@mastersthesis {728, title = {

Marital Bicultural Identities: The Case of Religious - Secular Mixed Couples in Israel

}, year = {In Preparation}, note = {

Year of Entry

2010

Publications

העברה בין דורית ביחסי אבות עם בניהם המתבגרים. ירושלים: ירושלים, 2006
http://hufind.huji.ac.il/Record/HUJ001486438

נוכחות האב במשפחה: חשיבות הקשר בין אב ובנו המתבגר - מיכה בלזר
בתוך כתב העת עמדו"ת ד{\textquoteright} "המשפחה בעין הסערה".
http://hufind.huji.ac.il/Record/HUJ001499533

Contact

  • micha.belzer@gmail.com

Occupation:

My studies and my work are related
}, type = {Ph.D. thesis}, abstract = {

The increased contact between diverse cultures in recent years has precipitated growing interest in research on biculturalism. Due to migration, globalization, travel, media and electronic communication, people have closer acquaintance with diverse cultures and ethnic groups than ever before (Nguyen \& Benet-Mart{\'\i}nez, 2007). This fact is increasingly of more significance in the study of contemporary identity formation. Scholars have been interested in biculturalism as a prime illustration of the modern phenomenon of identity negotiation against the backdrop of the availability of social identities, the fluidity of social interactions and the multiplicity of choice available to the individual who comes into contact with more than one culture. This research aims to examine the process of bicultural identity negotiation within the specific context of the bicultural couple, extending and adapting two existing models of bicultural assessment from the bicultural individual and applying it to the bicultural couple: the bi-dimensional acculturation model (Berry, 1990, 1997, 2003) and the Bicultural Identity Integration model {\textendash} BII (Benet-Mart{\'\i}nez, 2010). The new conceptualization and measurement will be applied to religious-secular mixed couples in Israel - {\textquoteright}bicultural{\textquoteright} Israeli couples in which one spouse defines him/herself as religious and the other as secular. Specifically, the study will examine the relationships between the level and patterns of marital bicultural identities and three central psychological aspects of marital functioning: (a) marital satisfaction (b) the level of differentiation of self, and (c) conflict resolution styles. This study will employ questionnaires measuring aspects of marital functioning which are existing validated measures widely used in marital research. The questionnaires derived from the new conceptualizations of biculturalism put forward in this study will be developed within the framework of the research, based on a preliminary qualitative phase using an exploratory mixed methods design (Creswell, 2005). Examining religious-secular bicultural couples is of particular relevance in the Israeli context, where there are deep divides between the religious and secular subgroups, but also a great deal of shared interaction and exchange in day to day life. In some sense, bicultural couples reflect on a small scale the broader cultural divides within Israeli society, and hence their study promises interesting and highly relevant insights with regard to Israeli society at large. Examining the patterns of interaction that contribute to strong relationships amongst couples who must bridge cultural divides within their marriages and resolve conflict stemming not only from personal, but from cultural differences as well, may have theoretical implications for conflict resolution within the broader society suffering from cultural alienation amongst different subgroups.

}, author = {Micha Belzer} } @mastersthesis {729, title = {

Study of the formation of the characters of Esau and Zipporah in the biblical narrative and in the Legends of the Sages as a gateway for investigation of the cultural attitude to the stranger...

}, year = {In Preparation}, note = {

Year of Entry

2008

Contact

Occupation:

My studies and my work are related
}, type = {Ph.D. thesis}, abstract = {

The objective of the thesis, is to understand the structuring of the cultural attitude to the stranger as it transpires from the literary formation of Esau and Zipporah in the biblical narrative and the Midrashic narrative as a basis for educational perception in the field of Jewish teaching. As educators, involved in the mediation of Jewish texts to their students, we wish to investigate not only what the attitude is to the stranger characters who appear in the narrative but rather also what this attitude can teach us about the appropriate educational method when we come to deal with the attitude to male and female stranger characters in general.

}, author = {Akiva Hameiri} } @mastersthesis {27457, title = {The Rabbinic culture of learning in the light of the dialogues in their literature.}, year = {Forthcoming}, type = {Post Doc}, abstract = {

I study the history of early rabbinic higher education and culture of learning, as it reflected\ in their\ literature\ and in comparison to their\ contemporary\ non-Jewish environment. I am specifically interested in the "Orders of discourse"\ as they can be reconstructed through the analyzes the dialogues\ between\ masters and disciples.

}, author = {Shimon Fogel} } @article {49718, title = {דרשות על פרשת השבוע: האקטואליות של תורת משה - חלק ב}, year = {2017}, abstract = {

פרטים ומידע על הספר והמחבר.

}, author = {Eliezer Shweid} } @article {45493, title = {Kol Hamercaz}, year = {2017} } @book {49716, title = {דרשות על פרשת השבוע: האקטואליות של תורת משה - חלק א}, year = {2016}, abstract = {

הספר הוא ספר חמישי בסדרה.

פרטים ומידע על הספר והמחבר.

}, author = {Eliezer Shweid} } @book {49715, title = {כלים שלובים}, year = {2016}, abstract = {

הספר הוא ספר שלישי שיצא בשיתוף עם מרכז מלטון לחינוך יהודי באוניברסיטה העברית.

פרטים ומידע על הספר והמחבר.

}, author = {Ehud Loz} } @book {49714, title = {מ\"שיח לוחמים\" אל \"ארון הספרים היחודי\"}, year = {2016}, abstract = {

הספר השני שיצא בסדרה.

פרטים ומידע על הספר והמחבר.

}, author = {Gad Opaz} } @book {27585, title = {מדרש קהלת רבה א\&$\#$39;-ו\&$\#$39;}, year = {2016}, pages = {363}, publisher = {מפעל המדרש שליד מכון שכטר למדעי היהדות}, organization = {מפעל המדרש שליד מכון שכטר למדעי היהדות}, address = {Jerusalem}, abstract = {

מדרש קהלת רבה א{\textquoteright}-ו{\textquoteright}

מהדורה ביקורתית על פי כתבי יד וקטעי גניזה עם מבוא, מסורת המדרש, חילופי נוסח ופירוש

מאת\ מנחם הירשמן

בסיועו של שאול ברוכי

מדרש קהלת רבה הוא מדרש שנערך בארץ ישראל במאה השישית או בראשית המאה השביעית.\ הוא מכיל את התמודדותם של חז"ל עם אחד הספרים המאתגרים במקרא, והינו אוצר יקר של מחשבת חז"ל על האדם ועל המוות והשמחה. המדרש מופיע כאן לראשונה במהדורה ביקורתית על פי כתבי יד וקטעי גניזה עם\ מבוא ופירוש יחד עם מדרש קהלת זוטא.

