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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.
What does it mean to be a Jew? How does one begin to answer so extensive a question? In this insightful and completely updated tome, esteemed rabbi and bestselling author Joseph Telushkin helps answer the question of what it means to be a Jew, in the largest sense. Widely recognized as one of the most respected and indispensable reference books on Jewish life, culture, tradition, and religion, Jewish Literacy covers every essential aspect of the Jewish people and Judaism. In 352 short and engaging chapters, Rabbi Telushkin discusses everything from the Jewish Bible and Talmud to Jewish notions of ethics to antisemitism and the Holocaust; from the history of Jews around the world to Zionism and the politics of a Jewish state; from the significance of religious traditions and holidays to how they are practiced in daily life. Whether you want to know more about Judaism in general or have specific questions you'd like answered, Jewish Literacy is sure to contain the information you need. Rabbi Telushkin's expert knowledge of Judaism makes the updated and revised edition of Jewish Literacy an invaluable reference. A comprehensive yet thoroughly accessible resource for anyone interested in learning the fundamentals of Judaism, Jewish Literacy is a must for every Jewish home.
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 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.
By exploring the land, culture, customs, prayers, and feasts, Spangler and Tverberg reveal Jesus through the eyes and ears of first-century Jews.
Meet the Rabbis explains to the reader how rabbinic thought was relevant to Jesus and the New Testament world, and hence should be relevant to those people today who read the New Testament. In this sense, rabbinic thought is relevant to every aspect of modern life. Rabbinic literature explores the meaning of living life to its fullest, in right relationship with God and humanity. However, many Christians are not aware of rabbinic thought and literature. Indeed, most individuals in the Western world today, regardless of whether they are Christians, atheists, agnostics, secular community leaders, or some other religious and political persuasions, are more knowledgeable of Jesus' ethical teachings in the Sermon the Mount than the Ethics of the Fathers in a Jewish prayer book. The author seeks to introduce the reader to the world of Torah learning. It is within this world that the authentic cultural background of Jesus' teachings in ancient Judaism is revealed. Young uses parts of the New Testament, especially the Sermon on the Mount, as a springboard for probing rabbinic method. The book is an introduction to rabbinic thought and literature and has three main sections in its layout: Introduction to Rabbinic Thought, Introduction to Rabbinic Literature, and Meet the Rabbis, a biographical description of influential Rabbis from Talmudic sources.
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.
A research based article which defines the scope of Jewish family education. areas discussed are how Jfe developed as a discipline, the target audience, goals and difficulties encountered in the evaluation process.
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
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.