Describes framing adventure activities to focus on positive scenarios that reinforce Jewish Chassidim spiritual values of individual participation and purpose, responsible decision making, learning from the mistakes of others, working together, sharing group responsibility, group trust, responsibility for others, and accepting challenges as…

This paper revisits the concepts "explicit" and "implicit" as pointing to distinct forms of religious consciousness and as conceptual tools for differentiating between diverse forms of Jewish education. The presenting problems are as follows: (a) Is the idea of integration between both of these orientations feasible in terms of psychological and…

Little empirical research is currently available on Jewish distance learning, a nascent but growing field of practice. By way of qualitative case study methodology, this research explored the learning experience of a group of adult learners participating in a Jewish education Master's degree program that is offered by way of videoconferencing…

The annotated bibliography of resources in Jewish special education includes references to 15 periodicals or pamphlets, a curriculum kit and a teacher manual for a course on the Sabbath, and three slide presentations, as well as three organizations and 10 individuals willing to provide further assistance or information. The periodicals and…

This monograph explores the philosophy behind the havruta method of learning. It examines the history of learning be-havruta, describes the benefits, and evaluates whether two models from the world of general education cooperative learning and the cognitive approach may enhance the havruta system. The monograph outlines how this method was applied…

A study of American Jewish day-school graduates in Israeli "yeshivas" revealed that American schools teach Hebrew and transmit the Talmudic traditions poorly. Students study secular subjects more seriously than religious ones. Journal available from Human Sciences Press, 72 Fifth Avenue, New York, New York 10011. (AM)

This article examines the question of whether one ought to hold religious experience as a Jewish educational goal and, more fundamentally, to ask what this might mean. The objective is to begin to probe what an education toward (Jewish) religious experience would entail and what some of the theoretical, moral and practical obstacles might be. The…

During the past decade, the author has conducted research about the learning journeys of contemporary Jewish adults enriched by insights of adult education scholars and practitioners. While the author has benefited from the perspectives of colleagues, it is the burgeoning population of adult students that has most profoundly influenced her…

Rosenak has shown that contemporary Jewish education must negotiate the tension between relevance and authenticity. For those who embrace authenticity as a goal, education is often mediated through heroes--who are ideal cultural types. Such education is hampered by the diminution of heroes in contemporary culture: The hero has been replaced by the…

This article presents the author's response to Joseph Reimer's article titled, "Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education." The author discusses the "role" of teacher, which includes: engaging students in an academic subject each teacher has mastered, mentoring a particular small group of students about the…

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).…

Describes schooling in Israel, where religion is the center of learning for Jewish, Christian, and Muslim children. Outlines five kinds of schools available to Jewish children. (Author/JM)

Discusses the problems of teaching Talmudic traditions to modern Jewish high school students. The author recommends that teachers avoid alienating their students by acknowledging the validity of non-orthodox viewpoints in their classrooms. Journal available from Human Sciences Press, 72 Fifth Avenue, New York, New York 10011. (AM)

In this article, we report a study of professional culture and professional development in Jewish schools based on surveys of teachers and other staff and interviews with principals. We first introduce three key constructs: professional culture, professional development, and professional learning communities. We then describe research that has…

Each year, all students at the Yeshivah of Flatbush Joel Braverman High School (Brooklyn, New York) take a minimum of 17 periods of Jewish Studies in addition to a full program of secular studies. Halakhah (Jewish law) used to be taught within the Talmud class, but teachers often relied on the fact that students had absorbed the basic lexicon of…