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1.
Qualitative and quantitative research methods are used to examine the religious and ethnic identity of youth attending a Jewish summer camp in Texas. A strong aspect of participants' Jewish identity is formulated in reaction to the surrounding Christian society, with which they negotiate a compromise to live relatively comfortably. The informal religious education and temporary community of the camp allow exploration of a proactive Jewish identity. A typology is developed with two sets of opposed concepts of identity: individual versus peoplehood and internal versus external. Sub-regions differentiate between fearful versus benevolent external identity and between psychological versus traditional internal identity. 相似文献
2.
饶本忠 《湖州职业技术学院学报》2013,(4):42-46
宗教性是犹太民族的显著特性。犹太民族的宗教性首先体现在犹太人的宗教性,即犹太教与犹太人相统一;其次是犹太人的国家、民族、伦理观念等的宗教性;第三是犹太人日常生活的宗教性;第四是其文化典籍、民族节日等犹太文化也具有宗教性。不仅如此,在犹太人身份、地域观念、宗教经典等方面,犹太民族的宗教性还具有等级性。犹太民族宗教性的形成既有内部原因——犹太人与犹太教的统一性、同源性以及犹太民族的传统观念,也有外部原因一一外来民族的长期压迫。 相似文献
3.
Sarah Tauber 《Journal of Jewish Education》2013,79(1):83-86
This articles explores how a group of women in the Former Soviet Union grapple with questions of Jewish identity and Jewish “authenticity” as they participate in adult Jewish learning program that employs methods of feminist pedagogy and transformative learning. The study reflects on areas of dissonance between the transformational learning process and the tenacity of the women's world assumptions that are shaped by background, history, and worldview. While the learning process seems to be prompting these women to seriously and critically reflect on and reframe their self-understanding as learners and as Jews, their limited content-knowledge combined with a tentative sense of personal authority about Jewish life seems to impede their ability to harmonize their learning with a clear sense of what constitutes authentic practice of Judaism. 相似文献
4.
王进 《蒙自师范高等专科学校学报》2004,2(5):18-22
本文采用当代西方文化研究理论,试图以一种"边缘"和"他者"的新视角,重新阅读莎士比亚经典喜剧《威尼斯商人》,并解读其宗教文化维度。通过这样的解读,可以发现夏洛克实则堪称为犹太文化英雄。他不懈地寻求与犹太文化的认同,执着于犹太身份的自我建构,同时也在勇敢地抵抗基督教文化霸权。 相似文献
5.
Cheryl Weiner 《Journal of Jewish Education》2020,86(2):196-229
ABSTRACT What does it mean to be a Jewish girl today and how do Jewish adolescent girls navigate their identity? The study that I undertook is exploratory and designed to understand how three girls, who are recent day school graduates, experience the process of identity development as they begin high school. While the sample is small, the study reveals new directions for looking at Jewish girls and questions that need to be asked when researching their lives. It concludes with a few suggestions for thinking about how to conduct future research with Jewish girls. 相似文献
6.
犹太民族是世界上最成功的民族之一。犹太民族的成功与犹太民族的家庭教育有着重要的关系。犹太民族盛产时代巨人,家庭教育有着重要的地位,并且有其犹太民族独特的家庭教育理念、特色内容和方法。通过对犹太民族家庭教育的考察可以获得教育子女是父母的职责、"经典"熏陶、适度的"爱"、改变方法四个方面的启示。 相似文献
7.
Israel L. Eisenberg 《Journal of Jewish Education》2013,79(3):168-174
Research about Jewish choral singers provides insight to a previously unstudied population of adult Jewish learners. Drawing on over 2,000 responses to the First-Ever Survey of Jewish Choral Activity, this article describes how Jewish choral experiences enable adults to deepen their involvement in Jewish life and learning. Survey results suggest that participants in Jewish choral groups resemble secular singers in terms of social, identity, and skill development, but derive additional benefits in terms of Jewish Peoplehood, Jewish Competence, Spirituality, and Jewish Community. Jewish choral activities particularly benefit singers under 45 by providing them opportunities to integrate their Jewish and musical lives. 相似文献
8.
