Pub Date : 2019-12-31DOI: 10.1515/9781618117540-001
Jon A. Levisohn, Jeffrey S. Kress
{"title":"Introduction: What the “Learning Agenda” Is and Why It Matters","authors":"Jon A. Levisohn, Jeffrey S. Kress","doi":"10.1515/9781618117540-001","DOIUrl":"https://doi.org/10.1515/9781618117540-001","url":null,"abstract":"","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115658828","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-011
G. Noam, Jeffrey S. Kress
n this chapter, Noam and Kress bring to the fore a theme that has been present in many of the previous chapters, namely, the need to expand our horizons beyond the cognitive. The goals of Jewish education are holistic, encompassing behavioral and affective learning outcomes, as well as cognitive. The authors begin by articulating a rationale for the importance of a holistic approach, and then discuss affordances provided by Jewish education for addressing outcomes in multiple domains. They then discuss the applicability of social and emotional learning theory and practice, with particular focus on a Developmental Domain Theory , which posits four intersecting areas of development (action, assertive-ness, belonging, and reflection). They recommend that Jewish educators employ a more systematic and intentional approach to promoting and assessing outcomes in this area, and conclude by discussing the possibilities and challenge in doing so.
{"title":"The Holistic Goals of Jewish Education","authors":"G. Noam, Jeffrey S. Kress","doi":"10.1515/9781618117540-011","DOIUrl":"https://doi.org/10.1515/9781618117540-011","url":null,"abstract":"n this chapter, Noam and Kress bring to the fore a theme that has been present in many of the previous chapters, namely, the need to expand our horizons beyond the cognitive. The goals of Jewish education are holistic, encompassing behavioral and affective learning outcomes, as well as cognitive. The authors begin by articulating a rationale for the importance of a holistic approach, and then discuss affordances provided by Jewish education for addressing outcomes in multiple domains. They then discuss the applicability of social and emotional learning theory and practice, with particular focus on a Developmental Domain Theory , which posits four intersecting areas of development (action, assertive-ness, belonging, and reflection). They recommend that Jewish educators employ a more systematic and intentional approach to promoting and assessing outcomes in this area, and conclude by discussing the possibilities and challenge in doing so.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128732469","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-013
{"title":"Index","authors":"","doi":"10.1515/9781618117540-013","DOIUrl":"https://doi.org/10.1515/9781618117540-013","url":null,"abstract":"","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124032842","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-008
Simone Schweber
For decades, Jewish education has included the study of the Holocaust in the curriculum of supplementary schools and day schools, as well as in the informal educational programming of synagogues and camps. In this chapter, Schweber asks about the significance of learning from and for extremes. She proposes that one of the goals may be the cultivation of “reasonable Jews,” i.e., Jews with the capacity and disposition to reason even about extreme ideas. Furthermore, Holocaust education ought to immerse students in the “messiness” of lives, to help them resist quick and easy moral judgments. Third, the teaching of the Holocaust highlights the importance of context, especially the context of learning about Jews. Finally, she observes that the teaching of the Holocaust brings to the fore the danger of essentialism and absolutism—not only in politics but in education.
{"title":"What We Can Learn about Learning from Holocaust Education","authors":"Simone Schweber","doi":"10.1515/9781618117540-008","DOIUrl":"https://doi.org/10.1515/9781618117540-008","url":null,"abstract":"For decades, Jewish education has included the study of the Holocaust in the curriculum of supplementary schools and day schools, as well as in the informal educational programming of synagogues and camps. In this chapter, Schweber asks about the significance of learning from and for extremes. She proposes that one of the goals may be the cultivation of “reasonable Jews,” i.e., Jews with the capacity and disposition to reason even about extreme ideas. Furthermore, Holocaust education ought to immerse students in the “messiness” of lives, to help them resist quick and easy moral judgments. Third, the teaching of the Holocaust highlights the importance of context, especially the context of learning about Jews. Finally, she observes that the teaching of the Holocaust brings to the fore the danger of essentialism and absolutism—not only in politics but in education.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124964793","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-005
D. Resnick, L. Resnick
W hile study of classical Jewish texts has always been central to the traditional curriculum, that study has waxed and waned among liberal Jews. In this chapter, Daniel and Lauren Resnick offer their own critical survey of that phenomenon. In particular, they hypothesize that the status of classical text study waned in part due to the erosion of the educational norm of textual discussion in general education. In other words, as information-delivery models came to dominate pedagogy in schools—as textbooks crowded out texts—Jewish education followed suit. However, they suggest that the tide has turned in the last decades, with a wave of research in general education that focuses on “dialogic instruction” and that emphasizes participatory discussion of texts. Texts, then, are making a comeback against textbooks, and the prospects for Jewish education are positive.