}, author = {Menachem Hirshman} } @article {19129, title = {Kol Hamercaz}, year = {2016} } @book {17065, title = {It{\textquoteright}s Our Challenge. A Social Entrepreneurship Approach to Jewish Education}, year = {2016}, publisher = {Youcaxton Publications}, organization = {Youcaxton Publications}, address = {Oxford \& Shrewsbury}, author = {Jonathan Mirvis} } @book {17056, title = {Visions in Action. Selected Writings.}, year = {2016}, pages = {360}, publisher = {Keter Press}, organization = {Keter Press}, edition = {Softcover}, address = {Jerusalem}, author = {Seymour Fox}, editor = {Jonathan Cohen} } @book {13243, title = {The Halakhah as an Event}, year = {2016}, publisher = {Magnes Press}, organization = {Magnes Press}, address = {Jerusalem}, abstract = {

The Halakha is not just a body of literature; it is also a cultural event. It follows then that the philosophy of Halakha must address the happening of the Halakha. Surprisingly, till now philosophers of Halakha have not addressed this dimension of the event or the happening of the Halakha. The articles in this book are an attempt at facing this challenge. But this is not simple because herein lies a paradox. If the event or the happening is something that lies outside the confines of what is captured in the written word, the effort to write about it is one that must take us on a fascinating journey between what is possible and what perhaps is not.
What is the nature of the Halakha as an event? What is the knowledge contained in this dimension of the Halakha that defies conceptualization in the written word? How does the insight that the Halakha is principally an event dramatically affect the philosophy of the Halakha?
As we have said, philosophers of the Halakha have not addressed this question before and the authors in this collection {\textendash} scholars and researchers from a wide range of fields {\textendash} are all facing it for the first time bringing to it a wide range of tools from fields as varied as philosophy, Jewish thought, performance, cinema, group dynamics, cognition, gender studies and more. Together they offer us a new discourse and framework for conceptualizing the philosophy of the Halakha.

}, url = {http://www.magnespress.co.il/Book/\%D7\%94\%D7\%9C\%D7\%9B\%D7\%94+\%D7\%9B\%D7\%94\%D7\%AA\%D7\%A8\%D7\%97\%D7\%A9\%D7\%95\%D7\%AA.aspx?name=\%D7\%94\%D7\%9C\%D7\%9B\%D7\%94+\%D7\%9B\%D7\%94\%D7\%AA\%D7\%A8\%D7\%97\%D7\%A9\%D7\%95\%D7\%AA\&code=45-171056}, author = {Avinoam Rosenak} } @article {19128, title = {Kol Hamercaz}, year = {2015} } @book {929, title = {

הוראת תרבות ישראל: בין הערכי לרלוונטי

}, year = {2015}, abstract = {

רוזנק, מ{\textquoteright} (2015).\ הוראת תרבות ישראל: בין הערכי לרלוונטי. ירושלים: מרכז מלטון; תל אביב: מכון מופ"ת.

מטרתו של\ הספר\ לעורר דיון מעמיק בדרכי ההוראה של המקורות והמסורת היהודית, ולהעשיר דיון זה בהצגת גישת ההוראה הערכית-רלוונטית למורים ולמחנכים בחינוך היהודי הפורמלי ובחינוך הבלתי פורמלי. גישה זו נועדה לעורר דיאלוג בין התלמידים לבין המקורות והמסורת, בין התלמידים לבין עצמם ובינם לבין המחנכים. אך יותר מכך, הגישה הערכית-רלוונטית מבקשת לעורר דיאלוג בין ציבורים בעלי תפיסות יהודיות שונות, להציע שפה יהודית הולמת, אותנטית ורלוונטית, תחת מכנה משותף תוכני-ערכי ומתוך כבוד והערכה הדדית, בלי שאיש יחוש כאילו הוא ויתר מראש על השקפתו. כל אחד ואחת יחוש כי הוא מוצא עצמו מועשר בהשקפותיהם של האחרים. הספר כולל גם רעיונות ודוגמאות ליישום העקרונות החינוכיים הלכה למעשה.

על המחבר

פרופ{\textquoteright} מיכאל רוזנק ז"ל, שלימד שנים רבות במרכז לחינוך יהודי ע"ש מלטון באוניברסיטה העברית, ייסד תחום אקדמי חדש ומוכר כיום בארץ ובעולם כ"פילוסופיה של החינוך היהודי". הספר שמונח לפנינו משמש דוגמה ייחודית ליצירה בתחום זה, המשלבת עומק אקדמי עם אוריינטציה חינוכית מובהקת. בכך הוא משקף נאמנה את מפעל החיים של פרופ{\textquoteright} רוזנק, אשר היכרותו האינטימית עם המקורות הקנוניים של המורשת היהודית, ידיעותיו הרבות במחשבת ישראל לדורותיה, וכן התמצאותו בספרות החינוכית על כל ענפיה, שימשו כמשאבים נאמנים בכינון תחום חשוב זה. (פרופ{\textquoteright} מנחם בן ששון, נשיא האוניברסיטה העברית בירושלים)

האוניברסיטה העברית בירושלים {\textendash} המרכז לחינוך יהודי ע"ש מלטון, מכון מופ"ת והוצאת רכס הוציאה לאור סדרה חדשה "הספרייה לחינוך יהודי ע"ש מיכאל רוזנק". זהו הספר הראשון שיצא בסדרה זו.

}, author = {Michael Rosenak} } @book {49690, title = {הוראת תרבות ישראל - בין הערכי לרלוונטי}, year = {2014}, abstract = {

האוניברסיטה העברית בירושלים {\textendash} המרכז לחינוך יהודי ע"ש מלטון, מכון מופ"ת והוצאת רכס הוציאה לאור סדרה חדשה "הספרייה לחינוך יהודי ע"ש מיכאל רוזנק". זהו הספר הראשון שיצא בסדרה זו.\ 

פרטים ומידע על הספר והמחבר.

}, author = {Michael Roznak} } @mastersthesis {698, title = {

Aspects in the Application of Martin Buber{\textquoteright}s Philosophy to Early Childhood Education

}, year = {2014}, type = {M.A. Thesis}, author = {Israela Ravid} } @mastersthesis {710, title = {

Does the Bar Mitzva ceremony (at the age of 13) at the Western Wall Plaza serves as a {\textquoteright}Rite of Passage{\textquoteright} for the Non-Religious Israeli Jew

}, year = {2014}, type = {M.A. Thesis}, author = {Aviv Wishkovsky} } @mastersthesis {697, title = {

Teaching Midrash Hazal in the Secular Environment. Action Research in the Teaching of Jewish Culture in the State-run Settlement Education System

}, year = {2014}, type = {M.A. Thesis}, author = {Rina Ran} } @mastersthesis {707, title = {

Teaching Miracles in Public Education in Israel An Action-research in teaching Bible in the non {\textendash}religious school

}, year = {2014}, type = {M.A. Thesis}, author = {Michael Tal-El} } @mastersthesis {711, title = {

The Concept of Child and Childhood as a Basis for the Educational Philosophy of Rabbi Avraham Yitzchak Kook

}, year = {2014}, type = {M.A. Thesis}, author = {Leah Zand} } @mastersthesis {701, title = {

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

}, year = {2014}, type = {M.A. Thesis}, author = {Rinat Safania-Schwartz} } @mastersthesis {661, title = {

Bible Teaching Through Active Learning

}, year = {2014}, type = {M.A. Thesis}, author = {Mor Amitai} } @article {660, title = {

Kol Hamercaz

}, volume = {19}, year = {2014} } @book {602, title = {

Speaking in the plural - The Challenge of Pluralism for Jewish Education (Vol. 14)

}, year = {2014}, abstract = {

The use of the term {\textquotedblleft}pluralism{\textquotedblright} 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{\textquoteright}s next main section {\textendash} 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.\ 

} } @book {587, title = {

The Gift of the Land and the Fate of the Canaanites in Jewish Thought

}, year = {2014}, abstract = {

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.

