Showing papers in "Jewish Education in 1982"
TL;DR: In this paper, the authors take a look at the current status of the supplementary school, reflecting upon what Jewish education should be in the year 1990 and beyond, using as a prism the Jewish family, technological advances, financial realities and Jewish leadership.
Abstract: Those who attempt to predict the future are either prophets, savants or fools. Since this writer is none of these, he would rather profit from the lessons of history as Santayana has admonished us, and take a look at the current status of the supplementary school, reflecting upon what Jewish education should be in the year 1990 and beyond — using as a prism the Jewish family, technological advances, financial realities and Jewish leadership.
22 citations
TL;DR: In this paper, the authors examine the foundations on which such research must rest, and identify the areas in which the foundations are weak that limit the contribution research can make, at least until such time as these weaknesses are adequately addressed.
Abstract: As urgent as the desire to improve Jewish education may be, it would be unwise to rely on research aimed at ameliorating the current situation without first examining the foundations on which such research must rest. The areas in which the foundations are weak must necessarily limit the contribution research can make, at least until such time as these weaknesses are adequately addressed. Five such problematic areas are outlined below, followed by a brief sketch for improvement in one of the areas.
6 citations
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TL;DR: The fiftieth anniversary of the publication of JED coincided with the graduation from the Teachers' Institute of the J.T.S. as discussed by the authors and during the same year I also received an M.A. degree in Jewish History at Columbia University.
Abstract: The fiftieth anniversary of Jewish Education magazine coincides with the fiftieth anniversary of my graduation from the Teachers' Institute of the J.T.S.A. During the same year I also received an M.A. degree in Jewish History at Columbia University. Thus, the invitation by the editor to write “some reminiscences of the past fifty years in Jewish education” evokes many recollections of my own career.
5 citations
TL;DR: From Sunday School to Day School as mentioned in this paper suggests that Jewish education has moved from a one-day-a-week enterprise to a full-time system of education, and there has been significant movement in this direction during the last half of the past 100-year period.
Abstract: I am honored to give the opening address on the conference theme which deals with 100 years of Jewish education in North America. The topic of this session, “From Sunday School to Day School,” suggests that Jewish education has moved from a one-day-a-week enterprise to a full-time system of education. While there has been significant movement in this direction during the last half of the past 100-year period, this trend has to be placed in proper historical, religious, cultural and social perspective.
4 citations
TL;DR: Although prophecy belongs to fools and children, who can but respond when an editor calls? Yet, in responding, the wisdom of the warning should serve to remind us that events whose outcomes we cannot foresee will significantly affect what supplementary Jewish education will be like in the 90's.
Abstract: Although prophecy belongs to fools and children, who can but respond when an editor calls? Yet, in responding, the wisdom of the warning should serve to remind us that events whose outcomes we cannot foresee will significantly affect what supplementary Jewish education will be like in the 90's; for example:
2 citations
TL;DR: In the Talmud, it is said that if the youngest and least experienced were not allowed to speak first, their ideas and perceptions would never be available to the elders as a basis for ultimate decision making as mentioned in this paper.
Abstract: In the Talmud “Sanhedrin,” we are told that when the great elders of the Sanhedrin met it was mandatory that the youngest and least experienced speak first. At first blush, this sage precept seems to be misplaced, as we would think that those with the most knowledge ought to be the first to establish policy and position. However, our sages tell us that if the youngest and least experienced were not allowed to speak first, their ideas and perceptions would never be available to the elders as a basis for ultimate decision making. This evening, I feel somewhat like the youngest at the Sanhedrin as I look out at those of you who have vast experience in the areas of Jewish education and I am therefore going to rely upon the wisdom of our rabbinic sages and plunge into my thoughts on the question of Jewish education and its future. If I might begin with a quote which I believe has relevancy to the issue at hand, it is as follows:
1 citations
TL;DR: The importance of formulating goals for Jewish education can hardly be disputed as discussed by the authors and there are those who argue that the task of clarifying in irrelevancies is precisely what has been happening in America.
