Developing Student Awareness of the Talmud as an Edited Document: A Pedagogy for the Pluralistic School

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dc.contributor.author Spitzer, Jeffrey
dc.date.accessioned 2020-07-30T18:59:08Z
dc.date.available 2020-07-30T18:59:08Z
dc.date.issued 2009-11
dc.identifier.uri https://hdl.handle.net/10192/37702
dc.description.abstract This paper explores the ways in which pedagogy that asks students to confront editorial choices in manipulating and recontextualizing source materials, and helps students appreciate the complexity and multivocality of the talmudic text, is especially well suited to the needs of a pluralistic day school. Through analysis of student work on the sugyot (passages) on excommunication and on human dignity in Bavli Berakhot, chapter 3, the author examines the ways in which ninth-grade students learn to make judgments about editorial intention and the meaning of the Talmud. In a postscript, the author explores the ways that his own teaching and research into student learning is in dialogue with that of his colleague Susie Tanchel, who teaches Bible at the same pluralistic Jewish high school.
dc.language.iso en
dc.publisher Mandel Center for Studies in Jewish Education at Brandeis University
dc.relation.ispartofseries The Initiative on Bridging Scholarship and Pedagogy in Jewish Studies;Working Paper No. 13
dc.rights This paper is one of a series of working papers on the teaching of Jewish studies, available for free download from the website of the Initiative on Bridging Scholarship and Pedagogy in Jewish Studies, a project of the Mandel Center for Studies in Jewish Education at Brandeis University. http://www.brandeis.edu/centers/mandel/bridginginitiative.html
dc.subject Tanakh
dc.subject Hebrew bible
dc.subject Jewish text study
dc.subject Jewish education
dc.subject Jewish day schools
dc.subject Jewish studies
dc.subject jewish texts
dc.subject pedagogy
dc.subject pedagogy of Jewish studies
dc.subject teaching and learning
dc.title Developing Student Awareness of the Talmud as an Edited Document: A Pedagogy for the Pluralistic School
dc.type Working Paper


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