Introducing the Contextual Orientation to Bible: A Comparative Study

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dc.contributor.author Levisohn, Jon A.
dc.date.accessioned 2020-10-27T17:28:41Z
dc.date.available 2020-10-27T17:28:41Z
dc.date.issued 2006-05
dc.identifier.citation This is a preprint of an article whose final and definitive form has been published in the Journal of Jewish Education © 2009 Taylor and Francis, and is available online at http://www.tandfonline.com/doi/abs/10.1080/15244110701873177
dc.identifier.uri https://hdl.handle.net/10192/39016
dc.description.abstract In what Barry Holtz has called the “contextual orientation” to the teaching of Bible, the teacher strives to present the Bible in its original context and to promote the students’ understanding of its meaning in that context. But what does teaching within this orientation actually look like? What are its central features, its pedagogical objectives? What choices do teachers make within this orientation? This paper pursues these questions via a comparative study of how one teacher introduces the Bible in two settings: a university Bible course and an adult Jewish education setting.
dc.description.sponsorship 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.language.iso en
dc.publisher The Initiative on Bridging Scholarship and Pedagogy in Jewish Studies, 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. 3
dc.title Introducing the Contextual Orientation to Bible: A Comparative Study
dc.type Working Paper


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