Abstract: The importance of formulating goals for Jewish education can hardly be disputed. In fact, there are those who argue that the task of clarifying in irrelevancies. This, they assert, is precisely what has been happening in America. “American-Jewish education,” they argue, “has been functioning in a vacuum.” Rather than coming to terms with the basic concern — the formulation of goals — American-Jewish education has been emphasizing the improvement of techniques and certain “externals of pedagogy,” they assert. But this, they maintain, cannot compensate for the neglect of educational goals which, they seem to imply, is at the root of the problems being faced by Jewish education in America.1
1 citations
TL;DR: It was Edward Dahlberg, Kansas City's great gift to American letters, who observed that, as between a friend or an enemy, he always chose an enemy as discussed by the authors, and that an enemy is more reliable.
Abstract: It was Edward Dahlberg, Kansas City's great gift to American letters, who observed that, as between a friend or an enemy, he always chose an enemy. An enemy is more reliable. Sometimes we need protection from the friends of Jewish education the well-meaning, well-intentioned passionate proponents of day school education who seem to believe that mobilizing support for day schools requires them to “bad-mouth” the supplementary school.
1 citations
TL;DR: In this paper, the authors argue that the current educational policies of limiting and constricting the curricular goals of the afternoon Jewish school are detrimental to this form of Jewish education, and that it is the link between the Jewish child and the Jewish cultural heritage.
Abstract: The current educational policies of limiting and constricting the curricular goals of the afternoon Jewish school are detrimental to this form of Jewish education. The afternoon Jewish school is the link between the Jewish child and the Jewish cultural heritage. Our task as educators is to provide a realistic curriculum that is both teachable and testable. Yet, the greater task is to provide our students with a total vision of the Jewish cultural experience. This demands a study of Bible, history, synagogue and prayer skills, Jewish social studies, holidays and Jewish practices and an insight into Jewish philosophical concepts. The afternoon Jewish school cannot become a Bar Mitzvah factory, nor a place where the rote skills of synagogue life are taught. Rather, it must be a setting where the young Jew can learn about the vast cultural and religious heritage of his people. This is often a difficult task but the various Jewish curricular institutes must provide the Jewish school community with educational ...
1 citations
TL;DR: In the 1960's, during the heyday of Jewish afternoon schools, the school supplemented secular knowledge and secular living with Jewish knowledge and some Jewish life experience as the home contributed less and less as mentioned in this paper.
Abstract: What will the Jewish supplementary school be in the 1990's? A more definitive question might be what will it supplement? In the beginning “supplementary” schools brought Jewish knowled[ggrave]e to the student who was already experiencing living Judaism in the home. In the 1960's, heyday of Jewish afternoon schools, the school supplemented secular knowledge and secular living with Jewish knowledge and some Jewish life experience as the home contributed less and less.
TL;DR: The men who were my mentors, teachers and senior colleagues were those who were associated with Dr. Benderly: Isaac B. Berkson, Israel Chipkin, Alexander Dushkin, Emanuel Gamoran, Leo Honor and Albert Schoolman.
Abstract: As I look back on my professional career of some fifty years and try to summarize the guiding principles in my work, I wish to acknowledge my indebtedness to the protagonists and advocates of the community concept and responsibility for Jewish education, the men who were my mentors, teachers and senior colleagues. Foremost among them was Samson Benderly, under whose influence and guidance I came when I was seventeen and continued to be under his influence during my association with the New York Bureau of Jewish Education for fourteen years. The other men were those who were associated with Dr. Benderly: Isaac B. Berkson, Israel Chipkin, Alexander Dushkin, Emanuel Gamoran, Leo Honor and Albert Schoolman. During my professional work, I had the opportunity to meet and work with this distinguished group of Jewish educators, and their influence on me, personally and via their writings, was compelling.
TL;DR: A Boys' Club in one of the larger synagogues of Brownsville, New York, was organized by a group of students at Yeshivat Rabbi Chaim Berlin this paper.