}, url = {https://global.oup.com/academic/product/the-gift-of-the-land-and-the-fate-of-the-canaanites-in-jewish-thought-9780199959808?cc=il\&lang=en\&}, editor = {Katell Berthelot and Joseph David and Marc Hirshman} } @mastersthesis {675, title = {

Attitudes of Bible teachers in the state education system towards traditionally {\textendash} oriented students and to manifestations of traditional viewpoints in the classroom

}, year = {2013}, type = {M.A. Thesis}, author = {Merav Binyamin} } @mastersthesis {681, title = {

"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

}, year = {2013}, type = {M.A. Thesis}, author = {Lior Gorfinkel} } @article {657, title = {

Kol Hamercaz

}, volume = {16}, year = {2013} } @article {659, title = {

Kol Hamercaz

}, volume = {18}, year = {2013} } @article {658, title = {

Kol Hamercaz

}, volume = {17}, year = {2013} } @book {586, title = {

Covenant and Community

}, year = {2013}, abstract = {

These six elegant and beautifully written essays remind the reader of the power of ideas and the great depth of Michael Rosenak{\textquoteright}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.

}, url = {http://www.publishersrow.com/ebookshuk/cart/shopproductdetail.asp?id=8977\&1363237200000}, author = {Michael Rosenak} } @mastersthesis {722, title = {

Doing Talmud: An ethnographic study in a religious school in Israel

}, year = {2012}, type = {Ph.D. thesis}, author = {Aliza Segal} } @mastersthesis {717, title = {

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

}, year = {2012}, type = {Ph.D. thesis}, author = {Shulamit Mantzora} } @mastersthesis {715, title = {

School-community partnerships of a Jewish day school: a comparative case study

}, year = {2012}, type = {Ph.D. thesis}, author = {Tracy Kaplowitz} } @mastersthesis {720, title = {

Uncovering new paradigms of role modeling: The case of aliyah {\textendash} An exploration of significant others as agents of socialization in the ideological decision to migrate to Israel

}, year = {2012}, type = {Ph.D. thesis}, author = {Daniel Roze} } @article {654, title = {

Kol Hamercaz

}, year = {2012} } @article {656, title = {

Kol Hamercaz

}, year = {2012} } @article {653, title = {

Kol Hamercaz

}, year = {2012} } @book {583, title = {

The child is a person: Janusz Korczak{\textquoteright}s educational thought

}, year = {2012}, abstract = {

A broad consensus exists among people familiar with Janusz Korczak{\textquoteright}s life, work and writings regarding the fact that he was a very gifted, original and exceptional pedagogue {\textendash} one of the twentieth century{\textquoteright}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{\textquoteright}s educational thought and humanist legacy. This book aspires to fill \ this void. Acknowledging and working through the highly narrative style of Korczak{\textquoteright}s writings, this book seeks to conceptualise his educational thought. It systematically presents Korczak{\textquoteright}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{\textquoteright}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{\textquoteright}s numerous, rich and diverse writings. Selections from his works for the readers{\textquoteright} 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{\textquoteright}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{\textquoteright}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.

}, author = {Marc Silverman} } @book {585, title = {

The Meaning behind the Words: Methodologies of Qualitative Research: Theory and Practice

}, year = {2012}, url = {http://www.narralizer.com/Portals/0/book.pdf}, author = {Asher Shkedi} } @book {584, title = {

Teaching Contested Narratives

}, year = {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 {\textquoteright}enemy{\textquoteright} 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.

}, editor = {Zvi Bekerman and Michalinos Zembylas} } @mastersthesis {678, title = {

Do the Rabbis of The Babylonian Talmud set Limits to AGADA?

}, year = {2011}, type = {M.A. Thesis}, author = {Evida Fenster} } @mastersthesis {687, title = {

Components of ethnic identity and identification among returning emigrants: The stories of Israeli children who grew up in the U.S and chose to return and live in Israel

}, year = {2011}, type = {M.A. Thesis}, author = {Shirly Lerner} } @mastersthesis {672, title = {

Gestures Learning Talmud with Ethnographic work on Hevruta Learning in Bait Midrash

}, year = {2011}, type = {M.A. Thesis}, author = {Reuven Ben-Haim} } @mastersthesis {682, title = {

Her family, his family: Religious adolescents views of the status of women in the family as a function of religious commitment, family origins and other stimuli

}, year = {2011}, type = {Ph.D. thesis}, author = {Admanit Bilha} } @mastersthesis {684, title = {

Is pluralism a central component in the consideration of parents whose children were educated in Kol Haneshamah kindergartens when choosing a kindergarten for second or additional children?

}, year = {2011}, type = {M.A. Thesis}, author = {Nitza Harel-Atias} } @mastersthesis {688, title = {

Long-Term Educational Zionist Shlichut in the Diaspora-The Identity Profile of the Shaliah, Motivations for Going on Shlichut and expectations of it

}, year = {2011}, type = {M.A. Thesis}, author = {Lior Levin-Argaman} } @mastersthesis {673, title = {

Pluralism in the religious-secular integrated education system in Israel: Prayer and prayer-parallels

}, year = {2011}, type = {M.A. Thesis}, author = {Michal Berman} } @mastersthesis {700, title = {

They who Study Torah for its Own Sake?{\textquotedblright}

An inquiry into the motivations of non-Religious Adults to engage in extended and Regular Jewish Studies

}, year = {2011}, type = {M.A. Thesis}, author = {Tova Sacher} } @mastersthesis {677, title = {

Three Presentations of the Jacob/Esau story, Genesis 25-27, and how they reflect different educational approaches to peshat, Biblical characters, and Bible studies

}, year = {2011}, type = {M.A. Thesis}, author = {Michelle Cohen} } @mastersthesis {713, title = {

Rituals mediated by video conference

}, year = {2011}, type = {Ph.D. thesis}, author = {Eitan Eliram} } @article {645, title = {

Kol Hamercaz

}, year = {2011} } @book {582, title = {

International Handbook of Jewish Education

}, year = {2011}, abstract = {

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education\  and its cognate fields world-wide. Their submissions make a significant\  contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. \ The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning {\textendash}the big issues of Jewish Education.Teaching and Learning: focusing on areas of curriculum and engagementApplications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults.Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations.This comprehensive collection of articles providing high quality content, constitutes a difinitive statement\  on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

}, url = {http://www.amazon.com/International-Handbook-Education-Handbooks-Religion/dp/9400703538}, editor = {Alex Pomson and Lisa D. Grant and Helena Miller} } @book {581, title = {

International Handbook of Migration, Minorities and Education

}, year = {2011}, publisher = {Springer Netherlands}, organization = {Springer Netherlands}, abstract = {

First international effort which challenges the discourse of culture in minority/migrant educational policy and practice

An important contribution to critical educational theory which focuses on {\textquoteleft}the social{\textquoteright} and {\textquoteleft}the in-between{\textquoteright}.

Over 40 theoretical and empirical studies which cover more than 20 locations in Europe, America, Australia and Asia.

Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways {\textemdash} as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both {\textquoteleft}political{\textquoteright} and {\textquoteleft}learning{\textquoteright} perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.

