scispace - formally typeset
Search or ask a question
Author

Ben M. Edidin

Bio: Ben M. Edidin is an academic researcher. The author has contributed to research in topics: Judaism & Extension (predicate logic). The author has an hindex of 1, co-authored 3 publications receiving 3 citations.

Papers
More filters
Journal ArticleDOI

1 citations

Journal ArticleDOI

1 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct as discussed by the authors, and this point of development of the field also raises question of the relationship of EJE and the broader field of Jewish education.
Abstract: Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct. Much of the focus to this point has been on definitions (particularly the distinction between experiential and informal Jewish education) and on outcomes of settings often associated with an experiential Jewish education (EJE) approach. Along with increased understanding of EJE comes the potential to explore a more nuanced set of questions about the nature of educational experiences. This point of development of the field also raises question of the relationship of EJE and the broader field of Jewish education.

14 citations

Journal ArticleDOI
TL;DR: A document-based historical study explores the nature of the Jewish social studies curriculum in American Jewish schools in the early 20th century (c.1910-1940) as mentioned in this paper.
Abstract: This document-based historical study explores the nature of the Jewish social studies curriculum in American Jewish schools in the early 20th century (c.1910–1940), a period of significant growth and reform in the modern American Jewish education enterprise. “Jewish social studies” refers to school programs in which Jewish history, Jewish civilization, and/or Jewish life were taught. The article describes the types of ideological and pedagogical issues Jewish educators contemplated when devising the purposes and practices of American Jewish schooling overall and Jewish social studies in particular. More generally, the study illustrates the kinds of affordances and constraints social studies educators in almost any context face in the process of curriculum development and reform.

4 citations

Journal ArticleDOI
TL;DR: The authors traces the mainstreaming of American Jewish history and social studies in the American Jewish school curricula, a process which began in the 1920s and picked up momentum in the mid-late 1930s and 1940s.
Abstract: This paper traces the mainstreaming of American Jewish history and social studies in the American Jewish school curricula, a process which began in the 1920s and picked up momentum in the mid‐late 1930s and 1940s. From the beginning, the raison d'etre for teaching American Jewish history and community studies was articulated in terms of socialization as opposed to content. Thus, the extent to which an educational agency or institution's agenda was driven by a desire to effect students’ social adjustment as opposed to expanding their knowledge base, and the degree to which the educational program itself was shaped by indigenous as opposed to Eastern European Jewish pedagogic paradigms and priorities determined their receptivity to American Jewish history and social studies as legitimate fields of study.

2 citations