{"title":"Old Traditions, New Practices: A Proposal for a Return to Text Study as a Centerpiece of Jewish Community and Family Life","authors":"D. Resnick, L. Resnick","doi":"10.1515/9781618117540-005","DOIUrl":"https://doi.org/10.1515/9781618117540-005","url":null,"abstract":"W hile study of classical Jewish texts has always been central to the traditional curriculum, that study has waxed and waned among liberal Jews. In this chapter, Daniel and Lauren Resnick offer their own critical survey of that phenomenon. In particular, they hypothesize that the status of classical text study waned in part due to the erosion of the educational norm of textual discussion in general education. In other words, as information-delivery models came to dominate pedagogy in schools—as textbooks crowded out texts—Jewish education followed suit. However, they suggest that the tide has turned in the last decades, with a wave of research in general education that focuses on “dialogic instruction” and that emphasizes participatory discussion of texts. Texts, then, are making a comeback against textbooks, and the prospects for Jewish education are positive.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123166683","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-007
J. Reimer
W hat does Shabbat at camp look like, when viewed through the eyes of a learning theorist? In this chapter, Reimer calls our attention to the way in which Shabbat at camp is a practice with its own norms and behaviors, some related to Shabbat elsewhere but many of which are distinct, into which younger students are inducted over time. On the other hand, a comparison to the theatre program at camp reveals the limitations of the present induction model for Shabbat. Reimer concludes with some recommendations for how Shabbat at camp might be designed more aspirationally. Beyond the specifics of the case, however, Reimer helped us to see how a particular Jewish educational setting may benefit from an analysis that is grounded in a theory of learning.
{"title":"Learning the Whole Game of Shabbat","authors":"J. Reimer","doi":"10.1515/9781618117540-007","DOIUrl":"https://doi.org/10.1515/9781618117540-007","url":null,"abstract":"W hat does Shabbat at camp look like, when viewed through the eyes of a learning theorist? In this chapter, Reimer calls our attention to the way in which Shabbat at camp is a practice with its own norms and behaviors, some related to Shabbat elsewhere but many of which are distinct, into which younger students are inducted over time. On the other hand, a comparison to the theatre program at camp reveals the limitations of the present induction model for Shabbat. Reimer concludes with some recommendations for how Shabbat at camp might be designed more aspirationally. Beyond the specifics of the case, however, Reimer helped us to see how a particular Jewish educational setting may benefit from an analysis that is grounded in a theory of learning.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126020788","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-012
Jeffrey S. Kress, Jon A. Levisohn
ow should we think about the desired learning outcomes in Jewish educational settings? Should we frame them primarily in terms of specific subjects, such as Talmud or Hebrew or Jewish history, or even in terms of specific domains of practice like reading Torah or Israeli dance? Or should we instead prioritize broader developmental goals, in the spirit of what is sometimes called “Whole Child” education? debate fictional charac-ters, to make it clear of the actual authors of the the strong version of the positions that are presented here. the illuminate a goals that is centrally to advancing the learning agenda in Jewish education.
{"title":"Subject-Specific Learning Versus Jewish-Developmental Outcomes in Jewish Education: What Should We Aim For?","authors":"Jeffrey S. Kress, Jon A. Levisohn","doi":"10.1515/9781618117540-012","DOIUrl":"https://doi.org/10.1515/9781618117540-012","url":null,"abstract":"ow should we think about the desired learning outcomes in Jewish educational settings? Should we frame them primarily in terms of specific subjects, such as Talmud or Hebrew or Jewish history, or even in terms of specific domains of practice like reading Torah or Israeli dance? Or should we instead prioritize broader developmental goals, in the spirit of what is sometimes called “Whole Child” education? debate fictional charac-ters, to make it clear of the actual authors of the the strong version of the positions that are presented here. the illuminate a goals that is centrally to advancing the learning agenda in Jewish education.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132555640","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-009
Sam Wineburg
T he study of history plays a central role in the Jewish educational curriculum. But when we invite students to consider the Jewish past, what are we really after? In this chapter, Wineburg brings a self-critical perspective to the commitments that we might expect from him, as a leading researcher of the teaching and learning of history. Calling on some familiar examples of the tension between what the great Jewish historian Yosef Yerushalmi called “Jewish history” and “Jewish memory,” he argues against the standard moves—some because they do not satisfactorily account for Jewish commitments, and others because they do not satisfactorily account for the absence of criteria of personal or national significance within academic history. Eschewing an easy or facile resolution of the problem, Wineburg sharpens it for us: how do we accommodate our interests and values, the very interests and values that bring us to a study of Jewish history, without compromising our intellectual integrity?