Content Level {\guillemotright} Research

Keywords {\guillemotright} acceptance - adaptation - assimilation - belonging - conflict of cultures - cultural - culture - differences - education - educational research - emancipation - ethnic - exclusion - governance - heterogeneity - immigrants - integration - international - learning - learning process - migration - minorities - minority education - multiculturalism - networks - recognition - school policies - schooling - self-determination - social - social change - social cohesion - social learning - social limits - social mobility - socialisation - transculturality

Related subjects {\guillemotright}\ Education \& Language\ -\ Population Studies\ -\ Social Sciences

Download Table of contents / Sample pages\ 

}, url = {http://www.springer.com/education+\%26+language/book/978-94-007-1465-6}, editor = {Zvi Bekerman and Thomas Geisen} } @mastersthesis {714, title = {

Hermeneutics in Teaching: The case of Jewish Thought

}, year = {2010}, type = {Ph.D. thesis}, author = {Inbar Galili-Schachter} } @mastersthesis {726, title = {

Negotiating the Boundary: Exploring Identities during Israel Experience Mifgashim

}, year = {2010}, type = {Ph.D. thesis}, author = {Minna Wolf} } @mastersthesis {671, title = {

Teaching about Christianity in Israel

}, year = {2010}, type = {M.A. Thesis}, author = {David Ben-Dor} } @book {580, title = {

A Beloved-Despised Tradition Modern Jewish Identity and Neo-Hasidic Writing at the Beginning of the Twentieth Century

}, year = {2010}, publisher = {The Bialik Institute Publishing House}, organization = {The Bialik Institute Publishing House}, abstract = {

רוס, ניחם, מסורת אהובה ושנואה: זהות יהודית מודרנית וכתיבה ניאו חסידית בפתח המאה העשרים, הוצאת אוניברסיטת בן גוריון בנגב, באר שבע תש"ע

הנה תמצית הספר

ספר זה בוחן אהדה רומנטית מודרנית לתנועה החסידית כפי שהופיעה בפתח המאה העשרים. כמו למשל בעיבודים אמנותיים חדשים לסיפורי חסידים או בהיסטוריוגרפיה מוקדמת של החסידות. החיבור מוצא מכנה-משותף אידיאולוגי ביצירות ניאו-חסידיות של מרטין בובר, י"ל פרץ, ברדיצ{\textquoteright}בסקי והורדצקי ומציג את התדמית הרומנטית שהודבקה לחסידות כנסיון מגמתי לנסח בהשראתה של החסידות איפק אקטואלי של זהות יהודית אלטרנטיבית, מודרנית במהותה, ואנטי-רבנית

}, url = {http://www.bialik-publishing.co.il/product_info.php?products_id=1471\&osCsid=d2d452}, author = {Nicham Ross} } @book {579, title = {

A Case Study of Jewish Day School Leadership: How Way Leads on the Way

}, year = {2010}, publisher = {PEJE}, organization = {PEJE}, abstract = {

A Case Study of Jewish Day School Leadership: How Way Leads on to Way\ surfaces core challenges confronting Jewish day schools today: how schools can develop productive ways of working with one another and with other communal agencies; how leadership transition can enable the healthy renewal of institutions; how the conditions of financial sustainability might be cultivated in schools; and how day schools can contribute positively to the ecosystems of Jewish communal life. This groundbreaking publication was featured at the 2010 PEJE Assembly for Advancing the Jewish Day School Field.

}, url = {http://peje.org/old/index.php/publications-a-media/books-and-articles}, author = {Alex Pomson} } @book {576, title = {

At Home in the World: Human nature, ecological thought and education after Darwin

}, year = {2010}, publisher = {Suny Press}, organization = {Suny Press}, abstract = {

Challenging conventional understanding of humans as selfish and competitive at their core,\ At Home in the World\ asserts that we have evolved as a profoundly social species, biologically related to the rest of the natural world, and at home on the only planet for which we are adapted to live. Eilon Schwartz traces the history of Darwinism, examining attempts of the nineteenth and twentieth centuries to apply\ Darwin{\textquoteright}s theories to educational philosophy and analyzing trends since the reemergence of Darwinism toward the end of the twentieth century. Identifying with the Darwinian interpretations of Peter Kropotkin, John Dewey, and Mary Midgley, Schwartz argues for a compelling educational philosophy rooted in our best scientific understandings of human nature.

}, url = {http://www.sunypress.edu/p-4796-at-home-in-the-world.aspx}, author = {Eilon Schwartz} } @book {578, title = {

Jewish Day Schools Worldwide: Achievements, Challenges and Aspirations

}, year = {2010}, author = {Howard Deitcher and Alex Pomson} } @book {577, title = {

Where{\textquoteright}s my Miracle?

}, year = {2010}, publisher = {Gefen Publishing House}, organization = {Gefen Publishing House}, abstract = {

At one time or another every person of faith asks himself questions like these: What must I do to deserve some Divine intervention in my life? Is there anyone really listening to my prayers? When do miracles happen, and when do they not? Where s my miracle? Am I not worthy? Here is a fresh, new, thought-provoking approach to the eternal mystery of the miracle, based on the multiple texts found in Jewish tradition as well as lessons learned from experience. The Al Aksa Intifada and its bloody consequences serve as backdrop for the many important messages about belief contained in this book. The Intifada forced Jews and rabbinic leaders to actively confront the difficult philosophical questions that arose in the wake of continual, random acts of violence in\ Israel. Having made aliyah just weeks before the onset of the bloody violence, the author took note of the reactions of survivors and spiritual leaders throughout the years of violence and was struck with the pat, simplistic, and often not-well-thought-out reactions and explanations offered by Israeli spiritual leaders to give meaning and purpose to the violence. Rabbi Morey Schwartz, an only child, orphaned by age twenty, has spent more than twenty years searching for a satisfying answer to his personal misfortune. Searching traditional Jewish responses, he never found a response that addressed his need to believe in a benevolent, merciful and all-powerful divine being, while simultaneously honoring what he considers his right to understanding. To believe in a God that was less than all-powerful seemed pointless, and to accept that we just cannot understand seemed to be meaningless. The author, is a graduate of\ YeshivaUniversity\ and\ Bernard\ Revel\ Graduate\ School, and musmach of the Rabbeinu Yitzchak Elchanan Theological Seminary. During his twelve years in the American rabbinate, helping others to deal with suffering and loss, the author found himself expressing a refreshing theological approach to this question, one which has helped countless individuals work through these difficult issues in their own lives. The book provides a look at the way the sages dealt with the suffering of the innocent throughout the centuries, providing the reader with easy to read rabbinic texts arranged in a text and counter-text format, for the purpose of presenting multiple Jewish approaches to some very difficult questions. In addition, the author provides a new, inspiring way of looking at the whole business of miracles. The age-old idea that miracles arise for those who deserve them is reconsidered, and a whole new perspective on the function and incidence of miracles is proposed. Any person of any faith will want to read these words and ponder the Divine s role in our lives, in the good times and the bad. This book will become a source of great comfort to Jews looking for alternative Jewish approaches to suffering and to God s role in suffering. This book is a must for those who counsel, for they above all need to be sympathetic to the deep sensitivities of those who seek consolation.

}, url = {http://www.amazon.com/Miracle-Exploring-Traditions-Dealing-Tragedy/dp/9652294845}, author = {Morey Schwartz} } @mastersthesis {683, title = {

An analysis of Rabi Yehuda Leon Ashkenazi{\textquoteright}s educational approach through confronting the question: Could Rabi Ashkenazi{\textquoteright}s educational approach be considered as a Jewish educational philosophy according to Michael Rozenak{\textquoteright}s criteria..

