Jewish educational projects and programs are thriving, attracting philanthropic support for exciting and creative approaches in every sector and setting. But underneath that energy, we are not as clear as we ought to be about desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences. It offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history). Collectively, these contributions help to advance a smarter, sharper conversation about Jewish learning that matters.
Inhaltsverzeichnis
Introduction: What the “Learning Agenda” Is and Why It Matters
Jon A. Levisohn and Jeffrey S. Kress
Activating Jewish Learners: Positioning Youth for Persistent Success in Jewish Learning and Living
Rena Dorph and Christian D. Schunn
Fostering Identity and Disposition Development in Jewish Education: A View from the Learning Sciences
Janet L. Kolodner
Learning about Learning in Jewish Education
Ari Y. Kelman
Old Traditions, New Practices: A Proposal for a Return to Text Study as a Centerpiece of Jewish Community and Family Life
Daniel P. Resnick and Lauren B. Resnick
Observing Havruta Learning from the Perspective of the Learning Sciences
Baruch Schwarz
Learning the Whole Game of Shabbat
Joseph Reimer
What We Can Learn about Learning from Holocaust Education
Simone Schweber
Is this a Real Story? Learning Critical History and Learning Its Limits
Sam Wineburg
Über den Autor
Jon A. Levisohn is Jack, Joseph and Morton Mandel Associate Professor of Jewish Educational Thought, Brandeis University.
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