Showing papers in "Jewish Education in 1990"
TL;DR: As central agencies for Jewish education face the year 2000, they must address both their past shortcomings, considering theme challenges for the future, and past successes which will require redefinition and reinvestment of human and financial resources for future as discussed by the authors.
Abstract: As central agencies for Jewish education face the year 2000, they must address both their past shortcomings, considering theme challenges for the future, and past successes which will require redefinition and reinvestment of human and financial resources for the future. The bureau movement would be well served in adopting Rav Kook's aphorism — “The Old Should be Renewed and the New Invested with Holiness” — as its motto.
2 citations
TL;DR: A review of new conditions for central agencies of Jewish education can be found in this paper, where a look at central agencies is especially apt at this time because of community ferment about Jewish education.
Abstract: Central agencies of Jewish education, like any organization or institution, can benefit from a review of new conditions. This will determine whether it should carry on with established approaches or institute alterations in goals and practices. A look at central agencies is especially apt at this time because of community ferment about Jewish education.
2 citations
TL;DR: In this article, the authors discuss the potential of Jewish education in the service of Jewish continuity, if we are willing to think about education in new ways and challenge existing assumptions in these interesting times.
Abstract: There is an ancient Chinese saying: “May you live in interesting times.” While some would classify this as a blessing, others would perceive it as a curse. The topic for this morning's discussion arises from a comparable state of ambiguity in regard to Jewish education, for these are certainly the most interesting times for us. Some voices are heard decrying the sorry state of Jewish education in North America and projecting a weakening of Jewish life because of the failures of Jewish education. Others are pointing to the extraordinary potential of Jewish education in the service of Jewish continuity, if we are willing to think about Jewish education in new ways. For those of us who tend the vineyards of Jewish education and maintain the institutions which have served Jewish education, we see great opportunity and serious challenges to existing assumptions in these interesting times. It is in this context that I share some observations about the implications for the future of central agencies of Jewish ed...
2 citations
TL;DR: It is generally agreed that the central agencies for Jewish education (BJEs) are caught between the changes that have taken place in the Jewish educational system in the United States and the growing role of the federations in the field as discussed by the authors.
Abstract: It is generally agreed that the central agencies for Jewish education (BJEs) are caught between the changes that have taken place in the Jewish educational system in the United States and the growing role of the federations in the field. The decline of supplementary schools in spread, scope, and intensity, and the rise of the day schools as the principal foci and loci of meaningful Jewish education, have left the BJEs caught in a bind.
2 citations
TL;DR: In this article, the authors present a perspective on Jewish family education in the context of Jewish education, focusing on the family education system and the curriculum. But they do not discuss the curriculum itself.
Abstract: (1990). A PERSPECTIVE ON JEWISH FAMILY EDUCATION. Jewish Education: Vol. 58, No. 1-2, pp. 26-35.
1 citations
TL;DR: The following are reflections on my service as Superintendent of the Board of Jewish Education of Metropolitan Chicago, 1976-1987, and my observations of communal agencies for Jewish education during my current service as President of the Hebrew College of Boston as discussed by the authors.
Abstract: The following are reflections on my service as Superintendent of the Board of Jewish Education of Metropolitan Chicago, 1976-1987, and my observations of communal agencies for Jewish education during my current service as President of the Hebrew College of Boston.
1 citations
TL;DR: Futurists "wave a magic wand" and suggest that tabula rasa is a psychic and sociological option as mentioned in this paper, which is a flawed way to explore reality.
Abstract: Futurists “wave a magic wand,” insinuating thereby that tabula rasa is a psychic and sociological option. “If there were no Bureau, what would the Jewish community do?” “If there were no Jewish community, what would the world's Jews do?” “If there were no world… ?” On the surface, it's an innocuous strategy: a way to probe assumptions, a way to hone a definition of needs. Examined closely, however, it is a flawed way to explore reality. At worst, it is a device to encourage a preconceived outcome.
1 citations
TL;DR: In this article, it is stated that central agencies for Jewish education throughout North America are in difficulty, and that the challenges facing these agencies relate principally to function and financing, and the traditional activities of bureaus and boards of Jewish education have come under intense scrutiny.
Abstract: That Central agencies for Jewish education throughout North America are in difficulty is now an established fact. The challenges facing these agencies relate principally to the two “f's”: function and financing. As the configuration and power structure of Jewish communities have changed, the traditional activities of bureaus and boards of Jewish education have come under intense scrutiny. At the same time, the geometric escalation of Jewish community demands on decreasing financial resources has made it increasingly difficult for bureaus to secure the funding needed to carry out their full array of programs.
1 citations
TL;DR: The establishment in 1910 of the Bureau of Jewish Education in New York was a turning point in the growth and development of Jewish education in North America as discussed by the authors, which gave concrete expression to the idea that education was the responsibility of the entire community, an activity too important to be left to the efforts of partisan groups.
Abstract: The establishment in 1910 of the Bureau of Jewish Education in New York was a turning point in the growth and development of Jewish education in North America. That bureau, arguably the most lasting legacy of the failed New York Kehillah, gave concrete expression to the idea that education was the responsibility of the entire community, an activity too important to be left to the efforts of partisan groups of limited reach and capability. The example of the New York agency spurred the founding of similar offices in cities throughout the United States and Canada. We are able today to record eight decades of educational programs guided by the assumption that a bureau or its equivalent is the preferred instrument of communal educational activity.
1 citations
TL;DR: In this article, the authors define the role and activities of the central agency as they exist at present and reflect on the present status and future challenge of the Central Agency for Jewish education as it confronts the last decade of the 20th century and enters into the 21st.
Abstract: In order to reflect on the present status and future challenge of the central agency for Jewish education as it confronts the last decade of the 20th century and enters into the 21st, it is important to define the role and activities of the central agency as they exist at present.
TL;DR: The bureau of Jewish education is one of a handful of Jewish organizations spanning the entire century and with few exceptions, its constituents represent the total spectrum of the local Jewish population as mentioned in this paper.
Abstract: When the history of 20th century American Jewry will be written, the central agency for Jewish education will play a prominent role in the story of the local Jewish community. In the first place, the bureau of Jewish education is one of a handful of Jewish organizations spanning the entire century. Moreover, with few exceptions, its constituents represent the total spectrum of the local Jewish population.