A Theory of Havruta Learning

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dc.contributor.author Kent, Orit
dc.date.accessioned 2016-12-21T21:38:51Z
dc.date.available 2016-12-21T21:38:51Z
dc.date.issued 2010
dc.identifier.citation Kent, O. (2010). A Theory of Havruta Learning. Journal of Jewish Education, 76(3), 215-245.
dc.identifier.issn 1554-611X
dc.identifier.issn 1524-4113
dc.identifier.uri http://hdl.handle.net/10192/33195
dc.description.abstract Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused con-versation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interac-tions and proposes a theory of havruta learning as composed of three pairs of core practices: listening and articulating; wondering and focusing; and supporting and challenging. Through a close analysis of one particular havruta session, the author illustrates and probes the havruta practices and the ways in which they can give rise to generative, textually grounded interpretive discussions of classical Jewish texts. This theory may also be a helpful lens for both studying and elucidating text-based discussions of other kinds of texts in small and large group settings.
dc.language English
dc.language.iso en
dc.publisher Routledge
dc.rights Copyright by Network for Research in Jewish Education 2010
dc.subject havruta study
dc.subject jewish texts
dc.subject Jewish text study
dc.subject Tanakh
dc.title A Theory of Havruta Learning
dc.type Article
dc.identifier.doi 10.1080/15244113.2010.501499

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