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Jewish educational projects and programs are thriving, attracting philanthropic support for exciting and creative approaches in every sector and setting. But underneath that energy, we are not as clear as we ought to be about desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences. It offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history). Collectively, these contributions help to advance a smarter, sharper conversation about Jewish learning that matters.

Jews --- Jewish religious education. --- Judaism --- Education. --- Study and teaching. --- Education, Jewish --- Religious education, Jewish --- Moral education --- Religious education --- Education --- Study and teaching --- Educational Outcomes. --- Educational Philosophy. --- Jewish education. --- Judaism. --- Learning Science. --- Religious Education. --- Teaching and Learning.

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Scholarship is divided on a point fundamental to the interpretation of 1 Corinthians 1-4: Are these chapters better read as a Pauline apology or as a Pauline censure? This study argues that Paul's argument is simultaneously apology and rebuke. By characterizing the Corinthian community as an ancient school, Paul depicts himself as a good but misunderstood teacher and the Corinthians as lackluster and unruly students. In support of this argument, White identifies numerous parallels between Paul's language, logic, and imagery in 1 Corinthians 1-4 and similar motifs in ancient Greek, Roman, and Jewish discussions of educational theory and practice. Especially significant is White's conclusion that Paul's educational language most closely resembles discussions of ancient primary education, not the rhetoric or philosophy studied in ancient higher education. This book will be of interest to scholars of the Corinthian correspondence, Pauline specialists, and any scholar of antiquity interested in ancient Greek, Roman, Jewish, and Christian education. This study examines educational motifs in 1 Corinthians 1-4 in order to answer a question fundamental to the interpretation of 1 Corinthians: Do the opening chapters of 1 Corinthians contain a Pauline apology or a Pauline censure? The author argues that Paul characterizes the Corinthian community as an ancient school, a characterization Paul exploits both to defend himself as a good teacher and to censure the Corinthians as poor students.

Education, Ancient --- Education --- 227.1*2 --- 227.1*2 Brieven van Paulus aan de Corinthiërs --- Brieven van Paulus aan de Corinthiërs --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Biblical teaching --- History --- Bible. --- Criticism, interpretation, etc. --- Biblical teaching. --- 1 Corinthians. --- Apostle Paul. --- Greco-Roman Education. --- Jewish Education.

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This volume, while not the first to explore and critique the concept of Jewish identity, makes two important interventions into contemporary understandings of American Jewish life. It is the first collection to critically examine the relationship between Jewish education and Jewish identity. Insofar as Jewish identity has become the most popular way to talk about the desired outcome of Jewish education, a critical assessment of the relationship between education and identity is both useful and necessary. It is useful because the reification of identity has, we believe, hampered much educational creativity in the rather single-minded pursuit of this goal. It is necessary because the nearly ubiquitous employment of the term obscures a whole set of significant questions about what Jewish education is and ought to be for in the first place.Second, this volume offers responses that are not merely synonymous replacements for "identity." With a selection of more critical essays, we hope that we can begin to expand, rather than replace, the array of ideas that the term "identity" is so often used to represent.As scholars of Jewish education, the authors of this book hope their work contributes to any number of new conversations about the relationship between Jewish education and Jewish life. The intention here is to move from critical inquiry (in Part I of the volume) to suggestive possibilities (Part II). The true measure of this effort, of course, lies in the hands of the readers, those who will advance our understanding of the complexities of American Jewish education and life-beyond Jewish identity.

Jews --- Identity, Jewish --- Jewish identity --- Jewishness --- Jewish law --- Jewish nationalism --- Identity. --- Ethnic identity --- Race identity --- Legal status, laws, etc. --- American Jews. --- American Zionism. --- American post-Zionism. --- Jewish culture. --- Jewish education. --- Jewish experience. --- Jewish identity discourse. --- Jewish identity. --- Jewish learning. --- Jewish practices. --- Jewish studies. --- Judaism. --- Orthodox Judaism. --- community. --- contemporary Judaism. --- education. --- educational goals. --- educational research. --- identity discourse. --- identity politics. --- identity. --- liberal Judaism. --- multicultural. --- multiethnic Jews. --- performativity. --- religious identity. --- religious practice. --- semiotics. --- yeshiva.

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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.

Humanities --- Social interaction --- environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom’s Revised Taxonomy --- worldview education --- n/a --- Bloom's Revised Taxonomy

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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.

environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom’s Revised Taxonomy --- worldview education --- n/a --- Bloom's Revised Taxonomy