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)     

THE COMMUNITY THEORY AND THE JEWISH SCHOOL CURRICULUM

Almost no literature in the academic field of Jewish education exists that studies congregational rabbis as teachers of adults. This article seeks to contribute to filling the gap in the extant literature base. Using portraiture, the study describes and analyzes the aims of rabbinic teaching of adults in a synagogue setting. The findings suggest that regularly facilitating learners' intellectual and religious development, democratically guiding their communities' evolution through an emphasis on learning, and collaboratively joining their congregants in shaping the construction of personal and communal Jewish narratives are central aims of congregational rabbinic teaching of adults.     

对中学生田径队员意志品质训练的探索

本文针对中学生的身心特点,论述了田径训练中加强意志品质训练的必要性,并从意志品质训练的目标、手段、方法及评估等几个方面阐述了意志品质训练的过程。     

TRAINING,DEGREES, AND CREDENTIALS IN THE HIRING OF SCHOOL PSYCHOLOGISTS

A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of School Psychologists Standards for Graduate Preparation of School Psychologists. Participants indicated that the specialist degree with less than 10 years of experience was the preferred qualification for school psychologist applicants. Greater importance was placed on the Nationally Certified School Psychologist credential than State Board of Examiners in Psychology (SBEP) licensure, with variations in importance for SBEP licensure between states that do versus do not allow independent practice for nondoctoral school psychologists. Implications of this research for school psychologists and training, as well as limitations of the study, are discussed.     

COMMUNITY BUILDING: A NEW ROLE FOR THE JEWISH DAY SCHOOL

Wearing a swastika armband, I entered the classroom carrying a copy of Hitler's Mein Kampf. Placing it on the music stand I employed as a makeshift lectern, I peered around the room until the students became silent. Then I began to read sections of Hitler's venomous tome, the hateful words cutting through me like a knife. As I read, I noticed that a few students stiffened. I had students analyze Hitler's quotes, addressing them as either “Herr” or “Fraulein.” After this lesson, I explained why I used such tactics. I told them death and destruction during World War II was only part of studying the Holocaust. Learning where the Jew-hatred came from and its context within Nazism was also important. And that meant comprehending Mein Kampf. Closing the book, I removed the twisted cross and slowly tore it into small pieces.     

THE JEWISH FAMILY IN SOCIOEDUCATIONAL PERSPECTIVE

In considering the Jewish family from a socioeducational perspective — more particularly from a Jewish socioeducational viewpoint — we must focus on two interrelated challenges.     

CURRENT EVENTS IN THE JEWISH SCHOOLS

This article examines the application of a recent interpretive trend in the field of gender studies to the study of Talmudic texts as well as its potential role in the teaching of Talmudic literature. It explores what kind of contribution we can make to our students' education in seminaries and Jewish Day schools when we open our texts up to theories of interpretation drawn from the academy. As a theory that views women as “literary devices” rather than as “real” women who convey something about the status of women in antiquity, this method raises the question of what our students stand to gain from this type of feminist inquiry.