{"title":"Is this a Real Story? Learning Critical History and Learning Its Limits","authors":"Sam Wineburg","doi":"10.1515/9781618117540-009","DOIUrl":"https://doi.org/10.1515/9781618117540-009","url":null,"abstract":"T he study of history plays a central role in the Jewish educational curriculum. But when we invite students to consider the Jewish past, what are we really after? In this chapter, Wineburg brings a self-critical perspective to the commitments that we might expect from him, as a leading researcher of the teaching and learning of history. Calling on some familiar examples of the tension between what the great Jewish historian Yosef Yerushalmi called “Jewish history” and “Jewish memory,” he argues against the standard moves—some because they do not satisfactorily account for Jewish commitments, and others because they do not satisfactorily account for the absence of criteria of personal or national significance within academic history. Eschewing an easy or facile resolution of the problem, Wineburg sharpens it for us: how do we accommodate our interests and values, the very interests and values that bring us to a study of Jewish history, without compromising our intellectual integrity?","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126691933","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-006
B. Schwarz
the of the to analyze the havruta (paired) learning that is characteristic of ultra-orthodox yeshivot . He begins a description of the learning that takes place in these settings, providing a glimpse into a context unseen by many Jewish educational researchers. In yeshivot, havruta learning is marked by intense interper-sonal engagement and argumentation, often motivated by what Schwarz the learners’ sense of the worthiness of the activity. aware of the important differences between ultra-orthodox and liberal educational settings, they one another. For the relevance of the sense of the worthy as a motivational factor even in settings, such as pluralistic schools, where one may imagine that there is less consensus about is worthy.
{"title":"Observing Havruta Learning from the Perspective of the Learning Sciences","authors":"B. Schwarz","doi":"10.1515/9781618117540-006","DOIUrl":"https://doi.org/10.1515/9781618117540-006","url":null,"abstract":"the of the to analyze the havruta (paired) learning that is characteristic of ultra-orthodox yeshivot . He begins a description of the learning that takes place in these settings, providing a glimpse into a context unseen by many Jewish educational researchers. In yeshivot, havruta learning is marked by intense interper-sonal engagement and argumentation, often motivated by what Schwarz the learners’ sense of the worthiness of the activity. aware of the important differences between ultra-orthodox and liberal educational settings, they one another. For the relevance of the sense of the worthy as a motivational factor even in settings, such as pluralistic schools, where one may imagine that there is less consensus about is worthy.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115370720","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}
Pub Date : 2019-12-31DOI: 10.1515/9781618117540-004
A. Kelman
n this chapter, Kelman begins with a critique of Jewish educational researchers’ rel-ative neglect of learning processes, and points his readers to the work of Lave and Wenger as a framework for understanding Jewish learning and its outcomes. He suggests five directions that emerge from Lave and Wenger’s sociocultural learning theory: learning about and from a variety of “experts” in realms of Jewish activity or engagement; deep examination of the way learning happens in different Jewish educational settings; exploration of the broader ecology of Jewish learning; a focus on technology and Jewish learning; and the way in which “non-Jewish Jews” learn about Jewish communal participation. Through charting these directions, Kelman builds his case for the importance of greater attention to Jewish learning as a focus for Jewish educational research.
{"title":"Learning about Learning in Jewish Education","authors":"A. Kelman","doi":"10.1515/9781618117540-004","DOIUrl":"https://doi.org/10.1515/9781618117540-004","url":null,"abstract":"n this chapter, Kelman begins with a critique of Jewish educational researchers’ rel-ative neglect of learning processes, and points his readers to the work of Lave and Wenger as a framework for understanding Jewish learning and its outcomes. He suggests five directions that emerge from Lave and Wenger’s sociocultural learning theory: learning about and from a variety of “experts” in realms of Jewish activity or engagement; deep examination of the way learning happens in different Jewish educational settings; exploration of the broader ecology of Jewish learning; a focus on technology and Jewish learning; and the way in which “non-Jewish Jews” learn about Jewish communal participation. Through charting these directions, Kelman builds his case for the importance of greater attention to Jewish learning as a focus for Jewish educational research.","PeriodicalId":136992,"journal":{"name":"Advancing the Learning Agenda in Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114569000","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}
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