory for implementing Jewish visions for a more just and peaceful world. (5) Supporters of a Jewish Civic Education approach to Israel education frame engaging with Israeli civic and/or political issues as a way of helping learners be “active Jewish citizens.” (6) Social Activism Israel education focuses on how and why Jews outside of Israel can respond to – and even impact – life in Israel, highlighting the importance of social action over connection. The seventh school of thought, Mature Zionism, Davis and Alexander themselves embrace. Their conception of “mature Zionism” is committed to “juxtaposing the ethical liberal identity of American Jewish identity with the liberal national identity of Israeli Jews” as a way of helping learners “understand modern Israel in its various forms as it contrasts with the framework that organizes their own [Diaspora] Jewish lives.” Davis and Alexander frame “mature Zionism” as an antidote to what they call “the philosophical weakness” of both “the liberal-religious identity prominent in Jewish life outside of Israel” and also the six prominent schools of thought in Israel education that JOURNAL OF JEWISH EDUCATION 2023, VOL. 89, NO. 1, 1–5 https://doi.org/10.1080/15244113.2023.2174738","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"1 - 5"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Envisioning Zion","authors":"Jon A. Levisohn","doi":"10.1080/15244113.2023.2169507","DOIUrl":"https://doi.org/10.1080/15244113.2023.2169507","url":null,"abstract":"ABSTRACT In their new study, Benji Davis and Hanan Alexander propose a conceptual taxonomy of six types of Israel education. But it is not at all clear that the different types of Israel education are associated with different pedagogies, or indeed, whether they are significantly distinct from each other. Davis and Alexander also propose their own version of Israel education that they call “Mature Zionism,” in which they engage with some important questions about the “liberal-religious Jewishness” that, in their view, characterizes American Jews. But this chacterization may be challenged, and more importantly, the proposed distinction between the six prevalent types of Israel education and the seventh does not hold up.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"39 - 45"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45234887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The “It” in Jewish Education","authors":"Sivan Zakai","doi":"10.1080/15244113.2022.2153550","DOIUrl":"https://doi.org/10.1080/15244113.2022.2153550","url":null,"abstract":"Published in Journal of Jewish Education (Vol. 88, No. 4, 2022)","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"26 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Principles and Pedagogies in Jewish Education","authors":"Isa Aron","doi":"10.1080/15244113.2022.2150501","DOIUrl":"https://doi.org/10.1080/15244113.2022.2150501","url":null,"abstract":"Barry Chazan, an eminent scholar with a long and distinguished career in the field of Jewish education, has published a short, engaging book entitled Principles and Pedagogies in Jewish Education. In language that is crystal clear, the book serves as a capstone to Chazan’s philosophical writing, rendering it accessible to the nonacademic reader. To make the book even more inviting, Chazan has taken the unusual step (at least in our field) of making a digital copy freely available online through Open Access. Formerly a professor at the Hebrew University, now at George Washington University, Chazan has always had a foot in the world of practice. He has consulted with the Jewish Community Center Association and served as International Director of Education at Taglit-Birthright Israel. In 2008 he and his wife, Anne Lanski, founded the iCenter, where they work with professionals on a range of new approaches to Israel education. What makes this book so engaging is its combination of clarity and passion. The language is cogent and simple, but never simplistic. Chazan’s arguments are rigorous, but his love for his subject shines through, particularly in the final chapter, where he writes: “Being human, Jewish and an educator enable me to work in diverse settings, doing what I regard as the most engaging, exciting, and holy ways to live a life.” (p.128) I imagine a big smile on his face as he wrote, in the Coda:","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"89 1","pages":"203 - 206"},"PeriodicalIF":0.4,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42400429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Shabbat: Celebrating and Learning at American Jewish Summer Camp","authors":"N. Samuel","doi":"10.1080/15244113.2022.2132758","DOIUrl":"https://doi.org/10.1080/15244113.2022.2132758","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"326 - 329"},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43767709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The “It” in Jewish Education","authors":"Sivan Zakai","doi":"10.4324/9781315128207-4","DOIUrl":"https://doi.org/10.4324/9781315128207-4","url":null,"abstract":"In his landmark essay titled “I, Thou, and It,” David Hawkins (1974/2002) argues that at the heart of education lies relationships between and among teachers, students, and subject matter. Explaining the import of Hawkins’ conceptualization, Miriam Raider-Roth (2017) writes, “Each dyad in this triangle is informed and shaped by the other dyads. The third learning partner of the ‘it’ is what distinguishes this relational dynamic from other types of relationships” (p. 3). Teaching and learning, in this view, rest not only on interactions among teachers and students, but also stand in relationship with rich content. Each