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|The teaching of Samuel I: A Hebrew curriculum. [Hebrew text]
|ProQuest Dissertations & Theses
|Source: Dissertation Abstracts International, Volume: 49-10, Section: A, page: 2984.
|As early as fifty years ago, Jewish educators had recognized the importance of modern methodology in Bible teaching incorporating investigation, discovery and development. They believed that the child who learns actively remains interested, calls on his experience, memory and assorted reasoning techniques to investigate, discover and develop ideas independently and achieves marked results. Such a student assimilates material and remembers better than the passive learner. He has developed new skills and learning avenues and is further along towards self-actualization.;The purpose of this project is to provide for teachers a detailed guide to the teaching of Samuel I, Ivrit BeIvrit, using the Heuristic method. It is designed for the American Orthodox Hebrew Day School where the study of Tanakh plays a prominent role. This work enables the instructor to encourage in his students the full use of their experiences in understanding the Navi--i.e. key personalities and relationships, the unraveling of events in their historical, sociological, geographical and religious setting.;The organization of the teacher's guide follows the sequence of the Navi, however the material is also studied topically. Introductory questions, linking material, map work and charts, when appropriate, are provided along with suggestions for independent study projects and group activities. The guide, written in the spirit of traditional exegesis, also emphasizes Jewish learning within the context of the Navi.;The scope of a lesson may be a full chapter or topic, a few verses or a single verse. As the Heuristic method is employed, the teacher raises questions the students do not themselves raise. Each answer begets a further question. The teacher encourages the students to think creatively using their aggregate experiences to provide answers.;This method does not propose to replace textual study, only to depart from lessons based solely upon the translation of verses. The students always read the text and refer to it repeatedly to establish answers and support conclusions.;This methodology and material, developed and field tested over fifteen years, has enhanced the enjoyment of Navi and contributed to its proper understanding wherever it has been employed, be the student gifted, capable, average, weak, alienated or learning disabled.
|Appears in Collections:
|Azrieli Graduate School of Jewish Education & Administration: Doctoral Dissertations
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