}, year = {2009}, type = {M.A. Thesis}, author = {Hadas-Chaya Halevy} } @mastersthesis {716, title = {

And before Honor-Humility: The Ideal of Humanity in the Moral Language of the Sages"

}, year = {2009}, type = {Ph.D. thesis}, author = {Richard Lewis} } @mastersthesis {696, title = {

Approaches to teaching Jewish Philosophy: A case study of a TeacherTraining Program for Jewish Subjects

}, year = {2009}, type = {M.A. Thesis}, author = {Michal Pundyk} } @mastersthesis {706, title = {

Exhibiting the Holocaust: A Comparative Analysis of the Permanent Exhibits in Yad Vashem \& the United States Holocaust Memorial Museum

}, year = {2009}, type = {M.A. Thesis}, author = {Yehudit Singer} } @mastersthesis {694, title = {

Experiences of Judaism: Formative Jewish experiences and processes among pre-service teachers in the field of Jewish studies

}, year = {2009}, type = {M.A. Thesis}, author = {Yehudit Ofer} } @mastersthesis {724, title = {

Returning To The Own Borders: A Social Anthropological Study of Contemporary Messianic Jewish Identity in Israel

}, year = {2009}, type = {Ph.D. thesis}, author = {Keri Warshawsky} } @mastersthesis {723, title = {

Teaching Biblical Miracle Stories in Israeli State Religious Schools

}, year = {2009}, type = {Ph.D. thesis}, author = {Ruth Walfish} } @mastersthesis {693, title = {

The approach to teaching the Bible: A Case Study of student-teachers in the Training Program for outstandingstudents

}, year = {2009}, type = {M.A. Thesis}, author = {Keren Nuriel-Katz} } @mastersthesis {709, title = {

The Masorti Jew - Major components identity and their transmission to the future generation

}, year = {2009}, type = {M.A. Thesis}, author = {Iris Tsirolnik} } @article {644, title = {

Kol Hamercaz

}, year = {2009} } @book {572, title = {

Jewish Day Schools, Jewish Communities: A Reconsideration

}, year = {2009}, publisher = {Littman Library Of Jewish Civilization}, organization = {Littman Library Of Jewish Civilization}, abstract = {

About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. It provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society...

}, url = {http://www.amazon.com/Jewish-Day-Schools-Communities-Reconsideration/dp/1904113745/ref=sr_1_1?s=books\&ie=UTF8\&qid=1321180769\&sr=1-1}, editor = {Alex Pomson and Howard Deitcher} } @book {574, title = {

Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives

}, year = {2009}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, abstract = {

While the number and range of international peace programmes continues to proliferate, there is a marked absence of interdisciplinary and comparative research to guide academic development and inform practice in this challenging arena. It is these deficits that the present volume aims to address. This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments for long term solutions.

}, url = {http://www.amazon.com/Peace-Education-Conflict-Post-Conflict-Societies/dp/0230608426/ref=sr_1_1?s=books\&ie=UTF8\&qid=1321180802\&sr=1-1}, editor = {Claire McGlynn and Zvi Bekerman and Michalinos Zembylas and Tony Gallagher} } @book {575, title = {

The Stabilization of Rabbinic Culture, 100 C.E. -350 C.E.: Texts on Education and Their Late Antique Context

}, year = {2009}, publisher = {Oxford University Press}, organization = {Oxford University Press}, abstract = {

Drawing on the great progress in Talmudic scholarship over the last century, The Stabilization of Rabbinic Culture is both an introduction to a close reading of rabbinic literature and a demonstration of the development of rabbinic thought on education in the first centuries of the Common Era. In Roman Palestine and Sasanid Persia, a small group of approximately two thousand Jewish scholars and rabbis sustained a thriving national and educational culture. They procured loyalty to the national language and oversaw the retention of a national identity. This accomplishment was unique in the Roman Near East, and few physical artifacts remain. The scope of oral teaching, however, was vast and was committed to writing only in the high Middle Ages. The content of this oral tradition remains the staple of Jewish learning through modern times. Though oral learning was common in many ancient cultures, the Jewish approach has a different theoretical basis and different aims. Marc Hirshman explores the evolution and institutionalization of Jewish culture in both Babylonian and Palestinian sources. At its core, he argues, the Jewish cultural thrust in the first centuries of the Common Era was a sustained effort to preserve the language of its culture in its most pristine form. Hirshman traces and outlines the ideals and practices of rabbinic learning as presented in the relatively few extensive discussions of the subject in late antique rabbinic sources. The Stabilization of Rabbinic Culture is a pioneering attempt to characterize the unique approach to learning developed by the rabbinic leadership in late antiquity.

}, url = {http://www.amazon.com/Stabilization-Rabbinic-Culture-100-350/dp/0195387740}, author = {Marc Hirshman} } @mastersthesis {719, title = {

Narrating Identity: Young Jewish Adults in Contemporary Poland

}, year = {2008}, type = {Ph.D. thesis}, author = {Katarzyna Reszke} } @mastersthesis {708, title = {

An analysis of the educational thought of Emmanuel Levinas and its embodiment in his Talmudic Readings in the light of the educational thought of Paulo Freire

}, year = {2008}, type = {M.A. Thesis}, author = {Itamar Tass} } @mastersthesis {702, title = {

Jewish women and religious ritual - as understood by (their) Jewish men

}, year = {2008}, type = {M.A. Thesis}, author = {Jamie Salter} } @mastersthesis {691, title = {

Now I am "bein Hazmanim"- The religious identity of unmarried religious women

}, year = {2008}, type = {M.A. Thesis}, author = {Gali Nahari} } @mastersthesis {689, title = {

The connection between knowledge acquisition and position-taking in the study of {\textquotedblleft}the sanctity of Jerusalem for the three monotheistic religions{\textquotedblright}

}, year = {2008}, type = {M.A. Thesis}, author = {Margalit Levitan-Oz} } @mastersthesis {686, title = {

The development of Bible Curriculum in State Schools: content, influences and meanings

}, year = {2008}, type = {M.A. Thesis}, author = {Orit Kochavi} } @mastersthesis {712, title = {

The perceptions of parents regarding the transmission of the Jewish tradition to their children in the traditional eastern Jewish sector

}, year = {2008}, type = {M.A. Thesis}, author = {Eliyahu Zohar} } @mastersthesis {690, title = {

Trauma discourse between the first and second generations of the Holocaust in Israeli theater

}, year = {2008}, type = {M.A. Thesis}, author = {Einat Lifshitz-Peri} } @mastersthesis {727, title = {

Ve-Anveihu: God{\textquoteright}s Beauty and Love in Rabbinic Thought

}, year = {2008}, type = {Ph.D. thesis}, author = {Maoz Yacov} } @article {643, title = {

Kol Hamercaz

}, year = {2008} } @book {569, title = {

Back to School: Jewish Day School in the Lives of Adult Jews

}, year = {2008}, publisher = {Wayne State University Press}, organization = {Wayne State University Press}, abstract = {

Beyond the walls of their synagogues, Jewish adults are creating religious meaning in new and diverse ways in a range of unconventional sites. In Back to School, authors Alex Pomson and Randal F. Schnoor argue that the Jewish day school serves as one such site by bringing adults and children together for education, meeting, study, and worship-like ceremonies. Pomson and Schnoor suggest that day school functions as a locus of Jewish identity akin to the Jewish streets or neighborhoods that existed in many major North American cities in the first half of the twentieth century.

Back to School began as an ethnographic study of the Paul Penna Downtown Jewish Day School (DJDS) in Toronto, a private, religiously pluralistic day school that balances its Jewish curriculum with general studies. Drawing on a longitudinal study at DJDS, and against the backdrop of a comparative study of two other Toronto day schools as well as four day schools from the U.S. Midwest, Pomson and Schnoor argue that when parents choose Jewish schools for their children they look for institutions that satisfy not only their children{\textquoteright}s academic and emotional needs but also their own social and personal concerns as Jewish adults. The authors found an uncommon degree of involvement and engagement on the part of the parents, as genuine friendships and camaraderie blossomed between parents, faculty, and administrators. In addition, the authors discovered that parents who considered themselves secular Jews were introduced to or reacquainted with the depth and meaning of Jewish tradition and rituals through observing or taking part in school activities.

