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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.

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.

The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice
Shkedi A. The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice.; 2012. Buy itPDF icon Promotion Asher Shkedi Book
Teaching Contested Narratives
Bekerman Z, Zembylas M ed. Teaching Contested Narratives. (Bekerman Z, Zembylas M).; 2012.Abstract

In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.