STANDARD EXAMINATIONS IN THE GREATER BOSTON HEBREW SCHOOLS

This article examines the educational philosophy that arises from several focal writings of Rabbi J. B. Soloveitchek. These specific writings, however, do not deal directly with education, and the article illustrates the way that educational doctrine can be shown to arise from philosophical writings as such. On the basis of this research, the article points to possible diversities of interpretation and even confrontations between the conclusions that arise from several texts. In this framework, the authors suggest a new critical interpretation of Rabbi Soloveitchik's thought through the perspective of the philosophy of education. This provides new insight not only to his educational teachings but also into other aspects of his thought.     

FOREIGN LANGUAGE TEACHING IN SCHOOLS

句型：I＇msure… Imust… You’rethemost．．．Ihaveeverseen!．．．didnot．．．foralongtime．[第一段]     

THE LANGUAGE QUESTION IN NAMIBIAN SCHOOLS

International Review of Education - Namibia, a country in southwest Africa with only 1.5 million inhabitants, officially has thirteen languages as languages of instruction in the first grades of...     

THE ROLE OF HEBREW LANGUAGE IN THE JEWISH DAY SCHOOL

“It seems that until now all the effort of teaching Hebrew in the United States has been channelled toward one aim, strengthening and serving the Jewish identity of the learners. Unfortunately, for the most part, Hebrew has been taught as an authoritative language, that is, as a language that approaches from the outside…. It is a language with a certain power over us within certain contexts such as the synagogue or a number of life-cycle events, but it is at the same time a language which when displaced from these contextual situations loses its power…” (Bekerman, 1987, p. 6)     

UNIVERSITIES IN TRANSITION IN THE UNITED STATES OF AMERICA

Universities in the United States of America are in a state of decline. Allocations, the proportion of knowledge taught, the proportion of research carried out, staff number, movement and salaries are all declining. Recognition of this situation has initiated studies of, and changes in, what they do in terms of value, quality and effective use of resources. Television is used extensively to relieve traditional faculty teaching load, enable faculty to maximise use of scarce resources and enhance the quality and coverage of knowledge. Developments in cable television, optical fibres, lasers and satellites herald a new era, pose a threat to the autonomy of universities and have initiated inter‐university competition for the same students as well as opening up new opportunities and markets. Substantial development has taken place in postgraduate studies and outreach.     

TELEVISION AND HISTORY TEACHING IN SCHOOLS

A principal teacher of History in an Aberdeenshire school describes the way in which he is using the YTV School Series, ‘How we Used to Live’ to support the teaching of history for less able pupils. This account is based on a talk originally given at Aberdeen College of Education.     

AUTONOMY AND CHURCH UNIVERSITIES IN SPAIN

The question of the autonomy of Roman Catholic universities in Spain is examined in the light of certain unresolved tensions resulting from apparent contradictions between, on one hand, the Convention of 5 April 1962 Concluded between the Spanish State and the Holy See on the Secular Recognition of Studies Undertaken in Catholic Universities and the Agreement of 3 January 1979 Concluded by the Spanish State and the Holy See on Educational and Cultural Matters and, on the other hand, the Organic Law 11/1983 of 25 August 1983 on University Reform. Although the Catholic universities are private institutions, they do not have all the freedoms that other private educational institutions in Spain have. The author considers that this anomaly contradicts the constitutional guarantee of equality before the law.