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1.
This series of articles explores the history of Jewish Education magazine, later known as the Journal of Jewish Education, with a particular emphasis on its intersection with the history of American Jewish education and, more generally, American Jewish life. Major themes and issues that preoccupied the magazine's editors and writers are isolated and analyzed as to how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. Particular attention is paid to how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was, at best, only partially realized.  相似文献   

2.
In this series of articles, I explore the history of Jewish Education magazine with particular emphasis on its intersection with the history of American Jewish education and American Jewish life more generally. I isolate major themes and issues that preoccupied the magazine's editors and writers, and analyze how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. I am particularly interested in elucidating how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was at best only partially realized.  相似文献   

3.
Pluralism is an ambiguous term with a multiplicity of meanings. In recent decades there has been a proliferation of a newer category of Jewish Day Schools, the Jewish Community School. Jewish Community Schools distinguish themselves by positioning pluralism as a foundational concept of their school's ethos. Very little is known about how individuals within these schools understand the notion of pluralism. This case study uses in-depth interviews, documentary research, and school observations to determine how policymakers in one such Community School think about pluralism in general, and how this understanding influences their vision for the school's Jewish Education.  相似文献   

4.
This article documents the Journal of Jewish Education’s acquisition by the Network for Research in Jewish Education, in 2004, and evaluates the contribution of the re-launched Journal to the field of Jewish education. I explore how the Journal contributed over the past decade in three discrete yet often overlapping areas, thereby realizing its editors’ vision. First, the Journal of Jewish Education became the venue for conversations between researchers, practitioners and funders about the direction of Jewish education research and policy; second, it became an outlet for the sharing of research and other Jewish education scholarship; and third, it became a venue where scholars introduced research and theoretical constructs from the field of general education and sought to demonstrate their relevance to Jewish education. Finally, I suggest some reasons why the editors had less success in realizing a fourth goal for the Journal; that is, making it a forum for new ideas and the charting of new directions in research and practice.  相似文献   

5.
My function is to analyze a survey of adult Jewish education and to present briefly some of my own views on the subject. The survey was planned and conducted under the direction of the National Advisory Council on Adult Jewish Education of the American Association for Jewish Education. The Advisory Council includes the directors or representatives of a number of important religious and lay national Jewish agencies which sponsor adult Jewish education. The responses to the questionnaires were analyzed and the Survey Report was written by Rabbi Samuel I. Cohen.  相似文献   

6.
1. The National Council for Jewish Education urges upon the appropriate educational organizations the creation of an educational program to counter-act the recent spate of anti-Israel propaganda emanating both from the political left as well as from other sources. Inasmuch as the Jewish youth of America are bombarded with material which is blatantly critical of Israel's policies and practices in various political domains, it is essential that a countervailing educational program be developed under Jewish educational auspices. Such a program should involve the dissemination of appropriate material currently extant, the creation of whatever new informational materials are required, and the engagement of Jewish youth in dialogue on the substantive issues regarding the Israel-Arab conflict.  相似文献   

7.
ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.  相似文献   

8.
“Jewish identity,” which emerged as an analytical term in the 1950s, appealed to a set of needs that American Jews felt in the postwar period, which accounted for its popularity. Identity was the quintessential conundrum for a community on the threshold of acceptance. The work of Kurt Lewin, Erik Erikson, Will Herberg, Marshall Sklare, and others helped to shape the communal conversation. The reframing of that discourse from one that was essentially psychosocial and therapeutic to one that was sociological and survivalist reflected the community’s growing sense of physical and socioeconomic security in the 1950s and early 1960s. The American Jewish Committee and its Division of Scientific Research offers an enlightening case study of this phenomenon. Jewish educators seized on identity formation, making it the raison d’être of their endeavor. But the ascent of identity discourse also introduced a number of challenges for the Jewish educator—conceptual, methodological, political, and even existential.  相似文献   

9.
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.  相似文献   

10.
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.  相似文献   

11.
伯纳德·马拉默德的创作深受犹太历史和《旧约》的影响,这是他的作品受到文坛普遍关注的原因之一。本文从《旧约》原型角度入手,对小说《伙计》中莫里斯这一典型的犹太受难形象进行探讨,以期理解作家在小说中受难犹太文化母题的文化构因,并探究马拉默德通过塑造典型的犹太受难形象对社会现实所进行的思考。  相似文献   

