Theories of Transformative Learning in Jewish Education: Three Cases

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dc.contributor.author Levisohn, Jon A.
dc.date.accessioned 2020-05-26T17:37:51Z
dc.date.available 2020-05-26T17:37:51Z
dc.date.issued 2017
dc.identifier.citation Jon A. Levisohn (2017) Theories of Transformative Learning in Jewish Education: Three Cases. Journal of Jewish Education 83(3) 209-238
dc.identifier.issn Print ISSN: 1524-4113 Online ISSN: 1554-611X
dc.identifier.uri https://hdl.handle.net/10192/37579
dc.description.abstract We frequently encounter the claim that a particular Jewish educational experience will be “transformative” for the participants. The language may be hyperbole. But it may also point to educators’ aspirations to affect not just knowledge and practice but character and identity. In order to understand this phenomenon—not the phenomenon of the use of the language of transformation, per se, but the phenomenon of aspirational Jewish educational programs —this article develops three case studies (Encounter, the Bronfman Fellowship, and the Wexner Heritage Program). What emerges from these cases is a set of models or theories of transformative change: the Maimonides model, learning a habit such that, over time, habit becomes character; the paradise-and-exile model, becoming a seeker after an ideal that one has glimpsed; and the outsider-to-insider model, moving from a sense of fraudulence to a sense of confidence within a particular domain.
dc.language.iso en
dc.publisher Taylor and Francis Group
dc.relation.ispartofseries 83;3
dc.rights Full terms and conditions of use: http://www.tandfonline.com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
dc.subject pedagogy of Jewish studies
dc.subject Jewish education
dc.subject Jewish studies
dc.title Theories of Transformative Learning in Jewish Education: Three Cases
dc.type Article
dc.identifier.doi 10.1080/15244113.2017.1346950


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