Commandments and Concerns: Jewish Religious Education in Secular Society

Notes

Notes The notes to this book are meant to serve the teacher as well as to engage the scholar. With regard to the fosmer, I have made several assumptions in choosing bibliographical material: 1. The teacher may wish to "read up on" some issues, and I therefore suggest representative material that may give educational directions. 2. When possible, I have cited material in English, but I have assumed that Hebrew -reading (and -teaching) readers may wish to know of additional material that has not been translated. 3. To "back up" points being made with regard to the Jewish tradition, I cite illustrative texts, which, in my opinion, make the point being posited. Obviously, however , a Midrashic or exegetical comment is not cited to establish what"Judaism says" about the subject, but rather, that that particular aspect of Jewish teaching bas already been highlighted by sages and scholars-and can be usefully introduced into instruction . 4. At times, I have added a paragraph to the text in the notes. These comments, I hope, give food for thought, butI feel that ifplaced in the text they would be detrimental to the flow of the discussion. Chapter 1 I. For a useful survey and discussion of contemporary schools of thought in education and pertinent biographical material, see Robert E. Mason, Contemporary Educational Theory (New York: David McKay Company, Inc., 1972). 2. Israel Scheffler, Conditions of Knowledge: An Introduction to Epistemology (Chicago: Scott, Foresman & Co., 1965), pp. 1-6. Scheffler, "Philosophical Models ofTeaching,,. in Israel Schemer, Reason andTeaching (London: Routledge and Kegan Notes to pages 16-20 275 Paul, 1913), pp. 67-81. Zvi Lamm, Conflicting Theories ofInstruction: Conceptual Dimensions (Berkeley: McCutchan, 1916). 3. This differentiation has, of course, often been made in educational theory, with the former identified with educational conservatism and the latter with edueationalliberalism . Cf. James Bowen and Peter R. Hobson, Theories of Education: Studies of Significant Innovation in Western Educational Thought (Brisbane: John Wiley & Sons, 1974). See also P.H. Hirst and R.S. Peters, The Logic ofEducation (London: Routledge and Kegan Paul, 1970), chap. 2. A summary of the two views is succinctly given in T. W. Moore. Educational Theory: an Introduction (London: Routledge and Kegan Paul. 1974). pp. 20-21. For the realization of how this distinction may be viewed as crucial to Jewish education, I am indebted to the paper by Isa Aron, ,. Deweyan Deliberation as a Model for Decision-Making in Jewish Education," Studies in Jewish Education II ed. Michael Rosenak (Jerusalem: The Magnes Press, The Hebrew University, 1985), pp. 136-149, especially pp. 143-145. Shortly after Dr. Aron's paper (delivered at a conference at the Hebrew University in 1980) had suggested the centrality of this dichotomy for Jewish education, I saw the matter illustrated in a curricular controversy between Chanan Alexander and David Resnick on the issue of teaching Jewish Law in Conservative Schools. Cf. David Resnick, "Jewish Law in Conservativc Schools," Conservative Judaism 34(1):55-62 (September-October 1980); and Chanan Alexander, "Halakhah and Aggadah in Conservative Curricula: A Response to David Resnick," Conservative Judaism 34(6):57-63 (July-August 1981). 4. See, for example, William K. Frankena. HA Model for Analyzing a Philosophy of Education." Readings in the Philosophy (Jf Education, ed. Jane Martin (Boston: Allyn & Bacon, Inc., 1970), pp. \5-20. 5. Fordiscussions of this concept, see Bowen and Hobsen, Theories ofEducation, pp. 10-11; Harry Schofield. The Philosophy ofEducation (London: George Allen and Unwin, 1912), chap. 1, Charles J. Brauner and Hobert W, Burns, Problems in Education and Philosophy (Englewood Cliffs, N.J.: Prentice·Hall, Inc., 1965), chap. 1. 6. Ralph W. Tyler, Basic Principles ofCurricuium and Instruction (Chicago: The University of Chicago Press, 1949), p. 4. 7. ibid. 8. Paul H. Hirst, "Philosophy and Curriculum Planning," in Hirst, Knowledge ami the Curriculum (London: Routledge and Kegan Paul, 1914), p. 3. For his discussion of objectives in education, see ihid.. pp. 1-15. 9. For this distinction and Hirst's view, sec Moore, Educational Theory, pp. 5-8, 10. This tendency is discussed and illustrated later, in Chapter 1. 11. An important study (and example) with regard to this expectation is Mordecai Bar-Lev, "Bograi Ha·Yeshivot Ha-Tichoniyot B'EreEz Yisrael Ben Masoret Vichidush " ("The Graduates of the Yeshiva High Schools in Erelz Yisrael Between Tradition and Innovation"). Ph.D, diss. (Bar Dan University, 5737[19171). In this example the criteria for success are blatantly behavioral (in terms of community expectations and institutional patterns of conduct), For the ("'Titeria...