Jewish women have struggled to develop identities that allow them to meet the needs of their various communities and remain true to themselves. Ernestine Rose has been described as having disavowed her Jewish heritage; yet, she is included as “the Jewish woman's rights advocate.”; This analysis focuses on an 1863–1864 debate with editor Horace Seaver about anti‐Semitism and the Jews published in the Boston Investigator. This single encounter is rhetorically significant, because it illustrates the subtle, non‐institutional character of anti‐Semitism among mid‐nineteenth century liberal intellectuals. It also illustrates that Rose's Jewish identity was neither elusive nor conflicted, but a basis for her advocacy of human rights which has historic as well as contemporary relevance for the understanding identity development. 相似文献
9.
Henry N. Snyder LL.D. 《Religious education (Chicago, Ill.)》2013,108(1):54-61
Teacher‐training programs for Jewish educators in the United States have de‐emphasized the Hebrew language as an essential element in their curricula. Research in the field of sociolinguistics points to the relationship of language, culture, and identity. It is the purpose of this paper to point out the intimate relationship between Hebrew language and Jewish culture and identity. The de‐emphasis of Hebrew‐language learning leads teachers to present a culture and religion which does not properly reflect the texts, culture, and practice that form the base of Jewish tradition. The need to transmit an authentic tradition effectively requires an awareness and understanding of the centrality of Hebrew in the training of Jewish teachers. 相似文献
10.
The present study examined the way in which children attending Orthodox Jewish schools internalize the value of both their Jewish studies and secular studies, as well as the value of Jewish cultural practices. A distinction was made between identified internalization, where children perceive Jewish studies and Jewish culture to be an important part of their sense of self, and introjected internalization, where children participate in Jewish studies and Jewish culture because they feel like they “ought to” or because of external pressures. Primary identified reasons for their Jewish studies and Jewish cultural practices were significantly associated with positive self and teacher ratings of adjustment; internalization of secular studies was unrelated to adjustment. The study also found that parental support of autonomy, which involves allowing children some latitude in making decisions for themselves regarding religious issues, was associated with greater identification. Together, these results highlight the importance of autonomy-supportive parenting in promoting identification of adolescents' Jewish identity. 相似文献
11.
从种族到人性 --对索尔贝娄文化身份及其小说人物文化身份的辨析 总被引：4，自引：0，他引：4
龙纲要 《湖南师范大学社会科学学报》2005,34(3):100-103
在诺贝尔文学奖的获得者索尔贝娄的小说中,主人公的犹太身份特征总是处于一种由强到弱的淡化过程中。这种淡化的轨迹有两条:一是以时间为线索,另一条则是以空间为线索。贝娄小说中主人公的犹太身份是贝娄文化身份的重要风向标。循着这两条变化的轨迹,贝娄的文化身份由犹太作家渐变到犹太作家和美国作家直到他所自称的"一个有着犹太(文化)遗产的美国作家"。这种身份的演变使索尔贝娄不断超越了种族的局限,使他在展现和探索人性的过程中有了更丰富和宽泛的选择。 相似文献
12.
This study seeks to analyse the components that contribute to Special Religious Education (SRE) classes in government schools in Australia being considered as a ‘safe place’ and the ways in which they facilitate an understanding of the students’ own religious and cultural identity. Our research focuses on one of the small faiths, Judaism, as a case study through observation of the Jewish SRE/SRI classes in the two largest Jewish population centres, Sydney and Melbourne. Semi-structured interviews were conducted with 90 participants, and classroom observations were undertaken in both cities. This paper draws on Kymlicka’s concept of the rights of minority groups in a liberal society and discusses the distinction between thin and thick multiculturalism. Our findings show that the Jewish SRE teachers implemented Jackson’s interpretive approach, ensuring that the students’ educational experience is meaningful. As a result, they are able to develop their unique identity capital, which is important in a multifaith society to ensure ‘thick’ multiculturalism. Our argument is that students need to have an understanding of their own particularistic identity, as well as learning to respect other religions. 相似文献
13.
David U. Todes 《Journal of Jewish Education》2013,79(2):30-56
A frequent negative criticism directed toward Jewish education is its alleged “non-effect” or “effects” on most of its students. Most students are exposed to such a limited total amount of Jewish elementary and supplementary schooling, we are told, that it has little if any discernible effect on their subsequent adult Jewish knowledge, identity, and religiosity. 相似文献
14.
