Text, Context, and Knowledge Building: Creating, Crisscrossing, and Rising above Jewish Identity

Autor/inn/en	Cohen, Etan; Ben-Zvi, Dani
Titel	Text, Context, and Knowledge Building: Creating, Crisscrossing, and Rising above Jewish Identity
Quelle	In: Journal of Jewish Education, 86 (2020) 4, S.416-445 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Etan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2020.1800435
Schlagwörter	Jews; Judaism; Self Concept; Foreign Countries; Public Schools; Teaching Methods; Educational Objectives; Religious Factors; Religious Education; Democratic Values; Philosophy; Grade 10; High School Students; Curriculum Design; Futures (of Society); Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Selbstkonzept; Ausland; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Philosophie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrplangestaltung; Future; Society; Zukunft
Abstract	Jewish education in Israel's non-religious state ("Mamlakhti") schools is intended to support an open-ended, pluralistic dialogue surrounding the question of Jewish identity. The distinct features of Knowledge Building Communities (KBCs) set them apart as a pedagogical approach that is particularly suitable for achieving this educational goal. In this article, we report on a year-long study that redesigned a tenth-grade Jewish philosophy class in Israel as a KBC. Our findings indicate that students co-created a Jewish-identity idea landscape, which they crisscrossed and rose above, to develop a deeply nuanced understanding of contemporary Jewish identity in Israel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01