论学校制度关系与道德教育

学校是制度性存在,制度是道德的基础。学校制度关系是学校社会关系的组成,也是学校社会关系的根本。道德教育在学校社会关系中展开,道德教育过程首先并且主要是学校制度性互动的过程。制度关系与道德教育既有同质性方面,也有异质性方面,扩大同质性并克服异质性是教育从而也是道德教育的内在要求。     

学校德育工作机制创新初探

学校德育工作机制创新,主要包括领导管理机制、教育机制、保障机制、评价激励机制、督导机制的创新.学校德育现状呼唤德育工作机制创新,加强党的领导,注重实践,注重实效.     

FUTURE DIRECTIONS FOR CENTRAL AGENCIES OF JEWISH EDUCATION

There is an ancient Chinese saying: “May you live in interesting times.” While some would classify this as a blessing, others would perceive it as a curse. The topic for this morning's discussion arises from a comparable state of ambiguity in regard to Jewish education, for these are certainly the most interesting times for us. Some voices are heard decrying the sorry state of Jewish education in North America and projecting a weakening of Jewish life because of the failures of Jewish education. Others are pointing to the extraordinary potential of Jewish education in the service of Jewish continuity, if we are willing to think about Jewish education in new ways. For those of us who tend the vineyards of Jewish education and maintain the institutions which have served Jewish education, we see great opportunity and serious challenges to existing assumptions in these interesting times. It is in this context that I share some observations about the implications for the future of central agencies of Jewish education.     

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 FUTURE OF CENTRAL AGENCIES FOR JEWISH EDUCATION

It is generally agreed that the central agencies for Jewish education (BJEs) are caught between the changes that have taken place in the Jewish educational system in the United States and the growing role of the federations in the field. The decline of supplementary schools in spread, scope, and intensity, and the rise of the day schools as the principal foci and loci of meaningful Jewish education, have left the BJEs caught in a bind.     

FIFTH ANNUAL CONFERENCE NATIONAL COUNCIL FOR JEWISH EDUCATION

I argue that the interdiscursive relationships between Jewish studies and education are in need of further philosophical articulation and conceptual differentiation in order to realize more beneficial engagement in higher education, professional education, and scholarship. I first consider the literature on interdisciplinarity and explain why I suggest the potentially more fruitful concept of interdiscursivity. Then, drawing on the philosophies of Dewey, Buchler, and Oakeshott, I suggest how their conceptions might inform the purposes and practices of relating education and Jewish studies with one another. Through this philosophical inquiry, I hope to suggest some beneficial, new ways to conceptualize, articulate, refine, and expand these fields and discourses’ relationships.     

JEWISH RELIGIOUS EDUCATION

“Few would disagree that if Catholic schools are to continue to develop quantitatively and qualitatively, changes must be wrought.”