of the essays in this issue of the Journal of Jewish Education raises up the importance of some form of “it” in Jewish education. As a collective, they spotlight a range of content-rich materials: anthologies written for use in the Israeli ultra-Orthodox classroom, materials created for the study of Biblical Hebrew in English-speaking communities, and Jewish books written for the American Jewish family and home. Although these articles differently frame the “work” of Jewish education, are situated in different educational milieu, and rest on distinct beliefs about how students and teachers might relate to and learn from content, all explicitly highlight one form of Hawkins’ “it.” In the first article in this issue, Oshri Zighelboim examines how education anthologies used in ultra-Orthodox Israeli schools frame the concept of a chosen people. The title of Zighelboim's work, “You Have Chosen Us from Among all Nations,” draws from Natan Alterman's 1942 poem “Of All the Peoples” (Alterman, 1942/2018). Yet while Alterman's poetry conveys a deep discomfort with Jewish exceptionalism, Zighelboim's work demonstrates the positive valence of the concept of chosenness in ultra-Orthodox educational anthologies. By examining educational resources primarily aimed at a 6th grade audience, Zighelboim captures how ultra-Orthodox anthologies frame religious, ethnic, and territorial separatism, and she illuminates how this framing is both distinct from and related to the ways that the concept of chosenness appears in educational materials of Israeli state and state-religious schools as well. Turning from materials that teach about the idea of chosenness to materials that teach Biblical Hebrew, the second article in this issue, “A Pedagogical Approach to Teaching Biblical Hebrew in American Day “Schools” presents Ziva Hassenfeld's system for teaching students to read, understand, and interpret Biblical text. While Zighelboim offers colorful descriptions of ultraOrthodox Jewish education in Israel, Hassenfeld's materials for the teaching of JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 4, 259–260 https://doi.org/10.1080/15244113.2022.2153550","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"259 - 260"},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44997457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abram S. Isaacs, Educating Jews for Character and Continuity","authors":"Carol K. Ingall","doi":"10.1080/15244113.2022.2121669","DOIUrl":"https://doi.org/10.1080/15244113.2022.2121669","url":null,"abstract":"ABSTRACT Abram S. Isaacs (1852–1920), editor, intellectual, university professor, and rabbi, was a moral educator dedicated to making American Jews more knowledgeable and more virtuous. His role model was his father, who founded and taught in the Jewish day school that young Abram attended. While embracing the blessings of American life, Isaacs was deeply troubled by the corrosive American values of individualism and materialism. In the late nineteenth century, as Jewish day schools were no longer an option, Isaacs turned to writing family literature, hoping to substitute the home for the day school as the locus of character education.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"301 - 325"},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“You Have Chosen Us from among All Nations”: The Chosenness Concept in Israeli Ultra-Orthodox School Anthologies","authors":"Oshri Zighelboim","doi":"10.1080/15244113.2022.2146551","DOIUrl":"https://doi.org/10.1080/15244113.2022.2146551","url":null,"abstract":"ABSTRACT This article presents a cognitive semantic investigation into the concept of the “Chosen People” in Israeli ultra-Orthodox anthologies. The article opens with a historical-theological review of chosenness and its distinctly separatist stance. The study, based on the understanding that “nationality” is a multilayered concept, identifies four types of separatism: territorial, ethnic, linguistic, and religious. Three of these are identified in ultra-Orthodox school anthologies (territorial, ethnic, and religious) and are explored in detail with anthology text excerpts. The article also includes a comparison of various education streams in Israel (state, state-religious and ultra-Orthodox) to examine how each addresses and is invested in the concept of chosenness. Finally, the article reveals the commonalities in the perception of victimhood that see the Jewish people as a persecuted and tormented minority throughout history.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"261 - 285"},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48963763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Pedagogical Approach to Teaching Biblical Hebrew in American Day Schools","authors":"Ziva R. Hassenfeld","doi":"10.1080/15244113.2022.2147040","DOIUrl":"https://doi.org/10.1080/15244113.2022.2147040","url":null,"abstract":"ABSTRACT This conceptual paper lays out an approach to teaching biblical Hebrew in American day schools. This paper builds on extant work in the field of Jewish education on teaching biblical Hebrew and offers day school educators a theory of language instruction for teaching biblical Hebrew.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"286 - 300"},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"My Second-Favorite Country: How American Jewish Children Think About Israel","authors":"Jonah Hassenfeld","doi":"10.1080/15244113.2022.2100638","DOIUrl":"https://doi.org/10.1080/15244113.2022.2100638","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"254 - 257"},"PeriodicalIF":0.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47926705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}