Bøker i Jewish Identity in Post-Modern Society-serien

The study of classical Jewish texts is flourishing in day schools and adult education, synagogues and summer camps, universities and yeshivot. But serious inquiry into the practices and purposes of such study is far rarer. In this book, a diverse collection of empirical and conceptual studies illuminates particular aspects of the teaching of Bible and rabbinic literature to, and the learning of, children and adults. In addition to providing specific insights into the pedagogy of Jewish texts, these studies serve as models of what the disciplined study of pedagogy can look like. The book will be of interest to teachers of Jewish texts in all contexts, and will be particularly valuable for the professional development of Jewish educators.

Educational philosopher Elie Holzer invites readers to grow as teachers, students, or co-learners through ""attuned learning"", a new paradigm of mindfulness. Holzer integrates pedagogical pathways with ethical elements of transformative teaching and learning, the repair of educational disruptions, the role of the human visage, and the dynamics of argumentative and collaborative learning.

In the Jewish communal world, engaging 20- and 30-somethings is a hot button issue. As a member of this elusive generation, Bregman set out to compile a collection of personal essays and memoirs from Jewish 20- and 30-somethings across the country.

This edited volume critically examines the image of Jews from the contemporary perspective of ordinary Chinese citizens. It includes chapters on Chinese Jewish Studies programmes, popular Chinese books and blogs about Jews, China's relations with Israel, and innovative examinations of the ancient Jewish community of Kaifeng.

In this book, a diverse collection of empirical and conceptual studies illuminates particular aspects of the teaching of Bible and rabbinic literature to, and the learning of, children and adults. Providing specific insights into the pedagogy of Jewish texts, these studies serve as models of what the disciplined study of pedagogy can look like.