Sitting on the cusp between the disciplines of education and the sociology of contemporary Jewish life, Back to School offers important policy implications for how Jewish day schools might begin to re-imagine their relationships with parents. Jewish parents, Jewish studies scholars, as well as researchers of educational and social trends will enjoy this evocative volume.

}, url = {http://www.amazon.com/Back-School-Jewish-Lives-Adults/dp/0814333834}, author = {Alex Pomson and Randal Schnoor} } @book {571, title = {

Mirror Images: Popular Culture and Education

}, year = {2008}, publisher = {Peter Lang Publishing Inc.}, organization = {Peter Lang Publishing Inc.}, abstract = {

"Few books capture as clearly the critical place and influence of popular culture on education. Silberman-Keller, Bekerman, Giroux, and Burbules have launched a collaboration that helps educators understand the learning process outside the confines of classroom pedagogy but provides the conditions of possibility for improving schools. Its expert contributors travel through social experiences that no educator can take for granted any longer as extra-curricular. If schooling is education of the whole person then this book takes us one step closer to that transformation." {\textemdash}Zeus Leonardo,\ University\ of\ California,\ Berkeley

}, url = {http://www.amazon.com/Mirror-Counterpoints-Studies-Postmodern-Education/dp/1433102307/ref=sr_1_1?s=books\&ie=UTF8\&qid=1321180722\&sr=1-1}, editor = {Diana Silberman-Keller and Zvi Bekerman and H. Giroux and Nicholas Burbules} } @book {568, title = {

Modes of Educational Translation

}, year = {2008}, abstract = {
We are proud to present our readers with Volume 13 of our series: Studies in Jewish Education. This volume is concerned with the possibility of {\textquotedblleft}translating{\textquotedblright} insights derived from areas of knowledge sometimes thought to be outside the purview of education {\textendash} to issues and problems on the agenda of educational thinkers, researchers and practitioners.
As we have learned from our teachers, Prof. Seymour Fox, of blessed memory, and Prof. Michael Rosenak (may he be granted many more years of fruitful creativity) {\textendash} {\textquotedblleft}translating{\textquotedblright} from philosophical systems or lead concepts, from principles deriving from the tradition of Jewish thought, or from cultural visions {\textendash} to educational thought and practice,is a most complex matter. Some prefer to work in the {\textquotedblleft}normative{\textquotedblright} mode, wherein normative world views are {\textquotedblleft}translated{\textquotedblright} from fundamental philosophical {\textquotedblleft}principles{\textquotedblright} to educational {\textquotedblleft}ideals,{\textquotedblright} {\textquotedblleft}goals{\textquotedblright} and {\textquotedblleft}means.{\textquotedblright}
In the transition from one category to the next, however, certain terms must necessarily be modified or reinterpreted. This process is both enriching and impoverishing {\textendash} as certain understandings are inevitably {\textquotedblleft}lost{\textquotedblright} in translation even as other insights are gained. Others prefer to work in the {\textquotedblleft}deliberative{\textquotedblright} mode, beginning from symptoms of malaise emanating from the field of educational practice, accessing world-views and disciplines of knowledge in order to arrive at an informed formulation of the {\textquotedblleft}problem,{\textquotedblright} then generating alternative solutions to the {\textquotedblleft}problem{\textquotedblright} {\textendash} alternatives from among which some will be chosen for implementation and others, perhaps just as promising, will have to be discarded or shelved. For those who feel more at home in this mode {\textendash} world-views, concepts, disciplines and cultural visions do not function as overarching norms, but rather as {\textquotedblleft}resources,{\textquotedblright} drawn upon to the degree that they are seen to address problems as experienced by those affected by them. As if this were not complex enough, Prof. Rosenak has reminded us that neither mode {\textendash} normative or deliberative {\textendash} is, or should be sufficient unto itself.
On the one hand, normative discourse that does not also have its {\textquotedblleft}ears tothe ground,{\textquotedblright} picking up on current educational problems and addressing them in terms intelligible to those who suffer from them, will end up being sterile and hortatory. Deliberative discourse, on the other hand,is always anchored in normative assumptions, without which one could not articulate what it is about the {\textquotedblleft}problem{\textquotedblright} that is {\textquotedblleft}problematic,{\textquotedblright} or in need of amelioration. According to Rosenak, there must be a constant, dialectical interaction between the normative and deliberative modes if educational issues are to be addressed both honestly and intelligently.
}, url = {http://melton.huji.ac.il/images/stories/pdf/studies13.pdf}, editor = {Jonathan Cohen and Elie Holzer} } @book {601, title = {

Modes of Educational Translation (Vol. 13)

}, year = {2008}, abstract = {
We are proud to present our readers with Volume 13 of our series: Studies in Jewish Education. This volume is concerned with the possibility of {\textquotedblleft}translating{\textquotedblright} insights derived from areas of knowledge sometimes thought to be outside the purview of education {\textendash} to issues and problems on the agenda of educational thinkers, researchers and practitioners.
As we have learned from our teachers, Prof. Seymour Fox, of blessed memory, and Prof. Michael Rosenak (may he be granted many more years of fruitful creativity) {\textendash} {\textquotedblleft}translating{\textquotedblright} from philosophical systems or lead concepts, from principles deriving from the tradition of Jewish thought, or from cultural visions {\textendash} to educational thought and practice,is a most complex matter. Some prefer to work in the {\textquotedblleft}normative{\textquotedblright} mode, wherein normative world views are {\textquotedblleft}translated{\textquotedblright} from fundamental philosophical {\textquotedblleft}principles{\textquotedblright} to educational {\textquotedblleft}ideals,{\textquotedblright} {\textquotedblleft}goals{\textquotedblright} and {\textquotedblleft}means.{\textquotedblright}
In the transition from one category to the next, however, certain terms must necessarily be modified or reinterpreted. This process is both enriching and impoverishing {\textendash} as certain understandings are inevitably {\textquotedblleft}lost{\textquotedblright} in translation even as other insights are gained. Others prefer to work in the {\textquotedblleft}deliberative{\textquotedblright} mode, beginning from symptoms of malaise emanating from the field of educational practice, accessing world-views and disciplines of knowledge in order to arrive at an informed formulation of the {\textquotedblleft}problem,{\textquotedblright} then generating alternative solutions to the {\textquotedblleft}problem{\textquotedblright} {\textendash} alternatives from among which some will be chosen for implementation and others, perhaps just as promising, will have to be discarded or shelved. For those who feel more at home in this mode {\textendash} world-views, concepts, disciplines and cultural visions do not function as overarching norms, but rather as {\textquotedblleft}resources,{\textquotedblright} drawn upon to the degree that they are seen to address problems as experienced by those affected by them. As if this were not complex enough, Prof. Rosenak has reminded us that neither mode {\textendash} normative or deliberative {\textendash} is, or should be sufficient unto itself.
On the one hand, normative discourse that does not also have its {\textquotedblleft}ears tothe ground,{\textquotedblright} picking up on current educational problems and addressing them in terms intelligible to those who suffer from them, will end up being sterile and hortatory. Deliberative discourse, on the other hand,is always anchored in normative assumptions, without which one could not articulate what it is about the {\textquotedblleft}problem{\textquotedblright} that is {\textquotedblleft}problematic,{\textquotedblright} or in need of amelioration. According to Rosenak, there must be a constant, dialectical interaction between the normative and deliberative modes if educational issues are to be addressed both honestly and intelligently.
}, editor = {Jonathan Cohen and Elie Holzer} } @book {570, title = {

Cultural Education-Cultural Sustainability: Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies

}, year = {2008}, publisher = {Routledge}, organization = {Routledge}, abstract = {

This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way.

