elie holzer - Bar-Ilan University (original) (raw)
Papers by elie holzer
Studies in Jewish Education, 2019
Religious Education, 2002
Journal of Jewish Education, 2006
Journal of Moral Education, 2007
This article explores an opportunity for the cultivation of moral dispositions through the hermen... more This article explores an opportunity for the cultivation of moral dispositions through the hermeneutical activity performed by learners engaged in the study of texts. It seeks to direct teachers' attention to potential moral dimensions of the hermeneutical activity itself, an activity that might otherwise be perceived merely as a means to knowledge attainment. The paper discusses the nature of this hermeneutical activity drawing on the discipline of philosophical hermeneutics, especially on its concept of conversation between the learner and texts. Finally, it outlines a couple of challenges for teachers to explore as they engage students in this type of encounter with texts.
Jewish Educational Thought, 2000
Modes of Educational Translation,, 2008
Ari Burzstein provides us with a particular example of a limited but careful translation of a phi... more Ari Burzstein provides us with a particular example of a limited but careful translation of a philosophical idea for an educative purpose. In order to focus my discussion on the substance of the idea presented by Burzstein, I would like to lay out what I understand the structure of the argument to be. I will do so by using a slightly different terminology.
International Studies in Hermeneutics and Phenomenology, 2011
Journal of Jewish Education , 2009
How might one perceive the role of his or her hevruta partner in the hevruta learning relationshi... more How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather then considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education.
Studies in Contemporary Jewry, 2002
Reines. Overall, the positive attitude of R. Reines' successors toward military organization and ... more Reines. Overall, the positive attitude of R. Reines' successors toward military organization and self-defense initiatives (particularly in the 1930s and thereafter) were dictated by changing historical circumstances. Despite this, however, their disquisitions on the use of force were informed by R. Reines' basic ideological principles.
Journal of Jewish Education, 2009
Languages and Literatures in Jewish Education, Studies in Honor of Michael Rosenak, 2006
Learning to Read Talmud: What It Looks Like and How It Happens, 2018
book Review
Modes of Educational Translation, Studies in Jewish Education, 2008
In the discourse of educational research attention is given to both general and specific educatio... more In the discourse of educational research attention is given to both general and specific educational goals relating to specific subject matter. In some educational approaches represented in Dewey's writings), the pedagogical aspects of teaching are also perceived as a focus of educational goals. 2 In such approaches, the radical dichotomy of means and ends 3 becomes blurred. No longer conceived exclusively as a means to the achievement of educational goals, pedagogy is also evaluated in its own right on the basis of its educational impact on the learner.
The Journal of Moral Education, 2007
Drawing upon scholarly literary approaches to biblical narratives, this article offers both a the... more Drawing upon scholarly literary approaches to biblical narratives, this article offers both a
theoretical view and a method for teaching and learning which connect interpretative activity of
biblical narratives with moral education. The theoretical section of the article discusses the
pedagogical rather than propositional nature of biblical narratives and illustrates how the former is
mediated through calculated literary devices in the text. The article then attends to the experiential
nature of the interpretative dynamic between learner and text, with special attention to the
learner’s filling of literary gaps and the potential of this for moral education. The article concludes
with a discussion of the pedagogical rationales behind a method for teaching and learning designed
to engage the learner in an interpretative and reflective activity on biblical narratives, which holds
potential for effective moral education.
Journal of Moral Education, 2015
Michel de Montaigne’s L’art de Confe´rer offers a moral groundwork for students’ learning of havr... more Michel de Montaigne’s L’art de Confe´rer offers a moral groundwork for students’ learning of havruta,
a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that
can be applied to students everywhere. The article attends to the nature of havruta learning and to
cultural norms that make it difficult for students to become open to their partners’ opposing ideas.
Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for
cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in
text- and discussion-based learning. I draw on Wolfgang Iser’s theory of reading as bringing the
reader into deeper self-consciousness and calling into question implicit beliefs about the role of
opposing ideas. The article provides an analysis of Montaigne’s ideas and includes study questions to
help students adopt a more constructive attitude toward opposing views.
International Studies in Hermeneutics and Phenomenology, 2015
Be-Ron Yahad: Studies in Jewish Thought and Theology in Honor of Nehemia Polen, 2019
Journal of Moral Education, 2007
Drawing upon scholarly literary approaches to biblical narratives, this article offers both a the... more Drawing upon scholarly literary approaches to biblical narratives, this article offers both a theoretical view and a method for teaching and learning which connect interpretative activity of biblical narratives with moral education. The theoretical section of the article discusses the pedagogical rather than propositional nature of biblical narratives and illustrates how the former is mediated through calculated literary devices in the text. The article then attends to the experiential nature of the interpretative dynamic between learner and text, with special attention to the learner's filling of literary gaps and the potential of this for moral education. The article concludes with a discussion of the pedagogical rationales behind a method for teaching and learning designed to engage the learner in an interpretative and reflective activity on biblical narratives, which holds potential for effective moral education.
