Newsletter - Kol Hamercaz

At Home in the World: Human nature, ecological thought and education after Darwin
Schwartz E. At Home in the World: Human nature, ecological thought and education after Darwin. Suny Press; 2010. Buy itAbstract

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'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.

Deitcher H, Pomson A. Jewish Day Schools Worldwide: Achievements, Challenges and Aspirations.; 2010.
Where's my Miracle?
Schwartz M. Where's my Miracle?. Gefen Publishing House; 2010. Buy itAbstract

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 Yeshiva University 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.

Halevy H-C. An analysis of Rabi Yehuda Leon Ashkenazi's educational approach through confronting the question: Could Rabi Ashkenazi's educational approach be considered as a Jewish educational philosophy according to Michael Rozenak's criteria. The Melton Centre for Jewish Education. 2009.
Lewis R. And before Honor-Humility: The Ideal of Humanity in the Moral Language of the Sages". The Melton Centre for Jewish Education. 2009.
Pundyk M. Approaches to teaching Jewish Philosophy: A case study of a TeacherTraining Program for Jewish Subjects. The Melton Centre for Jewish Education. 2009.
Singer Y. Exhibiting the Holocaust: A Comparative Analysis of the Permanent Exhibits in Yad Vashem & the United States Holocaust Memorial Museum. The Melton Centre for Jewish Education. 2009.
Ofer Y. Experiences of Judaism: Formative Jewish experiences and processes among pre-service teachers in the field of Jewish studies. The Melton Centre for Jewish Education. 2009.
Warshawsky K. Returning To The Own Borders: A Social Anthropological Study of Contemporary Messianic Jewish Identity in Israel. The Melton Centre for Jewish Education. 2009.
Walfish R. Teaching Biblical Miracle Stories in Israeli State Religious Schools. The Melton Centre for Jewish Education. 2009.
Nuriel-Katz K. The approach to teaching the Bible: A Case Study of student-teachers in the Training Program for outstandingstudents. The Melton Centre for Jewish Education. 2009.
Tsirolnik I. The Masorti Jew - Major components identity and their transmission to the future generation. The Melton Centre for Jewish Education. 2009.
Kol Hamercaz
Kol Hamercaz. 2009;(December 2009).PDF icon Kol Hamercaz Dec2009.pdf
Jewish Day Schools, Jewish Communities: A Reconsideration
Pomson A, Deitcher H ed. Jewish Day Schools, Jewish Communities: A Reconsideration. (Pomson A, Deitcher H). Littman Library Of Jewish Civilization; 2009. Buy itAbstract

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...

Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives
McGlynn C, Bekerman Z, Zembylas M, Gallagher T ed. Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives. (McGlynn C, Bekerman Z, Zembylas M, Gallagher T). Palgrave Macmillan; 2009. Buy itAbstract

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.

The Stabilization of Rabbinic Culture, 100 C.E. -350 C.E.: Texts on Education and Their Late Antique Context
Hirshman M. The Stabilization of Rabbinic Culture, 100 C.E. -350 C.E.: Texts on Education and Their Late Antique Context. Oxford University Press; 2009. Buy itAbstract

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.