Jewish Education and American Jewish Education,Part I

This series of articles explores the history of Jewish Education magazine, later known as the Journal of Jewish Education, with a particular emphasis on its intersection with the history of American Jewish education and, more generally, American Jewish life. Major themes and issues that preoccupied the magazine's editors and writers are isolated and analyzed as to how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. Particular attention is paid to how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was, at best, only partially realized.     

Jewish Education and American Jewish Education,Part III

This is the last in a series of articles exploring the history of Jewish Education magazine, later known as the Journal of Jewish Education, with a particular emphasis on its intersection with the history of American Jewish education and, more generally, American Jewish life. Major themes and issues that preoccupied the magazine's editors and writers are isolated and analyzed as to how their discourse sheds light on their individual aims, values and philosophical outlooks, as well their collective efforts at educational reform. Particular attention is paid to how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was, at best, only partially realized.     

Jewish Education and American Jewish Education,Part II

In this series of articles, I explore the history of Jewish Education magazine with particular emphasis on its intersection with the history of American Jewish education and American Jewish life more generally. I isolate major themes and issues that preoccupied the magazine's editors and writers, and analyze how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. I am particularly interested in elucidating how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was at best only partially realized.     

Jewish Creative Sensibilities: Framing a New Aspiration for Jewish Education

ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.     

Jewish Identity,Jewish Education and Experience of the Kibbutz in Israel

Abstract

In this paper we examine the role of the Israeli kibbutz experience as an agent of informal education in cross‐cultural settings, acting as a transformative agent of ethnic identity. The study presents, through comparative longitudinal analysis, the changes in Jewish identity and values of young North American Jews between their arrival in Israel and the conclusion of the kibbutz programme, as well as after they have returned to their home country. The analysis utilises data gathered from 238 Oren Kibbutz Institute alumni who participated in the programme between 1990‐94 in six kibbutzim. The transformative role of the Israeli kibbutz experience contributes independently and cumulatively to the formative role of home background, Jewish schooling and previous visits to Israel.     

浅析美国犹太文学的转折

美国的犹太文学在其发展过程中 ,由于社会的原因经历了几次转折和变化 ,但犹太民族牢固的文化传统和强大的精神力量赋予了犹太文学独特的魅力。     

On Teaching Jewish Indentity

The Jewish supplementary school in 1990 will look pretty much like the same school in 1980. It is not likely to change appreciably during the eighties. As a result of two factors it will continue on course. These factors are inertia and philosophical paralysis.     

论基督教作家笔下的犹太人形象

在欧洲文学作品中，犹太人一般以贪婪、守财、狡黠、多虑的高利贷者、投机奸商等形象出现，且处于陪衬基督徒形象的从属地住。这一形象与犹太民族的客观形象是不吻合的。基督教作家对犹太人的偏见有着社会时代、文化心理、宗教情绪等多方面的原因。莎士比亚和司各特笔下的犹太人以不同的方式反抗歧视和侮辱，使这些形象具有了不同寻常的积极意义。