Resources of Jewish Culture
A Case Study of Two Talmud Teachers
Bibliographic Data
| ID | 3512937 |
|---|---|
| Authors | Ziva R Hassenfeld (0000-0002-3069-9962, Brandeis University, corresponding author) |
| Year | 2018 |
| Volume | 9 |
| Issue | 7 |
| Pages | 221 |
| Publication date | 2018-07-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Religions (JOURNAL) |
| Journal identifiers | ISSN: 2077-1444 • E-ISSN: 2077-1444 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/rel9070221 |
| OpenAlex | W2884873142 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
This article offers a conceptual framework for understanding the diversity of pedagogies found in Talmud classrooms. It looks at how two different Orthodox Talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. The case study presented in this article helps to illuminate Lev Vygotsky's theory of learning. Ultimately, this article argues that whether Jewish studies teachers are open or resistant to constructivist learning practices depends less on their particular theory of teaching and learning than on their understanding of Jewish culture
Constructivist teaching methods · Epistemology · Judaism · Learning theory · Mathematics education · Pedagogy · Sociology · Talmud · Teaching method · Theology · Educational and Psychological Assessments · History · Innovative Education and Learning Practices · Jewish Identity and Society · Philosophy · Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |