Newsletter - Kol Hamercaz

2014
Zand L. The Concept of Child and Childhood as a Basis for the Educational Philosophy of Rabbi Avraham Yitzchak Kook. The Melton Centre for Jewish Education. 2014.
Safania-Schwartz R. The Rabbinic Treatment of the Biblical Stories of Barren Women as an Educational Tool for Giving Expression to Varied Voices Regarding the Status of Women. The Melton Centre for Jewish Education. 2014.
Amitai M. Bible Teaching Through Active Learning. 2014.
Kol Hamercaz
Kol Hamercaz. 2014;19 (June 2014).PDF icon Kol Hamercaz Jun2014.pdf
Speaking in the plural - The Challenge of Pluralism for Jewish Education (Vol. 14)
Speaking in the plural - The Challenge of Pluralism for Jewish Education (Vol. 14).; 2014.Abstract

The use of the term “pluralism” has become widespread in the context of Jewish education. The articles in this volume are a contribution to our understanding as researchers and educators, and to the development of a language which can deepen educational and research discourse. The volume seeks to mark out some of the educational dilemmas, possible educational aims as well as some of the costs and benefits that arise from the encounter between Jewish education and pluralism.

A number of articles contain reflections on the idea of pluralism, making conceptual distinctions between pluralism and related themes such as tolerance and relativism. Articles in the philosophical section of the book propose a basis for the connection (or opposition) between Jewish education and pluralism. The book’s next main section – one that focuses on theory and pedagogy - proposes educational theories concerned with pluralism and discusses their pedagogical potential. It also includes the reflections of practitioners whose work, in a variety of educational settings, is animated by a commitment to pluralism and, at the same time, is challenged by it. The last section of the book brings together empirical studies that describe and analyze the practices of pluralistic Jewish education. Bringing together these studies, which represent a wide range of disciplines and approaches, brings into focus the multiple ways of describing and analyzing the expression of, and responses to, pluralism in Jewish education in Israel and abroad. 

The Gift of the Land and the Fate of the Canaanites in Jewish Thought
Berthelot K, David J, Hirshman M ed. The Gift of the Land and the Fate of the Canaanites in Jewish Thought. (Berthelot K, David J, Hirshman M).; 2014. Buy itAbstract

This volume of essays presents a compelling and comprehensive analysis of the intriguing issue of the gift of the land of Israel and the fate of the Caananites as presented in diverse biblical sources. Jewish thought has long grappled with the moral and theological implications and challenges of this issue. Innovative interpretive strategies and philosophical reflections were offered, modified, and sometimes rejected over the centuries. Leading contemporary scholars follow these threads of interpretation offered by Jewish thinkers from antiquity to modern times.

2013
Binyamin M. Attitudes of Bible teachers in the state education system towards traditionally – oriented students and to manifestations of traditional viewpoints in the classroom. The Melton Centre for Jewish Education. 2013.
Gorfinkel L. "From carrying stretcher to carrying school bags"Analysis of the leadership style and transition of officers and commanders in the IDF who became school principals. The Melton Centre for Jewish Education. 2013.
Kol Hamercaz
Kol Hamercaz. 2013;18 (November 2013).PDF icon Kol Hamercaz Nov2013.pdf
Kol Hamercaz
Kol Hamercaz. 2013;17 (July 2013).PDF icon Kol Hamercaz Jul2013.pdf
Kol Hamercaz
Kol Hamercaz. 2013;16 (March 2013).File Kol Hamercaz Mar2013.docx
Covenant and Community
Rosenak M. Covenant and Community.; 2013. Buy itAbstract

These six elegant and beautifully written essays remind the reader of the power of ideas and the great depth of Michael Rosenak's thinking. Investigating key themes of his long and distinguished career as teacher, scholar, mentor and philosopher, Rosenak touches upon some of the core issues of contemporary Jewish life and teases out the implications for education in our time. As always, he asks the most interesting questions and guides his readers along a path of understanding and exploration.

2012
Segal A. Doing Talmud: An ethnographic study in a religious school in Israel. The Melton Centre for Jewish Education. 2012.
Mantzora S. Ritual and Text in the Context of Holiness: Ways of Establishing Gender Identity of Boys and Girls Ages Two to Five in Ultra-Orthodox Preschool. The Melton Centre for Jewish Education. 2012.
Kaplowitz T. School-community partnerships of a Jewish day school: a comparative case study. The Melton Centre for Jewish Education. 2012.
Roze D. Uncovering new paradigms of role modeling: The case of aliyah – An exploration of significant others as agents of socialization in the ideological decision to migrate to Israel. The Melton Centre for Jewish Education. 2012.
Kol Hamercaz
Kol Hamercaz. 2012;(September 2012).PDF icon Kol Hamerkaz Sep2012.pdf
Kol Hamercaz
Kol Hamercaz. 2012;(June 2012).PDF icon Kol Hamercaz Jun2012.pdf
Kol Hamercaz
Kol Hamercaz. 2012;(January 2012).PDF icon Kol Hamercaz Jan2012.pdf
The child is a person: Janusz Korczak’s educational thought
Silverman M. The child is a person: Janusz Korczak’s educational thought.; 2012.Abstract

A broad consensus exists among people familiar with Janusz Korczak’s life, work and writings regarding the fact that he was a very gifted, original and exceptional pedagogue – one of the twentieth century’s most outstanding humanist educators. This consensus notwithstanding, Korczak is not usually considered a world-class educational theorist or philosopher. A concentrated attempt to consolidate and formulate his educational positions and practices into a philosophical-educational theory, based on an analysis and interpretation of his literary and pedagogical works, is absent in Hebrew works on Korczak’s educational thought and humanist legacy. This book aspires to fill  this void. Acknowledging and working through the highly narrative style of Korczak’s writings, this book seeks to conceptualise his educational thought. It systematically presents Korczak’s world-view and the educational theory derived from it; it depicts his rich and innovative array of educational practices and endows them with philosophical analysis and interpretation.

Respect for the child as a person, as a full-fledged, ever-growing human being, constitutes the very heart and core of his educational thought. In Korczak’s eyes, the open, direct and sincere demonstration of such respect to children by educators is a precondition for the very possibility to educate children and engender positive changes in their personalities.

The narrative of the book includes the analysis and interpretation of many passages from Korczak’s numerous, rich and diverse writings. Selections from his works for the readers’ exploration are offered at the end of each chapter, accompanied by suggestions of issues for possible discussion.

The book addresses a wide audience including master educators, master teachers, educators, teachers, students and all intelligent, reflective and critical people interested in furthering their knowledge and understanding of decisive cultural-educational issues of our time. The encounter with Korczak’s educational thought and practices is likely to contribute to our current educational thinking and practice and assist us in our quest for compelling responses to central educational questions that concern and challenge us today.

Dr. Marc Silverman is a senior lecturer in the Hebrew University’s School of Education and Melton Centre for Jewish Education. He teaches, researches, writes and publishes articles in two main interrelated educational fields: moral, progressive, radical and Jewish educational thought; and the intellectual history, sociology and ideologies of current Jewish cultural and educational movements and trends.