Educational Philosophy

A Philosophy of Israel Education: A Relational Approach by Barry Chazan

By Barry Chazan

This ebook develops a brand new philosophy of Israel schooling. “Person-centered” Israel schooling is anxious with constructing in person novices the facility to appreciate and make rational, emotional, and moral judgements approximately Israel, and in regards to the demanding situations Israel frequently faces, whether or not they be existential, non secular, democratic, humanitarian, nationwide, and so on. Chazan starts off through laying out the phrases of the dialog then examines the six-pronged thought of “person-centered” Israel schooling to stipulate the goals, content material, pedagogy, and educators had to enforce this application. eventually, the writer meditates on what a change from ethnic to moral schooling may possibly appear like during this context and others.

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Print. Jaeger, Werner. (1986). Paideia: The Ideals of Greek Culture. New York: Oxford University Press. 2nd Edition. Print. Kaplan, M. M. (2010). Judaism as a civilization: Toward a reconstruction of American-Jewish life. Philadelphia: Jewish Publication Society. Print. , & Werchow, Y. (2015). Relating and relationships. The Aleph Bets of Israel education. N. pag. org. The iCenter for Israel Education. Web. Lopatin, Asher (2015). pag. www. org. The iCenter for Jewish education. Web. , & Reinharz, J.

Indeed, our past discussions point to certain core values, aptitudes, and tasks of an Israeli educator. 44 B. CHAZAN The first necessary skill set is relationship building—the ability to be a connector between the student and the idea of Israel. This task is a process that encompasses listening skills that make the student feel comfortable to speak, questioning skills that are aimed at initiating conversation, sensitivity skills that create a comfortable personal and group setting, and the personal trait of humility (what David Brooks calls “epistemological modesty” (Brooks 1999).

See Brad Art.  M. Here, The Language of Morals Oxford University Press, London: 1964). MAKING ISRAEL EDUCATION HAPPEN 31 2. Mordecai Kaplan was an American Jewish philosopher who contended that twentieth-century American Jewry was in need of a new conceptual frame, which he called Jewish civilization. His magnum opus on this subject was Judaism as a Civilization, New York: Jewish Publication Society 1934. 3. It is important to allow a free flow of discussion, but teachers also have the responsibility of correcting errors that would otherwise hamper fruitful discussion.

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