12.
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.  相似文献   

13.
秦莉 《天中学刊》2014,(3):129-131
犹太民族始终把教育放在优先地位,尽管多年流离失所,历尽艰辛,但教育立国、科技立国的核心理念始终并未消失。犹太民族不怕失败,崇尚创新,顺应潮流,尊重知识和技能,“智慧的民族”培养出了无数出类拔萃的人才。勤奋、胆略、智慧是犹太民族的生存和富强之道,犹太人发愤图强,在半个多世纪中创造出全球罕见的教育和科技奇迹。  相似文献   

14.
It all began in the second decade of the 1900's. I was then a pupil in an old-fashioned cheder. Mr. Louis Hurwich, of blessed memory, was invited by the Associated Jewish Charities to make a survey of Jewish education in Boston preparatory to the establishment of a Bureau of Jewish Education which he headed as superintendent for many decades. He visited my cheder and selected me as one who should learn Hebrew as a spoken language. He convinced my parents to transfer me to a Hebrew School which used the Ivrit B'Ivrit method of teaching. I made the transfer though this meant a long daily walk of several miles. Upon graduation, he encouraged me to attend the Hebrew Teachers' Training School which was the precursor of the Hebrew Teachers' College, now called Hebrew College.  相似文献   

15.
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 within a scholarly field. This article studies the citational practices of articles published in the Journal of Jewish Education over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education. Using social network analysis and qualitative examination, this article presents an unprecedented portrait of the field of knowledge including its strengths and new directions for scholarly investigation and analysis of how the field of research in Jewish education has been formed, and how citational references have shaped how scholars and practitioners understand what we know about Jewish education.  相似文献   

16.
犹裔美籍作家文学作品中对各类女性形象的描写和塑造包含着从性别、种族及历史的变迁等角度探讨女性生存境况的大量内容,其中内容丰富的女性生存意识,表达了历经民族苦难与性别压迫的犹太女性面对移民生活生存状况的融入、抗争和追求,也体现了更有生活自觉和觉醒意识的犹裔美籍作家群体对于犹太女性现实生活的设计。因而,不论是就文学成就还是思想成就而言,这些生存意识的表达都有着极其重要的意义。  相似文献   

17.
Abstract

In this paper we examine the role of the Israeli kibbutz experience as an agent of informal education in cross‐cultural settings, acting as a transformative agent of ethnic identity. The study presents, through comparative longitudinal analysis, the changes in Jewish identity and values of young North American Jews between their arrival in Israel and the conclusion of the kibbutz programme, as well as after they have returned to their home country. The analysis utilises data gathered from 238 Oren Kibbutz Institute alumni who participated in the programme between 1990‐94 in six kibbutzim. The transformative role of the Israeli kibbutz experience contributes independently and cumulatively to the formative role of home background, Jewish schooling and previous visits to Israel.  相似文献   

18.
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.  相似文献   

19.
A century ago, Israel Friedlaender—scholar, communal activist, and educator—played a key role in such educational institutions as the Teachers Institute of JTS, the Bureau of Jewish Education, the Menorah Society, Young Israel, and Young Judea. A JTS professor and prolific writer, Friedlaender has been described as “the teacher of the Jewish youth of that generation.” Yet, scant attention has been devoted to exploring his educational thought and action agenda. This retrospective focuses on Friedlaender’s activities and impact in advancing Jewish education and considers the relationship of his legacy to current directions in the field.  相似文献   

20.
The Naphtali Herz Imber Jewish Day School proudly proclaimed its commitment to Israel, yet many of its students experienced profound ambivalence toward the Jewish State. Why? The school was committed to a series of contradictory values which surfaced in its approach to Israel education. This article outlines three distinct yet interrelated tensions: tensions between an open exchange of ideas and a non-debatable loyalty to Israel; between pluralism and Zionism; and between inclusivity and expertise. It demonstrates how American Jewish students—when confronted with values in tension—struggled to make sense of Israel and their relationship to it.  相似文献   

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