Titlebook: International Handbook of Jewish Education; Helena Miller,Lisa Grant,Alex Pomson Book 2011 Springer Science+Business Media B.V. 2011 Hebre

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Curriculum Development: What We Can Learn from International Curriculads—by helping to create learning, if not learned Jews. The curricula range from early childhood to adulthood, from Judaica to Hebraica, and they represent multiple expressions of Judaism. They share commitments to ongoing professional development, significant financial investment, learner-centeredness, and the pursuit of excellence.

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Philosophy of Jewish Education: Some Thoughts of normative and analytical educational philosophers. The chapter concludes by surveying the kinds of questions likely to be asked by philosophers of Jewish education, organizing these questions in relation to three short queries: .

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Book 2011Education? and its cognate fields world-wide. Their submissions make a significant? contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21.st. century..?The Handbook is divided broadly into four main sections:.Vision and Practice: focusing on issues of

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Jewish Thought for Jewish Education: Sources and Resourcesrived from the worldviews of Julius Guttmann and Emmanuel Levinas are applied to the issue of spirituality and its cultivation. Perspectives embedded in the thought of J. B. Soloveitchik and Martin Buber yield two models of what could be called the “partial translation” of classical Jewish texts.

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Post Modernism Paradoxes: After Enlightenment – Jewish Education and the Paradoxes of Post Modernismry liberal, Orthodox, and Zionist Jewish education seek to dominate others. This is followed by an examination of three paradoxes inherent in the postmodern preoccupation with power and a discussion of how Jewish education might avoid them by engaging the post-Enlightenment thinking of Emmanuel Levinas, Michael Oakeshott, and Isaiah Berlin.

Mnemonics

Introduction,Rabbah, 95). It is no accident that Jews are often known as “The People of the Book”. Jewish life is lived according to texts, and interpretation of those texts. The varied methods of teaching those texts include the didactic and the experiential, argument and discussion.

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Curriculum Integration in Jewish Day Schools: The Search for Coherencepter explores many of the factors that contribute to or mitigate against the implementation of an integrated curriculum in the field both by reviewing the previous research and by presenting insights based on the author’s work as a practitioner and head of school.

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