As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant.

Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others{\textquoteright} efforts to sustain cultures, and will engage in critical reflection on their own work vis-{\`a}-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.

}, url = {http://www.amazon.com/Cultural-Education-Sustainability-Ethno-Religious-Multicultural/dp/0415995906/ref=sr_1_1?s=books\&ie=UTF8\&qid=1321180690\&sr=1-1}, editor = {Zvi Bekerman and Ezra Kopelowitz} } @article {641, title = {

Kol Hamercaz

}, year = {2007} } @article {642, title = {

Kol Hamercaz

}, year = {2007} } @book {566, title = {

The Hebrew Language in the Era of Globalization

}, year = {2007}, abstract = {

12th\ volume of the series "Studies in JewishEducation"

Editors: Nava Nevo and Elite Olshtain

The\ Hebrew\ University\ Magnes Press,\ Jerusalem

The book {\textquoteright}The Hebrew Language in the Era of Globalization{\textquoteright} is designed for researchers, for teachers of Hebrew in educational frameworks, and for those who love the language, and allows for a comprehensive study of varied aspects of the language. The book brings to center stage research issues regarding Hebrew in its cultural, social, and linguistic contexts, discusses the state of Hebrew in\ Israel\ and in the world, and looks into current curricula for the teaching of Hebrew as a second language. The book is comprised of three sections. The first section covers the following topics: The state of Hebrew in the context of Israel-Diaspora relations; Hebrew in European and American universities; the dilemma of the language of prayer; challenges that the modern reader confronts in a classical text; linguistic and socio-linguistic trends in modern Hebrew; achievements of new immigrant students in academic Hebrew; the theoretical basis for the development of curricula for the teaching of Hebrew as a first and second language; and language policy in a multi-lingual and multi-cultural society such as Israel. The second section presents the new curriculum for learners of Hebrew in the Arab sector as well as curricula for the teaching of Hebrew in the Diaspora for kindergarten children, elementary school students and junior-high and high school students. The third section expresses concern about the future of Hebrew both inIsrael\ and in the Diaspora in the era of globalization.

The book is unique in that it combines theory and practice; deals with different representation of Hebrew - as a first, second, and heritage language; relates to learners of different ages and of a number of different populations {\textendash} native speakers of Hebrew, new immigrants, the Arab sector in Israel, and Jewish communities in the Diaspora.

}, editor = {Nava Nevo and Elite Olshtein} } @book {600, title = {

The Hebrew Language in the Era of Globalization (Vol. 12)

}, year = {2007}, abstract = {

The book {\textquoteright}The Hebrew Language in the Era of Globalization{\textquoteright} is designed for researchers, for teachers of Hebrew in educational frameworks, and for those who love the language, and allows for a comprehensive study of varied aspects of the language. The book brings to center stage research issues regarding Hebrew in its cultural, social, and linguistic contexts, discusses the state of Hebrew in\ Israel\ and in the world, and looks into current curricula for the teaching of Hebrew as a second language. The book is comprised of three sections. The first section covers the following topics: The state of Hebrew in the context of Israel-Diaspora relations; Hebrew in European and American universities; the dilemma of the language of prayer; challenges that the modern reader confronts in a classical text; linguistic and socio-linguistic trends in modern Hebrew; achievements of new immigrant students in academic Hebrew; the theoretical basis for the development of curricula for the teaching of Hebrew as a first and second language; and language policy in a multi-lingual and multi-cultural society such as Israel. The second section presents the new curriculum for learners of Hebrew in the Arab sector as well as curricula for the teaching of Hebrew in the Diaspora for kindergarten children, elementary school students and junior-high and high school students. The third section expresses concern about the future of Hebrew both in\ Israel\ and in the Diaspora in the era of globalization.

The book is unique in that it combines theory and practice; deals with different representation of Hebrew - as a first, second, and heritage language; relates to learners of different ages and of a number of different populations {\textendash} native speakers of Hebrew, new immigrants, the Arab sector in Israel, and Jewish communities in the Diaspora.

}, editor = {Nava Nevo and Elite Olshtein} } @book {567, title = {

Addressing Ethnic Conflict through Peace Education: International Perspectives

}, year = {2007}, publisher = {Palgrave Macmillan}, organization = {Palgrave Macmillan}, abstract = {

The volume brings together an outstanding group of international scholars from the field of peace/co-existence education and education for social cohesion to build understanding of the impact of sustained educational efforts towards peace, co-existence and reconciliation in countries emerging from protracted conflict. It explores the impact of innovative long term methods of pursuing peace and reconciliation such as the creation of integrated schools and/or policy whose central aim is the celebration of diversity and rejection of prejudice in countries where prolonged interracial or interethnic conflict has scarred society.

}, url = {http://www.amazon.com/Addressing-Ethnic-Conflict-through-Education/dp/1403971684}, editor = {Zvi Bekerman and Claire McGlynn} } @book {588, title = {

Philosophers and Scholars: Wolfson, Guttmann and Strauss on the History of Jewish Philosophy

}, year = {2007}, abstract = {

Jonathan Cohen brings together the views of three of the greatest scholar-thinkers in the area of Jewish philosophy of the twentieth century, Harry Austryn Wolfson (1887-1974), Julius Guttmann (1880-1950), and Leo Strauss (1899-1973). Each thinker{\textquoteright}s construction of Jewish philosophy is presented through individual definitions of Judaism and philosophy, understandings of its historical development, and analyses of the canons used in interpretations of Jewish philosophical texts.

}, url = {http://www.amazon.com/Philosophers-Scholars-Wolfson-Guttmann-Philosophy/dp/0739119990/ref=sr_1_1?ie=UTF8\&qid=1410776233\&sr=8-1\&keywords=jonathan+cohen+philosophers+and+scholar}, author = {Jonathan Cohen} } @mastersthesis {725, title = {

Food and Feasting as Indicators of Religious and Social Status in the World of the Sages

}, year = {2006}, type = {Ph.D. thesis}, author = {Ruhama Weiss} } @mastersthesis {718, title = {

Ideological Encounters: Case Studies of Teacher Supervision in Jewish Education

}, year = {2006}, type = {Ph.D. thesis}, author = {Michal Muszkat-Barkan} } @mastersthesis {692, title = {

Lag Ba{\textquoteright}omer {\textendash} the revival of festival by the Zionist movement and the formative role of youth-movements in its development

}, year = {2006}, type = {M.A. Thesis}, author = {Dr. Michael Gillis} } @mastersthesis {705, title = {

Multilingual Children{\textquoteright}s Perceptions of Self and Others: An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School

}, year = {2006}, type = {M.A. Thesis}, author = {Julia Shlam-Salman} } @article {640, title = {

Kol Hamercaz

}, year = {2006} } @book {565, title = {

Learning in Places: The Informal Education Reader

}, year = {2006}, abstract = {

Learning in Places\ is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes{\textemdash}in museums, workplaces, classrooms, places of recreation{\textemdash}in a variety of political, social and cultural contexts around the world.\ Learning in Placespresents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.

