A Theory of "Havruta" Learning

Autor/in	Kent, Orit
Titel	A Theory of "Havruta" Learning
Quelle	In: Journal of Jewish Education, 76 (2010) 3, S.215-245 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Jews; Religious Education; Cooperative Learning; Judaism; Educational Philosophy; Reader Text Relationship; Learning Strategies; Listening; Discussion; Questioning Techniques; Teaching Methods; Inquiry; Preservice Teachers; Higher Education; Massachusetts + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kooperatives Lernen; Judaismus; Bildungsphilosophie; Erziehungsphilosophie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hörvorgang; Zuhören; Diskussion; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Master-Studiengang
Abstract	Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused conversation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interactions and proposes a theory of havruta learning as composed of three pairs of core practices: listening and articulating; wondering and focusing; and supporting and challenging. Through a close analysis of one particular havruta session, the author illustrates and probes the havruta practices and the ways in which they can give rise to generative, textually grounded interpretive discussions of classical Jewish texts. This theory may also be a helpful lens for both studying and elucidating text-based discussions of other kinds of texts in small and large group settings. (Contains 13 footnotes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10