The Women who Reconstructed American Jewish Education, 1910-l965


Book Description

The first volume to examine the contributions of women who brought the forces of American progressivism and Jewish nationalism to formal and informal Jewish education




A Bibliography of Jewish Education in the United States


Book Description

Entries from thousands of publications whether in English, Hebrew, Yiddish, and German on all aspects of Jewish education from pre-school through secondary education. This book contains entries from thousands of publications whether in English, Hebrew, Yiddish, and German—books, research reports, educational and general periodicals, synagogue histories, conference proceedings, bibliographies, and encyclopedias—on all aspects of Jewish education from pre-school through secondary education




Propaganda and Zionist Education


Book Description

A history of the Jewish National Fund and the ways it encouraged Jews around the world to buy land in Palestine in the years 1924-1947. The Jewish National Fund [JNF] is the executive body established by the Zionist movement in 1902 to buy land in Palestine for the Jewish people. Very quickly, however, it became an international organization and soon had branchesin many countries throughout the world. One of the tasks of these branches was to mediate between the central office in Jerusalem and the millions of Jews who donated money to buy land. The organization, which is still active throughout the Jewish world, concerned itself with "the marketing of ideology" the dissemination of symbols, knowledge and ideas to the masses of the Jewish people, and converted them into money and real estate property. In thememories of much of World Jewry the JNF is linked with memories of their childhoods and the forming of their identities. The memory was, in fact, fashioned by the Propaganda Department of the JNF which worked through the mass communications media in the Jewish world and made its presence massively felt in the Jewish education networks in many countries. Among the most remembered items are "the Blue Box", the flagship of the organization, and the stamps distributed to schools, which were miniature posters making political declarations. Up until today there has been virtually no research carried out on these aspects of Zionist propaganda which helped to fashion this collective memoryand left its mark upon Jewish culture in Israel and the Jewish Diaspora. Yoram Bar-Gal is Professor of Geography at Haifa University in Israel.




What We Now Know about Jewish Education


Book Description

When What We Know about Jewish Education was first published in 1992, Stuart Kelman recognized that knowledge and understanding would greatly enhance the ability of professionals and lay leaders to address the many challenges facing Jewish education. With increased innovation, the entry of new funders, and the connection between Jewish education and the quality of Jewish life, research and evaluation have become, over the last two decades, an integral part of decision making, planning, programming, and funding.




Principles and Pedagogies in Jewish Education


Book Description

This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.




International Handbook of Jewish Education


Book Description

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education 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 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.




Beyond Jewish Identity


Book Description

There is something deeply problematic about the ways that Jews, particularly in America, talk about “Jewish identity” as a desired outcome of Jewish education. For many, the idea that the purpose of Jewish education is to strengthen Jewish identity is so obvious that it hardly seems worth disputing—and the only important question is which kinds of Jewish education do that work more effectively or more efficiently. But what does it mean to “strengthen Jewish identity”? Why do Jewish educators, policy-makers and philanthropists talk that way? What do they assume, about Jewish education or about Jewish identity, when they use formulations like “strengthen Jewish identity”? And what are the costs of doing so? This volume, the first collection to examine critically the relationship between Jewish education and Jewish identity, makes two important interventions. First, it offers a critical assessment of the relationship between education and identity, arguing that the reification of identity has hampered much educational creativity in the pursuit of this goal, and that the nearly ubiquitous employment of the term obscures significant questions about what Jewish education is and ought to be. Second, this volume offers thoughtful responses that are not merely synonymous replacements for “identity,” suggesting new possibilities for how to think about the purposes and desired outcomes of Jewish education, potentially contributing to any number of new conversations about the relationship between Jewish education and Jewish life.




Learning and Community


Book Description

Rich ethnographies of Jewish supplementary schools drawn from every region in the U.S.




Visions of Jewish Education


Book Description

This book looks at the philosophical consideration of Jewish existence in our time, as reflected in Jewish education, its alternative visions, its purposes and instrumentalities, the values it should serve, and the personal and social character it ought to foster. Prevalent conceptions and practices of Jewish education are neither sufficiently reflective nor thoroughgoing enough to meet the multiple challenges that the world now poses to Jewish existence and continuity. New efforts are needed to develop an education of the future that will honor the riches of the Jewish past and grasp the opportunities of fruitful interactions with the general culture of the present. To promote such efforts, six leading scholars in this book formulate their variant visions of an ideal Jewish education for the contemporary world. This book also translates these visions into educational practice and, finally, articulates a vision abstracted from a case study of a school's ongoing practice.




The Chosen Few


Book Description

Maristella Botticini and Zvi Eckstein show that, contrary to previous explanations, this transformation was driven not by anti-Jewish persecution and legal restrictions, but rather by changes within Judaism itself after 70 CE--most importantly, the rise of a new norm that required every Jewish male to read and study the Torah and to send his sons to school. Over the next six centuries, those Jews who found the norms of Judaism too costly to obey converted to other religions, making world Jewry shrink. Later, when urbanization and commercial expansion in the newly established Muslim Caliphates increased the demand for occupations in which literacy was an advantage, the Jews found themselves literate in a world of almost universal illiteracy. From then forward, almost all Jews entered crafts and trade, and many of them began moving in search of business opportunities, creating a worldwide Diaspora in the process.