}, url = {http://www.amazon.com/Learning-Places-Counterpoints-Postmodern-Education/dp/0820467863/ref=sr_1_1?s=books\&ie=UTF8\&qid=1321180256\&sr=1-1}, author = {Diana Silberman-Keller}, editor = {Nicholas Burbules and Zvi Bekerman} } @mastersthesis {721, title = {

Attitudes of Religious Education Towards Family Life Education

}, year = {2005}, type = {Ph.D. thesis}, author = {Bruria Samet} } @mastersthesis {695, title = {

An experiment at the Experimental School in a different kind of learning: Exploring commitment and responsibility

}, year = {2005}, type = {M.A. Thesis}, author = {Sammy Press} } @mastersthesis {685, title = {

Elementary School Teachers{\textquoteright} Knowledge about Bible in National Religious Schools: A Case Study

}, year = {2005}, type = {M.A. Thesis}, author = {Nechama Kalmenovitz} } @mastersthesis {670, title = {

Ever-continuous spiritual inspiration and free-choice: Theory and enactment in Menahem Brinker{\textquoteright}s vision of secular-Jewish education

}, year = {2005}, type = {M.A. Thesis}, author = {Matan Barak} } @mastersthesis {676, title = {

Model of pluralistic Jewish education: a collective case study of three Keshet schools

}, year = {2005}, type = {M.A. Thesis}, author = {Ronit Charust} } @mastersthesis {704, title = {

Portrayals of Death in Russian language adaptations of Bible Stories for Children

}, year = {2005}, type = {M.A. Thesis}, author = {Vassalisa Shkolovsky-Kurdy} } @mastersthesis {680, title = {

The influence of shlichut (working as an emissary) in American summer camps on individuals{\textquoteright} Jewish identities

}, year = {2005}, type = {M.A. Thesis}, author = {Tova Gar} } @mastersthesis {699, title = {

The Water Cistern and the overflowing Fountain-Literary Representations of Rabbinic Personalities as a Reflection of Educational Philosophy

}, year = {2005}, type = {M.A. Thesis}, author = {Leah Rosental} } @mastersthesis {703, title = {

Teaching Talmud in a religious school: an Ethnographic study

}, year = {2005}, type = {M.A. Thesis}, author = {Aliza Segal} } @mastersthesis {679, title = {

מיפוי "ספרות כוונות" לסידור התפילה

}, year = {2005}, type = {M.A. Thesis}, author = {Ariel Fogelman} } @article {639, title = {

Kol Hamercaz

}, year = {2005} } @article {638, title = {

Kol Hamercaz

}, year = {2005} } @book {599, title = {

Languages and Literatures in Jewish Education (Vol. 11)

}, year = {2005} } @book {564, title = {

Multiple Case Narrative: A Qualitative Approach to Studying Multiple Populations

}, year = {2005}, abstract = {

This book introduces a methodology for the construction of a comprehensive narrative description and narrative-based theory from the study of multiple populations. The book has two parallel foci. On the one hand, it is a conceptual treatise, focusing on the principles of the Multiple Case Narrative. On the other hand, it also has a practical "how-to" focus with a step-by-step guide to conducting a Multiple Case Narrative. The book is accessible and comprehensive and addresses both those in the field as well as those with little background in the methodologies of narrative study and qualitative research. This book is also relevant to those who are interested in other qualitative varieties like single and collective narrative inquiry, single and collective case study, as well as ethnography, because each of the procedures and techniques described here can be easily utilized for conducting other types of qualitative research.

}, url = {http://www.amazon.com/Multiple-Case-Narrative-Qualitative-Populations/dp/9027226474/ref=sr_1_1?ie=UTF8\&qid=1341827290\&sr=8-1\&keywords=multiple+case+narrative}, author = {Asher Shkedi} } @article {637, title = {

Kol Hamercaz

}, year = {2004}, url = {http://melton.huji.ac.il/images/stories/pdf/December2004.pdf} } @article {636, title = {

Kol Hamercaz

}, year = {2004}, url = {http://melton.huji.ac.il/images/stories/pdf/May2004.pdf} } @book {598, title = {

In Search of a Jewish Paideia (Vol. 10)

}, year = {2004} } @article {635, title = {

Kol Hamercaz

}, year = {2003}, url = {http://melton.huji.ac.il/images/stories/pdf/October2003.pdf} } @article {634, title = {

Kol Hamercaz

}, year = {2003} } @book {563, title = {

Tree of Life: Tree of knowledge - Conversations with the Torah

}, year = {2003}, abstract = {

Viewing education through the prism of the Torah,\ Tree of Life, Tree of Knowledgetakes the reader through the stages of learning, growth, and self-development that characterize human lives. The journey begins with education as it happens in the home, moves on to the institutions of society, especially schools, and then on to the questions of identity and commitment which constitute the hidden agenda of "informal educational networks." The self-education of the individual is explored: When does one "grow up"? What is really worth knowing? How does one cope with memories, illness, and anticipation of what lies ahead? This book examines some of the millennial conversation in an attempt to discover an educational philosophy in the Torah that can be relevant to life in the contemporary world.\ --This text refers to an out of print or unavailable edition of this title.

}, url = {http://www.amazon.com/Tree-Life-Knowledge-Conversations-Torah/dp/0813365619}, author = {Michael Rosenak} } @book {597, title = {

Understanding the Bible in Our Times (Vol. 9)

}, year = {2003} } @book {1685, title = {

On Second Thought: Tradition and Modernity in Jewish Contemporary Education

}, year = {2003}, publisher = {The Hebrew University Magnes Press / The Center for Jewish Educational Thought, Lifshitz Academic College}, organization = {The Hebrew University Magnes Press / The Center for Jewish Educational Thought, Lifshitz Academic College}, address = {Jerusalem}, author = {Michael Rosenak} } @book {562, title = {

The Gaon of Vilna: The Man and his Image

}, year = {2002}, abstract = {

"A pathbreaking book in Jewish Studies. Etkes is careful to separate the man himself from the mythic role he later came to occupy in the modern Jewish landscape. This emphasis upon {\textquoteright}image,{\textquoteright} and not only upon the {\textquoteright}man,{\textquoteright} gives the Etkes volume a unique and broad flavor."--David Ellenson, author of\ Between Tradition and Culture

"Etkes probes the image and reception of the Vilna Gaon in the movements he spawned (Haskalah) and opposed (Hasidism) and provides a sophisticated sense of the dynamism and power of historical images in forging battle lines in the highly fractious world of nineteenth-century Eastern European Jewish culture."--David N. Myers, author of\ Re-Inventing the Jewish Past

}, url = {http://www.amazon.com/Gaon-Vilna-Man-His-Image/dp/0520223942}, author = {Immanuel Etkes} } @article {606, title = {

Kol Hamercaz

}, year = {2002} } @book {596, title = {

Teaching Classical Rabbinic Texts (Vol. 8)

}, year = {2002} } @book {595, title = {

Origins: The Beginnings of Jewish Educational Institutions (Vol. 7)

}, year = {1994} } @book {594, title = {

Teaching Jewish Values: A case of curriculum development, (V. 6)

}, year = {1992} } @book {593, title = {

Educational Issues and Classical Jewish Texts, Volume 5

}, year = {1990} } @book {592, title = {

Studies in Jewish Education, Volume 4

}, year = {1989} } @book {591, title = {

Studies in Jewish Education, Volume 3

}, year = {1987} } @book {590, title = {

Studies in Jewish Education, Volume 2

}, year = {1984} } @book {589, title = {

Studies in Jewish Education, Volume 1

}, year = {1983} }