Description
Book SynopsisJewish 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 will help to advance a smarter, sharper conversation about Jewish learning that matters.
Table of Contents
- 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 RealStory? Learning Critical History and Learning Its Limits
- Sam Wineburg
