Abstract:
We are sometimes told that practitioners have a hard time with
theory. But those who are committed to nurturing a certain kind
of intellectual capacity among Jewish educational practitioners—
the capacity to identify and critically engage with vision in
Jewish education, a capacity that we can call a “philosophical
disposition”—must accept the challenge to develop ideas, questions,
resources, and learning activities appropriate to that goal. In this
article, Levisohn presents a study of his own teaching of novice
educators in order to contribute to a conversation about how we
might contribute to the development of practical intellectuals in
Jewish education in various ways and in various settings.
