Theories of Transformative Learning in Jewish Education: Three Cases

Autor/in	Levisohn, Jon A.
Titel	Theories of Transformative Learning in Jewish Education: Three Cases
Quelle	In: Journal of Jewish Education, 83 (2017) 3, S.209-238 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levisohn, Jon A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2017.1346950
Schlagwörter	Transformative Learning; Educational Experience; Jews; Judaism; Self Concept; Religious Education; Case Studies; Models; Learning Theories; Fellowships; Foreign Countries; Leadership; Conflict; Organizations (Groups); Program Descriptions; Lay People; High School Students; North Americans; Israel; Palestine + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Bildungserfahrung; Jew; Jude; Jüdin; Juden; Judaismus; Selbstkonzept; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Case study; Fallstudie; Case Study; Analogiemodell; Learning theory; Lerntheorie; Fellowship; Stipendium; Ausland; Führung; Führungsposition; Konflikt; Laie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Palästina
Abstract	We frequently encounter the claim that a particular Jewish educational experience will be "transformative" for the participants. The language may be hyperbole. But it may also point to educators' aspirations to affect not just knowledge and practice but character and identity. In order to understand this phenomenon--not the phenomenon of the use of the language of transformation, per se, but the phenomenon of aspirational Jewish educational programs--this article develops three case studies (Encounter, the Bronfman Fellowship, and the Wexner Heritage Program). What emerges from these cases is a set of models or theories of transformative change: the Maimonides model, learning a habit such that, over time, habit becomes character; the paradise-and-exile model, becoming a seeker after an ideal that one has glimpsed; and the outsider-to-insider model, moving from a sense of fraudulence to a sense of confidence within a particular domain. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01