Journal of Jewish Education最新文献

{"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}

{"title":"Building Our Youth for the Future","authors":"Jonathan B. Krasner","doi":"10.1080/15244113.2022.2102834","DOIUrl":"https://doi.org/10.1080/15244113.2022.2102834","url":null,"abstract":"Even as successive generations of youth reassure their elders, in the words of The Who's 1965 rock anthem, that “the kids are alright,” the adults remain unconvinced. Whether the young are anticipated as agents of progress or continuity, the stakes could not be higher. Hence the imperative articulated by President Franklin D. Roosevelt in a 1940 address at the University of Pennsylvania: “We cannot always build the future for our youth, but we can build our youth for the future.” Concern about youth as the future societal pacesetters and custodians is also a common thread that runs through the three articles in this issue of the Journal of Jewish Education. Nowhere is this theme more pronounced than in Helena Miller and Alex Pomson's article, “When the Heart is Stilled: Adolescent Jewish lives Interrupted by COVID-19.” The authors present and analyze the findings of a recent study of adolescents attending Jewish secondary schools in the UK. As the title of the article suggests, the study, which was funded by the Pears Foundation and the Wohl Legacy Foundation, was designed to measure the impact of SARS-CoV-2 on the respondents’ “Jewish lives.” While the researchers came into the study interested in documenting the schools’ abilities to respond to the challenges presented by COVID-related restrictions, they soon began wondering whether the cancelation and curtailment of Jewish experiences outside of school, including bar mitzvah celebrations, heritage travel to Israel and Eastern Europe, and youth group activities, might have been even more disruptive to the teens’ solidification of their Jewish identities and sense of collective Jewish belonging. Young people, they found, “have been thrown back on the Jewish resources they found under their own roofs,” with varying outcomes. (p. 2) The study found that the pandemic more negatively impacted teens’ emotional wellbeing and academic plans than their connection to Judaism, the Jewish community, or Israel. Nevertheless, the authors express concern that missed opportunities to attend summer camp and engage in heritage tourism would adversely affect the “Jewish communal ecosystem,” since “the young people for whom these experiences serve as a runway to a life of Jewish activism might find it a lot harder to get off the ground.” (p. 17) Curricular Intellectual Who was Ahead of His Time,” surveys the educational contribution of this former head of the Mercaz HaRav Yeshiva in Jerusalem. Prior to becoming head of this national-religious stronghold, which was founded in 1924 by Abraham Isaac Kook, the first Ashkenazi Chief Rabbi in British Mandatory Palestine, Yisraeli was a communal rabbi JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 3, 177–179 https://doi.org/10.1080/15244113.2022.2102834","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"177 - 179"},"PeriodicalIF":0.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46212312","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}