JED404 Session 1
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This document discusses Jewish pedagogy, or methods of teaching, throughout history. It covers topics like: - Ancient Jewish education focused on knowledge transmission and was selective, while modern education emphasizes lifelong learning and universal education. - Midrash was used as a teaching tool, and the Talmud culture cultivated questioning. Rashi's commentaries influenced biblical study approaches. - A teacher's orientation, like viewing the Bible through literary criticism or focusing on moral lessons, impacts their teaching more than subject knowledge alone. - Rabbi Hirsch advocated preparing children for adult life according to their individual traits and abilities through both Jewish and secular education.
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This document discusses different perspectives on Jewish pedagogy and approaches to teaching Jewish texts. It outlines that historically Jewish education focused on imparting knowledge from teachers to students, with an emphasis on lifelong learning. However, modern approaches recognize issues like students perceiving texts differently than teachers. Suggested orientations to teaching Jewish texts include contextualizing them historically, using literary analysis, focusing on interpretations from classic commentators, extracting moral lessons, finding personal meaning, or focusing on core ideas to inspire ethical behavior. The document also discusses tensions between embracing modernity while maintaining religious elements, and the need for an integrated approach.
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Definition of Humanism| Humanist Ideas| Humanistic Approach| Humanistic Applications/Humanistic way of teaching| Principles of Humanistic Learning theory| Role of teachers and students in Humanistic Learning theory| Humanistic Approach Examples in Education
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Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
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Professionalism in teaching involves exhibiting courteous, conscientious, and business-like behaviors and attitudes. Teachers are expected to develop professional relationships with colleagues characterized by behaviors regarded as professional rather than unprofessional. Jewish educators may face specific challenges with professionalism dealing with balancing moral, spiritual, ethical and personal values with their professional roles. How an educator's personal values and attitudes shape their view of professionalism must be considered.
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1. The policy outlines the pedagogical principles of integration based on research from experts like Pomson, Kerry, and Malkus.
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JED404 Session 1
- 1. Pedagogy = the HOW of teaching (methods and practices) e.g. ? • Formed by educator’s teaching beliefs and orientation • Interplay between culture and ways of learning • Takes place within relationship between teacher and learner.
- 2. Biblical and Rabbinic Texts • Centrality of educating children • Lifelong Educational Progression • The Jewish Core Curriculum • Formalising Education • Pedagogy • Education or Dedication
- 3. Pedagogy Jewish Pedagogy ‘Lead/guide the child’ (theory of education) Chinuch, consecration, initiating into a culture Selective, upper classes only Obligation/mitzvah for parents. Universal Limited time period (schooling) Lifelong learning Focus on knowledge and cognitive. ‘academy’ Life, existence, practice/action, connection with G-d Teacher role: imparts knowledge ‘Creating’ nurturing, relationship/bond, In child’s own way.
- 4. Holtz: Teaching the Bible in our Times Historical overview of Jewish Pedagogy: not much known of ancient educational practice Midrash as teaching tool or curriculum? Talmud: Culture of questioning and debate: ‘inquiry’ Rabbinic influence – dominant today: ‘omnisignificance’ – every detail impart a teaching Rashi – crucial in setting an approach to study Torah ‘drash’ mode ‘Pshat’ mode– influenced by Islamic scholars in medieval times. Influence of State of Israel – secular and religious approaches to Tanach USA: Supplementary schools - Simplified stories vs Ivrit b’Ivrit
- 5. Research (1980’s) Relationship between subject matter and teacher orientation New approaches: Influence of 21st century methods and technology Use of Drama ‘Storahtelling’ ‘Bibliodrama’ Relevance to pupils’ lives
- 6. Hirsch: Al pi Darko? According to he course their life will take when they are grown Standard of living (able to work) and way of life (‘moral and moderate’) Independence – financially and morally Children need to be familiar with and able to handle themselves in the world. ‘…love and observe his Judaism together with the clear light of general human culture and knowledge.’
- 7. Need to prepare children from a young age to be mentally and morally fit for life. Every child must be raised as an individual – need to use different methods to be suitable to different characteristics of children. ‘Channel a child’s personal traits onto paths of goodness’ No trait evil per se – depends on how it is used and for what purpose.
- 8. Holtz: Historical Overview of Jewish Pedagogy and schooling Rav Hirsch: • ‘al pi darko’ – according to the course their life will take • Prepare children physically, emotionally, mentally and morally for their adult life • Measure secular wisdom against Divine truth. • Individualised learning
- 9. Holtz Teacher Orientation Good teacher – Subject knowledge? Grossman: no relationship between subject knowledge and pupil achievement. Teacher ‘orientation’ has an impact. Orientation = Underlying beliefs, pedagogic goals, interpretive stance, organising framework for teachers’ knowledge.
- 10. Orientation Description Contextual Tanach in context of is own times Literary Criticism Tools of modern and post modern literary criticism applied to the Bible Parshanut Interpretive – classic commentators Moralistic-Didactic Tanach as source of moral lessons interpreted by teacher. Personalisation Tanach source of personal meaning – relevance. Ideational ‘Big ideas’ Core ideas and values – pupils explore and see these from learning text. Action Orientation Study leads to performing commandments, ethical behaviour Decoding and Translation Basic comprehension (limited)