What Can Jewish Scholarship Contribute to Jewish Teaching?: The Case of the Rabbinic Tale

What does it mean for teachers to "know their subject matter" and what are-or might be-the sources of teachers' knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The...

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Bibliographic Details
Published inJournal of Jewish education Vol. 87; no. 1; pp. 78 - 106
Main Author Holtz, Barry W.
Format Journal Article
LanguageEnglish
Published New York Routledge 02.01.2021
Taylor & Francis Ltd
Subjects
Clergy
Educational Philosophy
Faculty Development
Jews
Judaica
Judaica scholarship
Judaism
Pedagogical Content Knowledge
professional growth of teachers
Religious Education
Scholarship
Scholarships & fellowships
Tales
teachers' subject matter knowledge
Teaching Methods
teaching Rabbinic texts
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Summary:What does it mean for teachers to "know their subject matter" and what are-or might be-the sources of teachers' knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale-stories found in Rabbinic literature about the Rabbis themselves-homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Bibliography:ObjectType-Article-1
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ISSN:1524-4113
1554-611X
DOI:10.1080/15244113.2021.1870839