"Feeling Jewish" and "Knowing Jewish": The Cognitive Dimension of Informal Education

Autor/in	Gamoran, Adam
Titel	"Feeling Jewish" and "Knowing Jewish": The Cognitive Dimension of Informal Education
Quelle	In: Journal of Jewish Education, 73 (2007) 2, S.123-125 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Stellungnahme; Jews; Informal Education; Judaism; Cognitive Development; Educational Objectives; Socialization + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Informelle Bildung; Nichtformale Bildung; Judaismus; Kognitive Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Socialisation; Sozialisation
Abstract	This article presents the author's response to Joseph Reimer's article titled, "Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education." Reimer's essay on the goals of informal education is a welcome contribution to discussions about whether and how Jewish education may contribute to the continuity of Jews and Judaism across generations of diaspora Jewry. He makes a strong case for the importance of addressing educational as well as socialization goals, explaining that "informal Jewish education has to involve more than a warm bath of meaningful experiences and good feelings" (Reimer, 2007, p. 16). Despite his assertion that education involves acquisition of knowledge as well as attitudes, values, and skills, most of Reimer's essay is concerned with the skills and values required for the practice of Judaism. However, the author argues that informal Jewish education has extraordinary potential for enhancing not only values and skills, but also the cognitive domain of Jewish practice: knowledge of content embodied in sacred and contemporary texts upon which Jewish tradition and continuity are based. He discusses how an emotionally captivating experience can engage a learner in a cognitive development. Although the learner is typically unaware that the informal setting is designed to promote cognitive development (as opposed to the school setting, where cognitive goals are front and center), informal educators often have such aims in mind. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10