Doing the Work: Interpretative Experience as the Fulcrum of Tanakh Education

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dc.contributor.author Cook, Allison
dc.contributor.author Kent, Orit
dc.date.accessioned 2020-05-26T16:53:07Z
dc.date.available 2020-05-26T16:53:07Z
dc.date.issued 2012
dc.identifier.citation Kent, Orit and Allison Cook (2012) "interpretive Experience as the Fulcrum of Tanakh Education." Ha'Yidion: Summer 2012. 58-60
dc.identifier.uri https://hdl.handle.net/10192/37553
dc.description.abstract The pioneering work in recent years on teaching Tanakh—including the Standards and Benchmarks project and Barry Holtz’s book Textual Knowledge: Teaching the Bible in Theory and in Practice—has helped teachers and schools articulate their vision for what teaching Tanakh could mean. These ideals and objectives, however, are not always evident in the reality of what students are asked to do. We would like to share our observations of trends of student activity in Torah learning and urge educators to fine-tune their practice so as to emphasize and create authentic interpretive learning experiences of Tanakh for students.
dc.language.iso en
dc.publisher Prizmah
dc.rights HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School Network. It is published quarterly for distribution to RAVSAK member schools, associate members, and other Jewish and general education organizations. No articles may be reproduced or distributed without express written permission of RAVSAK. All rights reserved.
dc.subject Tanakh
dc.subject Jewish text study
dc.subject Jewish studies
dc.subject Jewish education
dc.title Doing the Work: Interpretative Experience as the Fulcrum of Tanakh Education
dc.type Article


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