Jonathan Krasner 《Journal of Jewish Education》2016,82(2):132-158
“Jewish identity,” which emerged as an analytical term in the 1950s, appealed to a set of needs that American Jews felt in the postwar period, which accounted for its popularity. Identity was the quintessential conundrum for a community on the threshold of acceptance. The work of Kurt Lewin, Erik Erikson, Will Herberg, Marshall Sklare, and others helped to shape the communal conversation. The reframing of that discourse from one that was essentially psychosocial and therapeutic to one that was sociological and survivalist reflected the community’s growing sense of physical and socioeconomic security in the 1950s and early 1960s. The American Jewish Committee and its Division of Scientific Research offers an enlightening case study of this phenomenon. Jewish educators seized on identity formation, making it the raison d’être of their endeavor. But the ascent of identity discourse also introduced a number of challenges for the Jewish educator—conceptual, methodological, political, and even existential. 相似文献
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16.
Jeffrey S. Meltzer 《Journal of Jewish Education》2013,79(3):21-22
There is a strong tendency in American Jewish education to promote the coordination of formal and informal Jewish education. This is not always possible for a variety of different reasons. One factor is the separate nature of the formal educational and informal educational organizations and their institutional goals and directions. Moreover, the formal educational agencies tend to hire staff that are not capable of dealing with informal education. They look at Jewish education as the transmission of cognitive skills; Jewish knowledge is viewed largely as a set of skills which demands long hours in classroom situations. On the other hand, informal educational institutions like the Jewish communal camps (in contrast to the ideological camps such as Camps Ramah, Morasha, Habonim Camps, Young Judea Camps, etc.) are generally social-work-oriented agencies. They do not always perceive themselves as the transmitters of Jewish culture nor as change agents in the complex process of Jewish identity. There is an unspoken tension between Federation-supported camping agencies and communal educational agencies. 相似文献
17.
毕青 《徐州师范大学学报(哲学社会科学版)》2006,32(3):28-31
评论界普遍关注艾.辛格长篇小说中男性“忏悔者”形象,肯定了这个模式化的角色对凸现小说“背弃?回归”主题模式的同构性意义,并高度评价了辛格为捍卫犹太传统文化所作的贡献。然而,在辛格的长篇小说中,女性人物往往被扭曲和异化,极少得到正面关照。在《卢布林的魔术师》中,作者肆意将女性人物扁平化,将丑陋、愚蠢、冷酷、贪婪、放荡等品性浓缩到她们身上。这样,男性主人公与女性人物的各种关系,隐喻了他曾经被诱惑,然而最终能够顿悟自救,浮出世俗欲望的层面,完成信仰的回归。这种彰显男性主人公弃恶从善,浪子回头的叙事策略充分暴露了作者隐匿的男性立场。这种男性叙事话语并非是一个单纯的文学现象,它蕴涵着深厚的文化基因,十分强调身份意识(契约意识)和伦理意识的犹太传统文化本身就呈现出典型的男性色彩。透过辛格的男性创作立场,我们捕捉到小说中渗透的犹太文化元素,也感触到辛格这位“最后的犹太作家”对犹太传统男性文化的独特承袭。 相似文献
18.
ABSTRACTThis article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies. 相似文献
19.
Scott Aaron 《Journal of Jewish Education》2015,81(4):348-376
The positive impact on the Jewish Identity Development of Jewish Emerging Adults of both the 10 day trips to Israel popularly known as Birthright trips and the service learning trips commonly known as Alternative Spring Breaks has been well-documented. However, the mechanics of how this positive impact occurs has not been well-understood. This grounded theory study interviewed participants from both trips and found that there is an observable and ongoing cognitive processing of their trip experience by the participants that organically influences identity development. This process can be modeled and utilized to develop more effective staff training and program content for Jewish experiential education travel programs. 相似文献
20.
The Yiddish language originated in Ashkenazi culture and is spoken by Ashkenai Jewish who are thought to be the descendants of Rhineland Jews. For years, it was carried to many parts of the world with the migration of these Ashkenazi Jewish and a real version of ups and downs of the people. It was once considered as a dialect of German rather than an independent language, which many scholars of Ashkenazi Jewish origin managed to get rid of. It aims to give a brief introduction to this language and try to trace back its origin and development so as to bring a brief senario of the Ashkenazi Jewish's striving for their identity. Having read and study literatures about this language, a conclusion can be reached that Yiddish language means"the mother tongue of Jewish people"which reflects Jewish cultural life and finally prove its value that it deserved in fields of linguistics and literature through centuries-long wax and wane. 相似文献