John Dewy wrote Experience and Education in 1938. It created the foundations of Experiential Education. Now, David Bryfman has edited Experience and Jewish Education and thereby founded the field of Jewish Experiential Education.

Explores the richness and meaning of Jewish life through history, introducing the basics of Jewish history, the tradition of texts, key philosophical and theological issues and thinkers, the Judaic calendar, contemporary global concerns and what the future may portend for Judaism. Original.

Joseph Reimer uses his experience and talent as an ethnographer to bring to life the drama of one synagogue’s struggle to make Jewish education work. Reimer spent more than two years as an observer within the synagogue, studying the afternoon religious education programs for children, families, and adults. As a result of his observations and discussions with rabbis, teachers, and parents, Reimer came away with the important insights into what makes Jewish education succeed, which form the basis for this book.

This book looks at the philosophical consideration of Jewish existence in our time, as reflected in Jewish education, its alternative visions, its purposes and instrumentalities, the values it should serve, and the personal and social character it ought to foster. Prevalent conceptions and practices of Jewish education are neither sufficiently reflective nor thoroughgoing enough to meet the multiple challenges that the world now poses to Jewish existence and continuity. New efforts are needed to develop an education of the future that will honor the riches of the Jewish past and grasp the opportunities of fruitful interactions with the general culture of the present. To promote such efforts, six leading scholars in this book formulate their variant visions of an ideal Jewish education for the contemporary world. This book also translates these visions into educational practice and, finally, articulates a vision abstracted from a case study of a school's ongoing practice.

When What We Know about Jewish Education was first published in 1992, Stuart Kelman recognized that knowledge and understanding would greatly enhance the ability of professionals and lay leaders to address the many challenges facing Jewish education. With increased innovation, the entry of new funders, and the connection between Jewish education and the quality of Jewish life, research and evaluation have become, over the last two decades, an integral part of decision making, planning, programming, and funding.

This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.

The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

A research based article which defines the scope of Jewish family education. areas discussed are how Jfe developed as a discipline, the target audience, goals and difficulties encountered in the evaluation process.

Bernard Reisman is in many ways the founding father of informal Jewish education as a full-fledged domain within the larger world of Jewish learning. His original volume, when it appeared in 1978, revolutionized much of Jewish educational practice for both youth and adults. Over the years, experiential education has proven itself to be a powerful tool not only for motivating, but for reaching generations of teenagers, young leaders, and veteran adult learners about Jewish issues, values, and their own identities. This new edition of Reisman's classic compendium of informal educational principles, guidelines, and activities enriches the storehouse of resources on which professional educators and lay program leaders can draw to address both timeless and timely concerns. For those for whom experiential and informal education are concepts whose importance is recognized but whose effective practice is not well understood, this book from the master will prove a highly valuable guide and companion.