Journal•ISSN: 1524-4113
Journal of Jewish Education
Taylor & Francis
About: Journal of Jewish Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Judaism & Religious education. It has an ISSN identifier of 1524-4113. Over the lifetime, 537 publications have been published receiving 2347 citations.
Topics: Judaism, Religious education, Jewish studies, Teaching method, Hebrew
Papers published on a yearly basis
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TL;DR: The study of Jewish traditional texts in a hevruta learning setting (two people studying a text together) represents past as well as contemporary modes of Jewish religious and devotional study as discussed by the authors.
Abstract: The study of Jewish traditional texts in a hevruta learning setting (two people studying a text together) represents past as well as contemporary modes of Jewish religious and devotional study. 2 M...
42 citations
TL;DR: In this paper, four scholars describe the ways they understand Jewish identity among American Jews and how they study it, and they seek to expand the kinds of analytic questions and research methodologies in ways that that permit descriptive and non-evaluative conceptualizations, viewing Jewish identities as emerging from the complex interplay of "Jewishness" in the environment with other aspects of the self.
Abstract: “Jewish identity” has been a central concern both in the realm of research about American Jewry and to American Jewish educational programming, but what it means and how to best study it have come under question in recent years. In this article, four scholars describe the ways they understand Jewish identity among American Jews and how they study it. Together, they avoid defining the content of Jewish identity in specific normative/prescriptive terms because this unnecessarily flattens and delimits the ways people experience being Jewish. Instead they seek to expand the kinds of analytic questions and research methodologies in ways that that permit descriptive and non-evaluative conceptualizations, viewing Jewish identities as emerging from the complex interplay of “Jewishness” in the environment with other aspects of the self, and its longitudinal and cross-contexts.
37 citations
TL;DR: In this paper, the authors focus on the ways hevruta learning can contribute to teachers' capacity to be present to self, other, subject matter and the cultural context in which the learning occurred.
Abstract: This article focuses on the ways hevruta learning can contribute to teachers' capacity to be present to self, other, subject matter and the cultural context in which the learning occurred. Hevruta learning, when conceptualized for the purposes of teachers' professional development, brings to the fore both the interpretive and relational aspects of the learning process. The theoretical frameworks of philosophical hermeneutics and relational psychology infuse our design of hevruta learning as well as our analysis of teachers' unfolding awareness of presence. Drawing on qualitative data reflecting teachers' experiences in a week-long Summer Teachers Institute dedicated to text study and hevruta learning, this article describes the teachers' engagement with and exploration of each dimension of the relational triangle (i.e., teacher, student, and subject matter interactions; Hawkins, 2002). Data suggests that there was an activation or intensity in these dimensions, which was the result of the consistent and c...
34 citations
TL;DR: The American Jewish Education Journal of Jewish Education: Vol. 64, No. 1-2, 1998, pp. 8-21 as mentioned in this paper, was the first publication of this work.
Abstract: (1998). AMERICAN JEWISH EDUCATION IN HISTORICAL PERSPECTIVE. Journal of Jewish Education: Vol. 64, No. 1-2, pp. 8-21.
34 citations
TL;DR: A century ago, a group of educators led an effort to transform American Jewish education to enable it to operate successfully in the 20th century as discussed by the authors, with American Jews living under very different conditions, a similar effort is needed to reinvent Jewish education for the 21st century.
Abstract: A century ago a group of educators led an effort to transform American Jewish education to enable it to operate successfully in the 20th century. Today, with American Jews living under very different conditions, a similar effort is needed to reinvent Jewish education for the 21st century. Changes and new initiatives already taking place on the educational landscape point the way toward a set of paradigm shifts that will make Jewish education more learner-centered, relationship-infused, and life-relevant. These changes at the level of educational practice need to be accompanied by a redesign of the educational system itself to make it better able to accommodate learners as “prosumers,” helping to create their own educational experiences, and to guide them on lifelong learning journeys. By maximizing the impact of ongoing innovations, by employing “design thinking,” and by forging stronger networks and collective impact initiatives across domains and settings, the Jewish educational system can be reinvented...
33 citations