COMMISSION ON BIBLE STUDY IN RELATION TO PUBLIC EDUCATION

Foundations of Jewish Education is a required course for masters degree students in Jewish Education offered by the William S. Davidson School of Jewish Education at the Jewish Theological Seminary of America. As an introduction to the theory and practice of Jewish education, it seeks to integrate theory from a wide range of fields as a way of helping students conceptualize the practice of Jewish education. Using syllabi from three different versions of the course, including an online version of it, this study identifies three central themes that animate the syllabi. The nature of the relationship between theory and practice, a key component of this course, is examined in light of the interdisciplinary orientation of the syllabi. Finally, questions about the distinctly religious dimensions of the course are raised as part of an inquiry into the implications of religious pluralism in Jewish education.     

THE RELIGIOUS VALUE OF BIBLE STUDY.

Teacher‐training programs for Jewish educators in the United States have de‐emphasized the Hebrew language as an essential element in their curricula. Research in the field of sociolinguistics points to the relationship of language, culture, and identity. It is the purpose of this paper to point out the intimate relationship between Hebrew language and Jewish culture and identity. The de‐emphasis of Hebrew‐language learning leads teachers to present a culture and religion which does not properly reflect the texts, culture, and practice that form the base of Jewish tradition. The need to transmit an authentic tradition effectively requires an awareness and understanding of the centrality of Hebrew in the training of Jewish teachers.     

在《有机化学实验》教学中引入边缘性观念的探讨

本文探讨了在有机化学实验教学中引入边缘性条件的做法与体会.     

PROBLEMS IN THE TEACHING OF BIBLE

Intermittently during the past several decades and more urgently in recent months and years, federations in various communities have been asked to begin to consider the matter of subsidies to congregational schools. In some communities advocates of congregational education strongly favor and even insist upon communal financing; in others the idea has not yet found strong support.     

REPORT OF THE INVESTIGATION OF CURRICULUM AND VOLUNTARY BIBLE STUDY IN EDUCATIONAL INSTITUTIONS

This article reviews the challenges provided by a plural condition toward doing religious education in the Philippines. The problem of Philippine religious education hinges on the fact that the growing plural condition in the educational system remains until now “un-discussed” or integrated in many schools. Not much is heard about proposing a platform of dialogue within religious education. Dialogue is more often associated with inter-faith initiatives beyond the learning environment. If religious education should be an instrument in the formation of the right Christian attitudes among the young, dialogue must be an urgent Christian agenda in Philippine religious education.     

TRADITIONAL VERSUS HISTORICAL APPROACH IN THE TEACHING OF THE BIBLE

This article describes results from interviews with Jewish teenagers about the tension between adherence to tradition and commitment to egalitarianism in relation to issues like women in the rabbinate, women wearing ritual garments like kipot and talitot, and gender separation at the Western Wall in Jerusalem. For many teens, egalitarian values trumped traditional objections to female rabbis and other forms of participation in synagogue life in America; however, they were more hesitant to challenge gender separation at the Kotel in Israel, where the purported antiquity and authenticity of Orthodox tradition is more readily accepted.     

A DIALOGICAL APPROACH TO CRITICAL BIBLE STUDY: THE USE OF SCHWABIAN DELIBERATION TO INTEGRATE THE WORK OF BIBLE SCHOLARS WITH EDUCATIONAL PHILOSOPHY

This article uses analytic tools provided by Joseph Schwab to address a “practical” problem faced by many liberal religious educational institutions: the tension between historical-critical study of the Bible and an affective connection to it. This problem is painted in broad strokes; then two contemporary Bible scholars, Jeffrey Tigay and Yair Zakovitch, are analyzed for the “principles of enquiry” used in their disciplinary orientations. This analysis is merged with a dialogical hermeneutics approach to text, using the work of Kepnes, Buber, and Gadamer. The article concludes by considering how this study might inform Bible curricula in liberal religious educational contexts.     

COLLEGE ENGLISH AND THE BIBLE

Interreligious education has been a concern over the past few decades and continues to be a challenge. This article will review ways in which religious education has attempted to face the issue of education for increasingly multifaith societies. It identifies objectivity in religion as a major concern and will provide a perspective based on the writings of philosopher-theologian Bernard Lonergan.