Search results
Your search found 3 items
Sort: Relevance | Topics | Title | Author | Publication Year
Home  / Search Results
Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community
Author(s): Stern, Julian; Kohn, Eli
Date: 2023
Topics: Interviews, Main Topic: Education, Jewish Teachers, Jewish Schools, Orthodox Judaism
Abstract: The contrast between student-centred and knowledge-centred teaching is explored through a qualitative case study exploration of the pedagogies (Bruner’s ‘folk pedagogies’) of six teachers of Jewish studies. These teachers, based in orthodox Jewish schools in the UK and Australia, discussed their roles as teachers in the context of their responsibility for inducting students into the Jewish community. They appear to overcome (or at least mitigate) the tensions between being student-centred and knowledge-centred through understanding both students and knowledge in communal terms. This communally-focused approach, drawing on the philosophers of ‘personal’ knowledge such as Polanyi, and of personalist approaches to schooling such as those of Macmurray and Noddings, is then proposed as of value in debates on schooling and the curriculum in general, well beyond the religious context of this particular research.
What should I have learned as a Jew after 12 years in a Jewish school?: A Curriculum Study of Centrist-Orthodox Jewish Day Schools in the UK
Author(s): Kohn, Eli
Date: 2011
Topics: Main Topic: Education, Jewish Schools, Jewish Education, Curriculum, Orthodox Judaism
Abstract: What is the ideal Jewish Education for children going to Jewish schools in the Diaspora in the 21st century? This paper aims to offer some directions in response to this question within the context of centrist orthodox Jewish day schools in the UK. In June 2005, the Lookstein Center for Jewish Education at Bar Ilan University in Ramat Gan, Israel was approached by the United Jewish Israel Appeal (UJIA) of the UK to design a Scoping Paper outlining the Jewish studies curriculum expectations of graduates from central orthodox day schools in the UK. This work was to provide the foundations for intensive curriculum work in Jewish studies in these schools. The paper focuses on the process by which these curriculum expectations were reached. The conceptual model that is presented attempts to show how a synthesis between Fullan's collaboration model and Schwab's 'commonplaces' concept can yield a fruitful foundation for a successful curriculum process. The paper also outlines the weaknesses of the Fullan/Schwab model as evidenced in the process of consultation undertaken with various stakeholder groups within the UK Jewish school setting and subsequent implementation of the curriculum model.
Designing a curriculum model for the teaching of the Bible in UK Jewish secondary schools: a case study
Author(s): Kohn, Eli
Date: 2012
Topics: Jewish Schools, Jewish Education, Curriculum, Teaching, Main Topic: Education
Abstract: This paper describes the process of designing a curriculum model for Bible teaching in UK Jewish secondary schools. This model was designed over the period 2008–2010 by a team of curriculum specialists from the Jewish Curriculum Partnership UK in collaboration with a group of teachers from Jewish secondary schools. The paper first outlines the context of UK Jewish secondary schools and then the curriculum context in which this specific model was designed. It then details the model itself and concludes with a discussion of the implementation of the model and associated challenges.