Abstract: This research considers an existential exploration of the experience of coming out in the Orthodox Jewish community. It is grounded in a qualitative, phenomenological and existential methodology. Eight participants were interviewed, all male between the ages of 20-30, who grew up in the Orthodox Jewish community and came out as gay, a minimum of three years ago. The interviews were semi-structured in nature; they were recorded and transcribed. The interview transcripts were analysed using SEA, a phenomenological and existential research tool. It used two specific features of SEA; the four worlds and its paradoxes, and the timeline tool. Accordingly, data was analysed against the four existential worlds, and the four periods of time identified in the timeline tool; with the moments of coming out being the present focus. Key themes, paradoxes and similarities were drawn out from across the analysis. They were then analysed alongside a consideration of relevant literature, also presented in this study. Overall, significant findings were identified, which both resonated with, supported and questioned existing literature. Findings were linked to four particular time periods: before, during and after coming out, and the ongoing state of participants. The findings relating to the time period before coming out mainly linked to matters around identity and findings linked to the actual moments of coming out mainly related to embodiment overall. The findings of the time period immediately after coming out linked to relationships and emotions, whereas the findings linking to the ongoing state of participants were to do with spirituality and meaning. This study concludes by outlining the valuable contribution these findings have made to Counselling Psychology, as well as areas that have been highlighted as ripe for further research.
Abstract: Most Jewish day schools in the United Kingdom underperform in the teaching and
learning of Hebrew. Indeed, prominent figures in the UK Jewish establishment have
singled out the teaching of Ivrit (Modern Hebrew) in Jewish day schools as in need of
improvement. Former Chief Rabbi Lord Sacks argues that whilst children are undoubtedly
better educated Jewishly now than in the past, many challenges remain.
I contend that the physical separation between the Jewish Studies and the Hebrew
departments in Jewish day schools does a disservice to both by shutting the door to
crucial teaching and learning opportunities of Hebrew. I recommend that Jewish day
schools should be working towards breaking down these ‘barriers’. In the present
research, I address this issue from the perspective of my own interest, namely Hebrew
pedagogy. My research investigates the extent to which creating connections between
Biblical Hebrew and Modern Hebrew can enhance the teaching and learning of Hebrew in
Jewish day schools.
I employ an Action Research methodology within the context of a case study using
elements of Appreciative Inquiry and written through the lens of Autoethnography. From a
theoretical perspective, I draw on research regarding second and foreign language
acquisition and suggest that Ivrit cannot be separated from its religious, cultural and
historic framework. That is, while Hebrew is taught in the United Kingdom as a Modern
Foreign Language, I propose that we are in fact teaching a cultural language. This term
more aptly describes a modern living language bound up in a particular religion, culture
and time, as is Ivrit. Using the Hebrew root letters as the route to link Biblical and Modern
Hebrew, my research demonstrates that this integration can enhance the teaching and
learning of both. My case study shows that schools and teachers who choose to integrate
Biblical and Modern Hebrew can successfully embrace educational change, a process
which will require them to confront their belief systems as well as accepting new teaching
approaches and materials.
The Hebrew language has evolved, survived and thrived over the millennia and for me it is
the essence of Jewish survival.
