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

By Barry Chazan

This publication develops a brand new philosophy of Israel schooling. “Person-centered” Israel schooling is anxious with constructing in person newcomers the facility to appreciate and make rational, emotional, and moral judgements approximately Israel, and in regards to the demanding situations Israel usually faces, whether or not they be existential, non secular, democratic, humanitarian, nationwide, and so on. Chazan starts off by way of laying out the phrases of the dialog then examines the six-pronged concept 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 well appear like during this context and others.

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Extra resources for A Philosophy of Israel Education: A Relational Approach

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Lang, 1995. Print. Pinar et al. (1999). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses.  Lang, 1995. Print. Segal, B. J. (2005). Returning: The Land of Israel as focus in Jewish history. iUniverse. Inc. Sosa, E. (1991). Knowledge in perspective. Cambridge, MA: Cambridge University Press. Print. Taleb, N. N. (2007). The Black Swan: The impact of the highly improbable. New York: Random House. Print.  Philadelpha: Temple University Press.

The aim of Israel education is relationship; the subject is the person; and the domain is value education. Whether one is teaching American history, ethnic heritage, or contemporary Israel, one has entered arenas that are about values and value choices. Ours is not to preach the right or the wrong; it is to develop the ability to negotiate the complex landscape known as life. The ability to negotiate this landscape is one the core missions of education; it is in this sense that Palmer speaks about the courage to teach.

This developmental approach means that contents and methodologies must speak to the child’s specific zone of proximal development. The voices of Vygotsky, Piaget, Korczak, and Bruner continue to remind us to never underestimate the child. When discussing the practice of Israel education, it is important to realize that there is the temptation to co-opt methodologies which may seem attractive because they are contemporary or stylish, and then arbitrarily impose them on Israel education. At the same time, there is much to learn from general education and traditional Jewish education that is relevant for pedagogy of Israel education.

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