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.

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.

In Vision at Work: The Theory and Practice of Beit Rabban, Daniel Pekarsky offers a philosophical portrait of a vision-guided school. In a series of engaging letters to his imagined correspondent, Pekarsky depicts a real Jewish day school, Beit Rabban, which explicitly incorporates into its educational design a vision of the kind of person and community that it aspires to promote. Beit Rabban is guided by a vision of Jewish life that puts engagement with classical Jewish texts and the alleviation of human suffering at the center. The school's practice embodies the conviction of its visionary leader that these and other activities should take place in a learning community that emphasizes intellectual openess, rigorous thinking and imaginative problem-solving. While describing the philosophy and practice of Beit Rabban, Pekarsky also addresses the problems faced by educators and others who wish to create and maintain vision-guided schools. Vision at Work will be of interest to educational theorists, to educators, and to anyone concerned with basic educational questions and with the challenges that confront both general and Jewish education.

Discover the Jewish tradition’s insights on growing older and eldercare in this groundbreaking resource—the only one of its kind! “Judaism can be [tremendously] powerful for those searching for new meaning and roles, for perspective on life’s profound questions, and for solace amid the inevitable loss and change of later life.... It is time to forge a new paradigm for the Jewish response to aging.” —from the Introduction From the rapidly changing retirement years to the sometimes wrenching challenges of dementia and chronic illness, spiritual questions and needs among today’s elders and caregivers are central. This rich resource probes Jewish texts to offer solutions and suggestions for finding meaning, purpose and community within Jewish tradition. With timely—and timeless—wisdom, this rich resource probes Jewish texts, spirituality and observance, uncovering a deep, never-before-realized approach to responding to the challenges of aging with a refreshing and inspiring vitality. The insights—spanning textual analysis and spiritual and pastoral perspectives—provide practical guidance in spiritual care and communal programming to dynamically engage and serve elders and their families. Accessible and honest, Jewish and non-Jewish clergy, chaplains, elder- and healthcare professionals, volunteers and family members will find this guide an invaluable asset as they explore how to empower elders and their families through daily spiritual and communal life.

A perfect guide to those wishing to understand the contemporary Jewish day school. This book takes readers inside Jewish day schools to observe what happens day to day, as well as what the schools mean to their studenets, families, and communities. Many different types of Jewish day schools exist, and the variations are not well understood, nor is much information available about how day schools function. Inside Jewish Day Schools proves a vital guide to understanding both these distinctions and the everyday operations of these contemporary schools.

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.

Elegant, passionate, and filled with the love of God's creation, Abraham Joshua Heschel's The Sabbath has been hailed as a classic of Jewish spirituality ever since its original publication--and has been read by thousands of people seeking meaning in modern life. In this brief yet profound meditation on the meaning of the Seventh Day, Heschel, one of the most widely respected religious leaders of the twentieth century, introduced the influential idea of an 'architecture of holiness" that appears not in space but in time. Judaism, he argues, is a religion of time: it finds meaning not in space and the materials things that fill it but in time and the eternity that imbues it, so that 'the Sabbaths are our great catherdrals.' Featuring black-and-white illustrations by Ilya Schor

In Modernizing Jewish Education in Nineteenth Century Eastern Europe Mordechai Zalkin offers a new path through which the Eastern European traditional Jewish society underwent a rapid and significant process of modernization - the Maskilic system of education. Since the beginning of the nineteenth century a few local Jews, affected by the values and the principles of the European Enlightenment, established new private modern schools all around The Pale of Settlement, in which thousands Jewish boys and girls were exposed to different disciplines such as sciences and humanities, a process which changed the entire cultural structure of contemporary Jewish society.

Judaic scholar Elliot Wolfson's triple award-winning study examines Jewish mystical texts from late antiquity, pre-kabbalistic sources from the 10th to the 12th centuries, and 12th- and 13th-century kabbalistic literature, describing Jewish mysticism and the overwhelmingly visual nature of religious experience in Jewish spirituality from antiquity through the late Middle Ages.