... I find it hard not to say a few words of thanks to some of the teachers who taught me both ab... more ... I find it hard not to say a few words of thanks to some of the teachers who taught me both about the classic Jewish texts and ... Jewish Texts Barry W. Holtz 11 one Bible A. Biblical Narrative Joel Rosenberg 31 B. Biblical Law Edward L. Greenstein 83 C. Biblical Poetry Murray H ...
Outcomes of Jewish Education and the Philanthropic Community - page 3 DR. BARRY W. HOLTZ Purposef... more Outcomes of Jewish Education and the Philanthropic Community - page 3 DR. BARRY W. HOLTZ Purposeful and Powerful Outcomes-Driven Jewish Education - page 6 DR. SUSAN KARDOS Judaism . . . A Deeply Nourishing Source of Human Flourishing - page 8 DR. CHIP EDELSBERG Learners Matter Most: The Rest Is Commentary - page 9 DR. DAVID BRYFMAN The Great (Fake) Debate: How Should We Think About the Outcomes of Jewish Education? - page 12 DR. JON A. LEVISOHN AND DR. JEFFREY S. KRESS Fake Debate / Real Conversations - page 15 CHARLOTTE ABRAMSON AND RABBI SHERYL KATZMAN Amassing Religious Capital - page 17 ABI DAUBER STERNE Making a Tea Party - page 18 RABBI AVI KATZ ORLOW Concluding Thoughts: The Goal of Learning Is Learning - page 20 DR. BILL ROBINSON
Introduction to Diversity in Jewish Education - page 1 MARK YOUNG Embracing Diversity While Build... more Introduction to Diversity in Jewish Education - page 1 MARK YOUNG Embracing Diversity While Building Jewish Community: An Imperative - page 4 DR. ABIGAIL UHRMAN, DR. BARRY HOLTZ AND DR. JEFFREY KRESS Beneath the "We": Promoting Productive Discomfort as a Means to Educating Ourselves in Our Own Diversity - page 6 SARAH OSSEY Educators Learing to Address Race: An Uneasy and Critical Process - page 8 PROFESSOR SHIRA EVE EPSTEIN The Power of "We" - page 10 YAVILAH MCCOY Why Race and Ethnicity Are Absent from the Conversation About Jewish Education - page 12 RABBI RUTH ABUSCH-MAGDER, PHD Toward Inclusive Pedagogical Content Knowledge for Jewish Learners with Disabilities - page 15 RABBI RUTI REGAN Inscribed Upon Your Doorpost: Our Responsibility to LGBTQ Young People - page 17 IDIT KLEIN AND JUSTIN ROSEN SMOLEN From "Impure" to Sage: Transforming Our Conception of the Educator - page 20 LAYNIE SOLOMAN From Field Preparation to the Harvest: A Formula for Prac...
ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—t... more ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Seymour Fox was one of themost influential figures in Jewish education in the second half of the ... more Seymour Fox was one of themost influential figures in Jewish education in the second half of the 20th century. Born in Chicago in 1929, Fox made aliyah in 1966 and died – without warning – in Jerusalem in 2006. To most people in Jewish education Fox is remembered as an extraordinary institution builder, leader, and fund raiser. Of course, this is true. Prior to his aliyah Fox was Dean of the Teachers Institute (TI) at the Jewish Theological Seminary (JTS). But Fox’s gifts for leadership were recognized early on. He became the director of Camp Ramah in Wisconsin while still in his twenties and although he did not invent the Ramah movement (that was due to the efforts of Moshe Davis, Ralph Simon, and Sylvia Ettenberg, among others), early on Fox became the intellectual architect of much of Ramah’s program. In 1960 working with the philanthropist Samuel Mendel Melton, Fox created the Melton Research Center at JTS and a few years after becoming the Director of the School of Education at the Hebrew University he established the Melton Center at that institution. Later Fox launched the Florence Melton School for Adult Jewish Learning, Melton/Hebrew University’s Senior Educator Program, the Jerusalem Fellows Program (later renamed the Mandel Jerusalem Fellows), the Mandel School for Educational Leadership, and the Mandel Leadership Institute. Along the way Foxworked closely with a number of community leaders – most notably Samuel Melton and Morton Mandel, but a number of others as well – and was able to secure funding for the School of Education and the institutions and programs mentioned above. (I have not touched upon the important work he did with Israel’s Ministry of Education and the Israel Defense Forces.) In recognition of these achievements two years ago the School of Education at the Hebrew University was renamed the Seymour Fox School of Education. All of the above is enormously impressive but Fox himself would have been disappointed to think that his legacy would be measured by his successes in creating and leading institutions. As much as hemust have been pleased by these accomplishments, he saw himself in a fundamental way as a thinker, scholar, and teacher. I began to list the people who were his students – both in a formal way as a doctoral advisor tomany scholars; as a teacher in the Senior Educator Program and Mandel Jerusalem Fellows; and in less formal contexts when he served as a consultant to a variety of educational initiatives, some of which were mentioned above. I started thinking about those who studied him: beginning with his first two doctoral students, Miriam Ben-Peretz (who went on to a distinguished career as a scholar of education at Haifa University and was recipient of the Israel Prize in education in 2006) and Michael Rosenak who was the most important philosopher of Jewish education over the last 40 years. As I began to follow those two
This book contains short descriptions of early childhood Jewish education programs that conform t... more This book contains short descriptions of early childhood Jewish education programs that conform to the definitions of Best Practice found in a "Guide to Best Practice in Early Childhood Jewish Education," which represents the wisdom of experts concerning what constitutes success in this area (provided in Appendix 1 of the book). Descriptions of eight schools and settings and four individual programs, based on brief observations of the schools or programs, are provided along with recommendations for future best practices research, an overview of early childhood Jewish education, and suggestions for improving these programs. A lisc of the consultant-and research team members is provided in Appendix 2. (JPB)
... I find it hard not to say a few words of thanks to some of the teachers who taught me both ab... more ... I find it hard not to say a few words of thanks to some of the teachers who taught me both about the classic Jewish texts and ... Jewish Texts Barry W. Holtz 11 one Bible A. Biblical Narrative Joel Rosenberg 31 B. Biblical Law Edward L. Greenstein 83 C. Biblical Poetry Murray H ...
Outcomes of Jewish Education and the Philanthropic Community - page 3 DR. BARRY W. HOLTZ Purposef... more Outcomes of Jewish Education and the Philanthropic Community - page 3 DR. BARRY W. HOLTZ Purposeful and Powerful Outcomes-Driven Jewish Education - page 6 DR. SUSAN KARDOS Judaism . . . A Deeply Nourishing Source of Human Flourishing - page 8 DR. CHIP EDELSBERG Learners Matter Most: The Rest Is Commentary - page 9 DR. DAVID BRYFMAN The Great (Fake) Debate: How Should We Think About the Outcomes of Jewish Education? - page 12 DR. JON A. LEVISOHN AND DR. JEFFREY S. KRESS Fake Debate / Real Conversations - page 15 CHARLOTTE ABRAMSON AND RABBI SHERYL KATZMAN Amassing Religious Capital - page 17 ABI DAUBER STERNE Making a Tea Party - page 18 RABBI AVI KATZ ORLOW Concluding Thoughts: The Goal of Learning Is Learning - page 20 DR. BILL ROBINSON
Introduction to Diversity in Jewish Education - page 1 MARK YOUNG Embracing Diversity While Build... more Introduction to Diversity in Jewish Education - page 1 MARK YOUNG Embracing Diversity While Building Jewish Community: An Imperative - page 4 DR. ABIGAIL UHRMAN, DR. BARRY HOLTZ AND DR. JEFFREY KRESS Beneath the "We": Promoting Productive Discomfort as a Means to Educating Ourselves in Our Own Diversity - page 6 SARAH OSSEY Educators Learing to Address Race: An Uneasy and Critical Process - page 8 PROFESSOR SHIRA EVE EPSTEIN The Power of "We" - page 10 YAVILAH MCCOY Why Race and Ethnicity Are Absent from the Conversation About Jewish Education - page 12 RABBI RUTH ABUSCH-MAGDER, PHD Toward Inclusive Pedagogical Content Knowledge for Jewish Learners with Disabilities - page 15 RABBI RUTI REGAN Inscribed Upon Your Doorpost: Our Responsibility to LGBTQ Young People - page 17 IDIT KLEIN AND JUSTIN ROSEN SMOLEN From "Impure" to Sage: Transforming Our Conception of the Educator - page 20 LAYNIE SOLOMAN From Field Preparation to the Harvest: A Formula for Prac...
ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—t... more ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Seymour Fox was one of themost influential figures in Jewish education in the second half of the ... more Seymour Fox was one of themost influential figures in Jewish education in the second half of the 20th century. Born in Chicago in 1929, Fox made aliyah in 1966 and died – without warning – in Jerusalem in 2006. To most people in Jewish education Fox is remembered as an extraordinary institution builder, leader, and fund raiser. Of course, this is true. Prior to his aliyah Fox was Dean of the Teachers Institute (TI) at the Jewish Theological Seminary (JTS). But Fox’s gifts for leadership were recognized early on. He became the director of Camp Ramah in Wisconsin while still in his twenties and although he did not invent the Ramah movement (that was due to the efforts of Moshe Davis, Ralph Simon, and Sylvia Ettenberg, among others), early on Fox became the intellectual architect of much of Ramah’s program. In 1960 working with the philanthropist Samuel Mendel Melton, Fox created the Melton Research Center at JTS and a few years after becoming the Director of the School of Education at the Hebrew University he established the Melton Center at that institution. Later Fox launched the Florence Melton School for Adult Jewish Learning, Melton/Hebrew University’s Senior Educator Program, the Jerusalem Fellows Program (later renamed the Mandel Jerusalem Fellows), the Mandel School for Educational Leadership, and the Mandel Leadership Institute. Along the way Foxworked closely with a number of community leaders – most notably Samuel Melton and Morton Mandel, but a number of others as well – and was able to secure funding for the School of Education and the institutions and programs mentioned above. (I have not touched upon the important work he did with Israel’s Ministry of Education and the Israel Defense Forces.) In recognition of these achievements two years ago the School of Education at the Hebrew University was renamed the Seymour Fox School of Education. All of the above is enormously impressive but Fox himself would have been disappointed to think that his legacy would be measured by his successes in creating and leading institutions. As much as hemust have been pleased by these accomplishments, he saw himself in a fundamental way as a thinker, scholar, and teacher. I began to list the people who were his students – both in a formal way as a doctoral advisor tomany scholars; as a teacher in the Senior Educator Program and Mandel Jerusalem Fellows; and in less formal contexts when he served as a consultant to a variety of educational initiatives, some of which were mentioned above. I started thinking about those who studied him: beginning with his first two doctoral students, Miriam Ben-Peretz (who went on to a distinguished career as a scholar of education at Haifa University and was recipient of the Israel Prize in education in 2006) and Michael Rosenak who was the most important philosopher of Jewish education over the last 40 years. As I began to follow those two
This book contains short descriptions of early childhood Jewish education programs that conform t... more This book contains short descriptions of early childhood Jewish education programs that conform to the definitions of Best Practice found in a "Guide to Best Practice in Early Childhood Jewish Education," which represents the wisdom of experts concerning what constitutes success in this area (provided in Appendix 1 of the book). Descriptions of eight schools and settings and four individual programs, based on brief observations of the schools or programs, are provided along with recommendations for future best practices research, an overview of early childhood Jewish education, and suggestions for improving these programs. A lisc of the consultant-and research team members is provided in Appendix 2. (JPB)
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