Dimensions of Time in the Jewish Educational Thought of Joseph Lukinsky: Reflections on Maybe the Lies We Tell Are Really True edited by Barry Holtz and David Kahn (JTS,New York 2016)

ABSTRACT

This article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought.     

A developmental investigation of word length effects in reading using a new on-line word identification paradigm

Third and fifth grade children (average age 8.6and 10.6 years) and adult participants weretested with printed words of varying length ina new on-line identification task (theluminance increment paradigm, LIP) and aspeeded naming task. Effects of general length(length in letters, phonemes and syllables)were shown to decrease systematically with agein both tasks. Third grade children showedsubstantial effects of word length while theeffect practically disappeared in adults. Ingeneral, this developmental pattern was alsofound when separately examining effects ofphonological length (with length in lettersheld constant) and small unit length (withnumber of syllables held constant), althoughsome differences were observed in performancein the identification and the naming task. Thetwo tasks also showed different developmentalpatterns, with the greatest gain in performancearising between 3rd and 5th grade inthe naming task, and the largest improvementoccurring between 5th grade and adults inthe identification task. The results suggestthat the new luminance increment paradigm canbe usefully applied as an on-line measure ofprinted word perception in beginning readers.     

The acquisition of basic quantitative reasoning skills during adolescence: Learning or development?

Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process.     

Learning and engagement through natural history museums*

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.     

Measuring the attitudes of human service professionals toward deafness

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.     

Science Without Literacy: A ship without a sail?

This article argues that reading, writing and argument are central to any conception of science as it is currently constituted. Moreover, it is through the texts of science, popular accounts or journalistic reported versions that the majority of the public interact with and consider the implications of the findings that science presents. However, the study of the language of science, science's epistemic base and the cultural norms and values that underpin its practice are currently considered only marginal to the teaching of science. Rather, the specialised laboratories provided for science teachers and the narrow conception of science embodied in the curriculum gives pre-eminence to science as an empirical activity in the naive belief that this is central to understanding the nature of science. The consequent failure to recognise the centrality of language, literacy and argument to science education leaves the majority ill equipped to become critical consumers of science. Change requires a concerted attempt to reconceptualise the priorities for science education through a mix of new curricula, new strategies and last, but not least, new modes of assessment.