Jon A Levisohn

‫המוקדם‬ ‫מהביטוי‬ ‫החל‬ ,‫פוקס‬ ‫סימור‬ ‫של‬ ‫מחשבתו‬ ‫התפתחות‬ ‫את‬ ‫מתאר‬ ‫זה‬ ‫מאמר‬ ‫עבודתו‬ ‫ועד‬ )"‫היהודי‬ ‫החינוך‬ ‫של‬ ‫לפילוסופיה‬ ‫("מבוא‬ 1959 ‫בשנת‬ ‫שלה‬ ‫ביותר‬ ‫הגרעין‬ ,‫הפלא‬ ‫למרבה‬ .Visions of Jewish Education ‫בפרויקט‬ ‫התשעים‬ ‫בשנות‬ ‫קיים‬ ‫היה‬ ,‫שלו‬ ‫החזון‬ ‫תורת‬ ‫או‬ ,‫לפרקטיקה‬ ‫שלה‬ ‫והקשר‬ ‫שלו‬ ‫התיאוריה‬ ‫תיאוריית‬ ‫של‬ ‫רעיוניות‬ ‫בעיות‬ ‫מספר‬ ‫קיימות‬ ,‫זאת‬ ‫עם‬ ‫יחד‬ .Visions ‫פרויקט‬ ‫לפני‬ ‫שנה‬ ‫שלושים‬ ‫התיאוריה‬ ‫את‬ ‫מונעות‬ ‫אלה‬ ‫רעיוניות‬ ‫בעיות‬ .‫קפדנית‬ ‫חקירה‬ ‫הדורשות‬ ‫במחשבתו‬ .‫אחרת‬ ‫להיות‬ ‫יכולה‬ ‫שהייתה‬ ‫כפי‬ ‫לתרגול‬ ‫שימושית‬ ‫מלהיות‬ ‫פוקס‬ ‫של‬

Examines how day schools are educating diverse Jewish youth in a variety of content areas. Teaching and Learning in Jewish Day Schools offers an important analysis of Jewish day school classrooms today. In light of difficulties initiating, evaluating, and sustaining educational innovation, this volume takes stock of what is happening among students and teachers in contemporary Jewish day school classrooms. The authors of this volume confront and question several bedrock principles of Jewish education to address how day schools intersect with broader societal issues including race and gender. They point to themes and topics that scholars and practitioners are grappling with to explore new potential pathways to evaluating student learning and learning outcomes: assessing core subject areas; understanding the ways social and environmental factors contribute to learning; and studying how race, ethnicity, class, and gender shape student learning and school culture. The chapters address topics relevant to educators working in contemporary Jewish day schools including Zionism, the outcomes of Israel education, Jewish engagement, the experience of Latinx students, community building, and more.

With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or 'flexible disconfirmationism', and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.