| Description |
1 online resource (ix, 252 pages) |
| Series |
Jewish identity in post-modern society |
|
Jewish identities in post modern society.
|
| Contents |
Title Page -- Copyright -- Acknowledgments -- Table of Contents -- Preface -- Contextual Foundations -- Theoretical Foundations -- Setting the Stage for Havruta Learning -- Questioning for Interpretation -- Listening for Interpretation -- Supporting and Challenging -- Evaluating Interpretations -- Dialoguing with Texts and Partners -- The Educational Value of Havruta Text Study -- Bibliography -- Index |
| Summary |
No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students' reflections, exercises for students, and other instructional materials for teaching core concepts and practices |
| Bibliography |
Includes bibliographical references (pages 234-248) and index |
| Notes |
In English |
|
Print version record |
| Subject |
Group work in education.
|
|
Teaching teams.
|
|
EDUCATION -- Administration -- General.
|
|
EDUCATION -- Organizations & Institutions.
|
|
Teaching teams
|
|
Group work in education
|
| Form |
Electronic book
|
| Author |
Kent, Orit, author
|
| ISBN |
9781618112910 |
|
1618112910 |
|
