犹太学术对犹太教学有何贡献?:拉比的故事

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Barry W. Holtz
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引用次数: 0

摘要

摘要:教师“了解自己的学科”意味着什么?教师的知识来源是什么?文章认为,犹太经典文本学术可能为教育学提供一种未充分利用的犹太教师潜在资源。这篇文章以拉比故事为范本,探讨了拉比文学中关于拉比自己的故事,并探讨了当今学者对这些文学的看法。然后,它探讨了这种学术的教育意义,并提出了以这种方式使用犹太学术的优势和复杂性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What Can Jewish Scholarship Contribute to Jewish Teaching?: The Case of the Rabbinic Tale
ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
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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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