General non-core courses

General non-core courses

 

1. Informal and Experiential Education

Short description

The workshop will focus on theoretical approaches that substantiate experiential/informal educational methods. Through a combination of readings, assignments and practical exercises, participants in the course will acquire skills in various informal pedagogical practices and strategies. Within the context of the course, students will develop a personal project of their choice.

Credits: 2

Mode: Frontal

Dr. Marcelo Dorfsman / Jonny Ariel.

 

2. Israel Education and the challenge of Zionism in the 21st century

Short description

The workshop will focus on theoretical approaches that discuss the potential relevance of Israel studies in the context of Jewish education. Through a combination of readings, assignments, and practical exercises, participants in the course will acquire skills in a variety of pedagogical practices and strategies. Within the context of the course, students will develop a personal project of their choice.

Credits: 4

Mode: Online (1st  Semester)

Dr. Alick Isaacs.

 

3. Ethics and Jewish Education in the Thought of Emmanuel Levinas  

Short description

The course will study a series of Emmanuel Levinas’ Talmudic readings with an eye to their pedagogic method and their educational significance. The course will investigate how the Talmudic readings fit into Levinas’ broader educational vision and his general philosophy of “ethics as first philosophy.”

Credits: 4

Mode: Online (2nd  Semester)

Dr. Michael Gillis.

 

4. Renewing the practice of Israel Education

Short description

This course is grounded in two assumptions: first, that Israel education is a multidimensional activity concerned with the development of knowledge, attitudes and behaviors, and, second, that Israel is not only a unique subject to be learned and understood, but an integral dimension of all aspects of the educational settings in which it takes place. The course examines and builds on these assumptions to explore how Israel education might become an integral and coherent component of Diaspora Jewish educational institutions.

Credits: 4

Mode: Online (2nd  Semester)

Dr. Alex Pomson

 

5. Midrash and Talmud: Texts on Education

Short description

This course will examine texts from the Babylonian Talmud and the Book of Deuteronomy that reflect attitudes towards education, comparing them to Greco-Roman and Christian treatises from the same period. The course will focus on both the unique and shared aspects of Rabbinic thought about education.

Credits: 2

Mode: Frontal

Prof. Marc Hirschman


6. The Philosophical World of the Child and its Implications for Jewish Education

Short description

This course will examine the philosophy for children approach (P4C) and through this lens reflect on its implications for education in general and Jewish education in particular. Among the topics to be addressed: the role of conceptual ideas in children's lives, the meeting points between culture, language and identity; the role of the child in Western society; the child's encounter with religion and spirituality.

Credits: 2

Mode: Frontal

Dr. Jen Glaser

 

7. Visions in Jewish Education

Short description

This course is an exploration of the questions: "What does it mean for an educator to have a vision of Jewish education? Why is vision important in education?  How does one develop such a vision? In what Jewish and general sources can such a vision be rooted?" The course is aimed at eliciting students' personal responses to philosophical readings that address these questions.

Credits: 4

Mode: Online (1st  Semester)

Dr.  Ari Ackerman


8. The Place of Israel in Contemporary Jewish Culture and Education

Summary

The overarching intention of this course is twofold: i. To identify and understand Jews' worldwide – inside and outside of Israel – current approaches to the meaning of the State of Israel as a Jewish Democratic Nation State to themselves, Jewish life and culture, and to the Nations of the World; ii. To engage in normative discussions regarding the strengths and weaknesses of these approaches based on evaluative criteria that the students and teachers will develop together during the course.

Credits: 4

Mode: Frontal

Dr. Marc Silverman / Haim Aronovich