Learning about Learning

Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, Brandeis University

Tag: pedagogy (page 1 of 8)

When General Education Research Informs the Teaching of Sacred Text

By Rafi Cashman

We in the Jewish education community are really beginning to dive into general education research when it comes to teaching (and learning) sacred text. The Mandel Center’s recent two-day conference on developing independent readers of Tanach was a wonderful experience of how productive such a gathering can be—especially when conducted with a group of talented, thoughtful and committed educators. I entered the conference having spent the last three years with the Tanach PLC at my school trying to use the research on early literacy and reading complex texts to inform our teaching practices in the middle school. But our group felt as though we were doing this work alone, and encountering a larger body of research that we weren’t always sure how to apply. I left the conference with deeper knowledge, a series of new questions, a new community of practice, and new ways for thinking about the relationship between literacy research and the teaching of Tanach. Continue reading

Creating a Pedagogical Vision for Tanakh Education

By Ziva R. Hassenfeld

This year marked the beginning of an exciting new chapter in Jewish education. A few weeks ago, Prizmah, a new organization comprising the five major day school networks, held its first conference. Thousands of educators from across the country gathered to compare notes, share best practices, and chart the future of Jewish education in North America.

This moment represents an opportunity to take a fresh look at what day schools, regardless of their particular ideology, share: the study of Jewish texts, however defined. For the last 15 years, the Jewish Day School Standards and Benchmarks, developed by the William Davidson School of Education at JTS, have offered a clear picture of what it looks like to read Tanakh successfully. The first standard, for example, states that students will be “independent readers of the biblical text.” They should notice textual details and ambiguities, and will be able to “cite a text to prove a point opinion or claim.”

But how do we get students to that point? Continue reading

Passion in Religious Education

Do we need to cultivate the inner spiritual life of our Jewish educators, as Aryeh Ben David claims? Certainly we do. But as Ziva Reimer Hassenfeld has argued in response, based on recent empirical research at the Mandel Center for Studies in Jewish Education at Brandeis, many teachers already bring a passion for Judaism to their teaching. Passion is not enough. What those teachers need, she continues, is “the professional development necessary to foster skilled, reflective practitioners.”

I agree with Ziva’s argument, but I’ve also been thinking recently about another aspect of the issue. Sometimes passion is not enough—but sometimes it is too much. When a teacher demonstrates passion, when a class seems to get drawn into a focus on the teacher’s persona, does that inevitably threaten the boundaries between teacher and student? Does it interfere with learning? Is it simply too dangerous? Continue reading

Searching for Rabbinic Texts in a Jewish Early Childhood Center

By Elliot Goldberg

I’ve argued that the teaching of rabbinics begins sooner than you might think. How would early childhood educators respond to my theories? I went on the road to find out.

Recently, I spent two days with the faculty of a Jewish early childhood center in a Jewish day school, to launch their participation in the Legacy Heritage Instructional Leadership Institute Rabbinics Initiative, a project of the William Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. One of the consultation’s goals was to raise teachers’ awareness of the ways in which rabbinics was already a part of their curriculum.

From the onset, teachers had some reservations about the notion that they were teaching, or were teachers of, rabbinics. That they were teaching in a Jewish school whose curriculum was shaped by Jewish values, the Jewish calendar and Jewish practices was apparent, yet faculty shared a commonly held assumption that the starting point for the study of rabbinics begins when a book from the rabbinic canon is placed in front of students.

There is a certain logic to this assumption. Because, for the most part, we encounter the rabbis – and their stories, thoughts, ideas, and values – through texts, we equate the discipline of rabbinics with the study of rabbinic literature. Because rabbinic literature is often complex and, due to its language and logical structure, can be challenging to learn, we wait until students have acquired the appropriate skills and intellectual maturity before we engage them in the study of rabbinic texts.

Yet, while rabbinic texts might be absent from the early childhood environment, rabbinic literature has significant influence over many of the topics in the curriculum. Jewish early childhood programs, therefore, do teach rabbinics. Continue reading

Learning to Read Talmud: What it Looks Like and How it Happens

This post is by Jane L. Kanarek and Marjorie Lehman, editors of Learning to Read Talmud: What it Looks Like and How it Happens, which emerged from the Learning to Read Talmud project. It is excerpted from Ancient Jew Review.

downloadWe are witnessing an intensification of interest in the study of Talmudic literature in North America, not only in the larger Jewish community but also within the academy. Yet, study of what it means to learn to read Talmud – how teachers teach and how students learn to read – lags far behind this growing interest. Recognizing this gap, we gathered together a group of devoted academics who teach Talmud in universities and seminaries and, under the sponsorship of the Jack, Joseph, and Morton Mandel Center for Studies in Jewish Education at Brandeis University, embarked on a collaborative effort to study what it means to teach our students to read Talmud. Our book, Learning to Read Talmud: What It Looks Like and How It Happens, presents a series of eight focused classroom studies written by professors of talmudic literature who were asked to respond to two questions:

1. What does it mean to read Talmud in your particular classroom?

2. What does this reading look like when it happens?

Grounded in the scholarship of both rabbinic literature and practitioner inquiry, Learning to Read Talmud is a rare undertaking that uniquely bridges the worlds of academic Talmud and the study of pedagogy. It contributes to the growing field of the scholarship of teaching and learning. While most academics spend an enormous amount of time teaching, our institutions do not always recognize that teaching should be—and often is—an academic endeavor that involves critical study and analysis. Much as we write about the Talmud itself, we pay far less attention to the significance and contribution of writing about our teaching. With our book, Learning to Read Talmud, we aim to expand the research agendas of Talmudists to include scholarship on the teaching of rabbinic literature. As academic Talmudists—“insiders”—with a broad and nuanced understanding of both what the Talmud is and the vast range of approaches useful for reading it, we believe that professors of Talmud are uniquely reflective researchers of their teaching and the learning processes of their students. We are well-positioned to contribute both to the field of rabbinics and to the field of pedagogy. As articulated by K. Patricia Cross and Mimi Harris Steadman, “Teachers who know their discipline and the problems of teaching it to others are in the best position to make systematic observations and to conduct ongoing investigations into the nature of learning and the impact of teaching upon it.”[1] Learning to Read Talmud is thus rooted in the many research traditions that define us as Talmudists. The eight case studies included in this book describe the types of teaching and learning that emerge from the very nature of the Talmudic text itself. They not only present examples of an array of teaching techniques but also offer insight into how one teaches for different reading results as dependent on the different contexts in which professors find themselves.

Dr. Jane Kanarek is Associate Professor of Rabbinics at Hebrew College.
Dr. Marjorie Lehman is Associate Professor of Talmud and Rabbinics at the Jewish Theological Seminary.

Read the full post: http://www.ancientjewreview.com/articles/2017/1/3/learning-to-read-talmud-bridging-scholarship-and-pedagogy

[1] K. Patricia Cross and Mimi Harris Steadman, Classroom Research: Implementing the Scholarship of Teaching (San Francisco: Jossey-Bass Publishers, 1996), xviii.

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