Author
Jacob S. Golub
Bio: Jacob S. Golub is an academic researcher. The author has contributed to research in topics: Judaism & Jewish history. The author has an hindex of 2, co-authored 5 publications receiving 11 citations.
Topics: Judaism, Jewish history, Guiding Principles, Curriculum, Jewish studies
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TL;DR: The trajectory of Hebrew education in the United States from the early 1900s to the present is sketched in this article, where current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, and goals and strategies have changed over time.
Abstract: This article sketches the trajectory of Hebrew education in the United States from the early 1900s to the present. Attending to the historiography of Hebrew education, it shows how current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, how goals and strategies have changed (or remained the same) over time, and how the evolution of the field has been driven both by internal dynamics within the Jewish community and by changes in the broader social and political context of the United States. It concludes with a framework for constructing a meaningful research agenda for the future.
13 citations
TL;DR: The authors analyzes the place of Israel in American Jewish schooling from the beginning of the 20th century until the early years of the 21st century, using curricula, textbooks, and instructional units to delineate four distinct periods of Israel education.
Abstract: This essay analyzes the place of Israel in American Jewish schooling from the beginning of the 20th century until the early years of the 21st century. It utilizes curricula, textbooks, and instructional units, as well as other primary and secondary sources to delineate four distinct periods of Israel education. The subject of Teaching Israel is contextualized in the larger frameworks of both general developments in education as well as the dynamics of Israel in contemporary American Jewish life. The article concludes by delineating emergent 21st century patterns of Israel education that represent new directions.
9 citations
01 Jan 2011
TL;DR: In North American Jewish day high schools, teaching and learning Jewish history normally occurs through formal classroom instruction in Jewish history, Judaics, and/or general history courses, as well as through informal educational experiences including holiday celebrations, commemorations, and historical field trips.
Abstract: Recalling, reviewing, reconsidering, and/or remembering the Jewish past plays a central role in most contemporary preK-12 Jewish schools the world over.1 In North American Jewish day high schools––the main focus of this chapter––teaching and learning Jewish history normally occurs through formal classroom instruction in Jewish history, Judaics, and/or general history courses, as well as through informal educational experiences including holiday celebrations, commemorations, and historical field trips. When taught chronologically, the course of study typically covers some or all of the following topics: the Hebrew Bible’s historical narratives; the ancient Israelite settlements in Palestine; the dispersion of Jews into the diaspora; Jewish life in medieval Europe, North Africa, and the Near East; modernity, enlightenment, and emancipation in western and eastern Europe; Jewish life in North America; the Holocaust; Zionism and the State of Israel; and the contemporary Jewish community. Methods for teaching Jewish history are mostly the same as in any history course, namely primary source analysis, discussion, debate, lecture, roleplay, simulation, and inquiry.
8 citations
01 Jan 1962
TL;DR: Ben-Horin and Pilch as discussed by the authors explored the element of philosophy in Conservative curricula and determined the extent to which the curricula designed for the Conservative congregational elementary schools reflect the philosophies of Judaism and of education advocated by the leaders of the movement.
Abstract: Our Design. The purpose of this dissertation is to explore the element of philosophy in Conservative curricula. We shall seek to determine the extent to which the curricula designed for the Conservative congregational elementary schools reflect the philosophies of Judaism and of education advocated by the leaders of the movement. In the present introductory chapter we shall take a brief glance at the historical and sociological background of the Conservative movement. In the second chapter the main philosophical and theological trends among Conservative thinkers will be described. The third will detail the educational aims of the Conservative school system. The fourth will examine the Jewish and Educational philosophies of past and present Conservative curricula. The fifth and concluding chapter will contain a brief summary of our findings and conclusions. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) First Advisor Meir Ben-Horin Second Advisor Judah Pilch Subject Categories Bilingual, Multilingual, and Multicultural Education | Cultural History | Curriculum and Instruction | Educational Administration and Supervision | Educational Methods | Elementary Education | History of Religion | Jewish Studies | Language and Literacy Education Comments Library at the Katz Center Archives Room Manuscript. BM103 .L47 1962. THE EDUCATIONAL PHILOSOPHY OF CONSERVATIVE JUDAISM
8 citations
TL;DR: Citations are one of the ways that scholars engage one another in dialogue, debate, and discussion as discussed by the authors. As such, they represent a powerful way in which practitioners constitute themselves and others.
Abstract: Citations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others wi...
4 citations