Worth Knowing: Talmud Study and the Intellectual Values of High School Students at Liberal Jewish Day Schools

Autor/in	Levites, Arielle
Titel	Worth Knowing: Talmud Study and the Intellectual Values of High School Students at Liberal Jewish Day Schools
Quelle	In: Journal of Jewish Education, 86 (2020) 1, S.65-93 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2020.1710810
Schlagwörter	Jews; Judaism; Religious Education; Day Schools; Student Attitudes; High School Students; Values; Beliefs; Goal Orientation; Religious Factors; Intellectual Development + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Day school; Halbtagsschule; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wertbegriff; Belief; Glaube; Zielorientierung; Zielvorstellung; Mental development; Geistige Entwicklung
Abstract	What do Jewish day school students believe constitutes good understanding and worthwhile learning in the context of their encounter with rabbinic texts in the classroom? This article shares findings from an interview study of Jewish day school students in grades 9 through 12 regarding their attitudes toward the study of Talmud. I argue that high school students' estimations of the value of Talmud study are shaped, not only by individually held tastes, talents, and commitments, but also by a set of shared intellectual values. These values, related to their beliefs about the purposes of learning and what good learning should accomplish for the learner, develop in the context of their schools and communities and frame how students set goals for and assess their own understanding of Talmud. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01