Glaser has developed a method for students to engage with philosophic concerns such as truth, meaning and justice through engagement with stories in Tanakh.
HAYIDION The Prizmah Journal
Tanakh (the Jewish Bible, Prophets and Writings) is the cornerstone of Jewish tradition; but how do we take our most ancient text and make it come alive for contemporary Jews? Read how educators deploy an array of methodologies and pedagogies to unlock the treasures of the Tanakh for today’s students.
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Many passages in Tanakh present considerable challenges to the reader for a host of reasons. This article suggests some tools to help student struggle successfully with those texts.
Freundel shows a process that schools can take to bring Tanakh education in line with the aims of today’s leading educational theorists.
Almost alone within Judaism’s large canon of sacred texts, the books of the Prophets present exemplars for the modern State of Israel by depicting the travails of a sovereign Jewish nation on its own territory.
Learn about some of the larger trends and structural issues that impact Tanakh education in Israel, as well as some innovative programs recently developed that are worthy models of emulation.
Warshavski assesses the dramatic challenges of online Tanakh education, and the unprecedented opportunities that it affords, by referencing key precedents in the history of biblical interpretation.
Czeladnicki finds the constructivist educational philosophy to be essential for Tanakh study and offers several exercises that exemplify this approach.
In considering the different goals that schools have in teaching Tanakh, the author sees two primary models, one based in the acquisition of skills, the other oriented toward an engagement with meaning.
The author advocates for using Tanakh to cultivate “cognitive pluralism,” the ability to hold two or more conflicting interpretations in mind without rushing to choose a “right” one.
A leading Jewish educator in Argentina approaches the problem of the Tanakh’s relevance to students today by putting biblical sources in dialogue with songs and writings from contemporary Israel.
The author shows the way that a Reform school approaches Tanakh, informed with resources from ancient Near Eastern scholarship and comparative mythology as well as within Jewish tradition.
In broad strokes, this article challenges the field to question the mantra of “relevance” or at the least to broaden our notion of what would be relevant to our students.
Never question the relevance of truth, but always question the truth of relevance.
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