Abstract: My entry into the field of Jewish education began during my teen years. Basically, it took the form of group work. Some of my friends and I organized a Boys' Club in one of the larger synagogues of Brownsville. We were students at Yeshivat Rabbi Chaim Berlin and wanted to share our spiritual values and ideals with others. Besides Sabbath and Holiday services, we conducted a series of classes in Hebrew, Tanach, and history. On special occasions — especially Simchat Torah — we were able to attract hundreds of boys. Many of them became observant Jews throughout their lives.
TL;DR: In a survey of 4500 “help-wanted” ads in two major Israeli newspapers in 1973, 16.5 percent of larger framed ads and 3.2 percent of classifieds mentioned English as a job requirement as mentioned in this paper.
Abstract: FACT: In a survey of 4500 “help-wanted” ads in two major Israeli newspapers in 1973, 16.5 percent of larger framed ads and 3.2 percent of classifieds mentioned English as a job requirement. Over the comparable period less than 200 of 88,000 New York Times ads specified any foreign language requirements (Cooper and Seckbach, 1977).
TL;DR: In this paper, the authors present a number of processes which should be considered and implemented in order to make for an effective and rewarding educational system for Jewish supplementary education in the next decade.
Abstract: In response to your invitation to participate in a symposium on Jewish supplementary education in the next decade, I would like to suggest a number of processes which should be considered and implemented in order to make for an effective and rewarding educational system. In spite of the recent growth in the number of children in Jewish day schools, more than two-thirds of the Jewish students registered in Jewish schools attend supplementary schools in a variety of programs. Therefore, frustration and hand-wringing which have become too fashionable among laymen and professional educators who readily proclaim these schools to be inherently ineffectual due to constraints of time, the unavailability and inadequacy of trained and committed teachers, the indifference of family and community, etc., leaves us with a sense of hopelessness. Such an attitude is destructive and must not be perpetuated. Instead our energies should be invested in a thorough reexamination of the constructs of the schools within the fram...
TL;DR: The question posed as the title of this essay implies that there will be a supplementary school in 1990, that it will survive as mentioned in this paper, and the assumption is that these changes will be made.
Abstract: The question posed as the title of this essay implies that there will be a supplementary school in 1990, that it will survive. That in itself is a positive statement. Writing this essay in response is an act of faith, for if changes do not take place, our schools will not survive, and, of course, there will be no answer to the question the title poses. I would like to detail some of the changes which the supplementary school will have to make if it is to survive in a rapidly changing world. My assumption is that these changes will be made. There is no other choice.
TL;DR: The recent movement toward the communal sponsored educational institutions is one of the most important developments in Jewish education in North America as discussed by the authors, and it heralds a new era and opens new possibi...
Abstract: The recent movement toward the communal sponsored educational institutions is one of the most important developments in Jewish education in North America. It heralds a new era and opens new possibi...
TL;DR: In this paper, the authors conducted a study among sixteen Jewish day schools in Montreal, where the goal was to describe the use of helping personnel, as well as their attitudes towards and satisfaction with school social services.
Abstract: Introduction The research reported in this article was part of a larger study conducted among sixteen Jewish day schools in Montreal.1 The goal was to describe the schools' use of helping personnel, as well as their attitudes towards and satisfaction with school social services.
TL;DR: The Problem and Its Setting The Problem The quality of Hebrew school education depends largely on the quality of the Hebrew school educators as discussed by the authors, and there are not enough teachers entering the Hebrew teaching profession.
Abstract: The Problem and Its Setting The Problem The quality of Hebrew school education depends largely on the quality of Hebrew school educators. Hebrew school teachers today do not enjoy high professional status among the parents or authority within the Jewish community. Graduates of many Hebrew schools are functionally illiterate in Judaism and are without positive attitudinal identification. These graduates report negatively on their educational experience. Hebrew teachers are being held accountable and responsible for failing these Hebrew school students in preparing them for Jewish living in American society. The problem is acute. There are not enough teachers entering the Hebrew teaching profession. No recruitment program, however aggressive, can hope to staff Hebrew schools as long as Jewish education continues to lose so many classroom teachers each year through resignation and early retirement. The situation is the same in most big cities. The problems of retaining talented young Jewish teachers in the H...