By Barry Chazan
This booklet develops a brand new philosophy of Israel schooling. “Person-centered” Israel schooling is worried with constructing in person newcomers the facility to appreciate and make rational, emotional, and moral judgements approximately Israel, and in regards to the demanding situations Israel usually faces, whether or not they be existential, religious, democratic, humanitarian, nationwide, and so on. Chazan starts off by means of laying out the phrases of the dialog then examines the six-pronged conception of “person-centered” Israel schooling to stipulate the goals, content material, pedagogy, and educators had to enforce this application. ultimately, the writer meditates on what a change from ethnic to moral schooling may possibly seem like during this context and others.
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Additional info for A Philosophy of Israel Education: A Relational Approach
Moral Development, Moral Education, and Kohlberg Birmingham: Religious Education Press, 1980. Kohlberg and his colleagues created several summer seminars on moral development in Jewish education and published numerous articles. Many programs in the Jewish educational world were influenced by Kohlberg’s approach. 11. Virtue epistemology is a collection of contemporary approaches in analytic philosophy of education that assigns an important role to what it calls “intellectual virtue concepts” in value discussions.
Durkheim, É. (1956). Education and sociology. Glencoe: Free Press. Print. Eto, Mizuko. (2009). Cambridge: MIT Press. Print. Freud, S. (1962). Civilization and its discontents. Norton. Print. Glidden, Sarah and Clem Robins. New York: Vertigo/DC Comics. Print. Goffman, E. (1960). Asylums: Essays on the social situation of mental patients and other inmates. New York: Anchor Books, 1961, Print. 48 B. CHAZAN Goffman, Erving. (1961). New York: Anchor Books. Print. D. (1999). A Mediterranean society.
It is realized through opportunities to interact with peers and in order to better understand ideas, values, and behaviors. Historically, this type learning occurred in families, local communities, and places of worship which together constituted holistic learning communities (Goitein 1999). These institutions were immersive environments where learning was advanced through conversation, practice, ritual, and relationships. The contemporary educational institutions that have come close to having such characteristics and achieving such outcomes are what sociologist Erving Goffman called “total institutions” (Goffman 1960).