Journal of Jewish Education, 2009
How might one perceive the role of his or her hevruta partner in the hevruta learning relationshi... more How might one perceive the role of his or her hevruta partner in
the hevruta learning relationship? Drawing on recent developments
in the scholarship of rabbinics, this article offers an
interpretation of a Talmudic legend that discusses three forms
of interpersonal relationships in hevruta learning. Rather then
considering hevruta learning as a formal setting meant to serve
the learner’s own learning, this interpretation offers a dialogic
view of hevruta learning in which the learner carries a responsibility
for the learning of his or her hevruta partner as
well. The article concludes by suggesting further considerations
of the interpretation of Talmudic legends as a resource for
Jewish education and of hevruta learning as a locus for moral
education.
Either a hevruta Partner or Death”: A Critical View on the Interpersonal Dimensions of hevruta Learning
Journal of Jewish Education, 2009
How might one perceive the role of his or her "hevruta" partner in the &quo... more How might one perceive the role of his or her "hevruta" partner in the "hevruta" learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal ...
Studies in Jewish Education, 2019
Religious Education, 2002
Journal of Jewish Education, 2006
Journal of Moral Education, 2007
This article explores an opportunity for the cultivation of moral dispositions through the hermen... more This article explores an opportunity for the cultivation of moral dispositions through the hermeneutical activity performed by learners engaged in the study of texts. It seeks to direct teachers' attention to potential moral dimensions of the hermeneutical activity itself, an activity that might otherwise be perceived merely as a means to knowledge attainment. The paper discusses the nature of this hermeneutical activity drawing on the discipline of philosophical hermeneutics, especially on its concept of conversation between the learner and texts. Finally, it outlines a couple of challenges for teachers to explore as they engage students in this type of encounter with texts.
Jewish Educational Thought, 2000
Modes of Educational Translation,, 2008
Ari Burzstein provides us with a particular example of a limited but careful translation of a phi... more Ari Burzstein provides us with a particular example of a limited but careful translation of a philosophical idea for an educative purpose. In order to focus my discussion on the substance of the idea presented by Burzstein, I would like to lay out what I understand the structure of the argument to be. I will do so by using a slightly different terminology.
International Studies in Hermeneutics and Phenomenology, 2011
Journal of Jewish Education , 2009
How might one perceive the role of his or her hevruta partner in the hevruta learning relationshi... more How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather then considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education.
Studies in Contemporary Jewry, 2002
Reines. Overall, the positive attitude of R. Reines' successors toward military organization and ... more Reines. Overall, the positive attitude of R. Reines' successors toward military organization and self-defense initiatives (particularly in the 1930s and thereafter) were dictated by changing historical circumstances. Despite this, however, their disquisitions on the use of force were informed by R. Reines' basic ideological principles.
Journal of Jewish Education, 2009
Languages and Literatures in Jewish Education, Studies in Honor of Michael Rosenak, 2006
Learning to Read Talmud: What It Looks Like and How It Happens, 2018
book Review
Modes of Educational Translation, Studies in Jewish Education, 2008
In the discourse of educational research attention is given to both general and specific educatio... more In the discourse of educational research attention is given to both general and specific educational goals relating to specific subject matter. In some educational approaches represented in Dewey's writings), the pedagogical aspects of teaching are also perceived as a focus of educational goals. 2 In such approaches, the radical dichotomy of means and ends 3 becomes blurred. No longer conceived exclusively as a means to the achievement of educational goals, pedagogy is also evaluated in its own right on the basis of its educational impact on the learner.
The Journal of Moral Education, 2007
Drawing upon scholarly literary approaches to biblical narratives, this article offers both a the... more Drawing upon scholarly literary approaches to biblical narratives, this article offers both a
theoretical view and a method for teaching and learning which connect interpretative activity of
biblical narratives with moral education. The theoretical section of the article discusses the
pedagogical rather than propositional nature of biblical narratives and illustrates how the former is
mediated through calculated literary devices in the text. The article then attends to the experiential
nature of the interpretative dynamic between learner and text, with special attention to the
learner’s filling of literary gaps and the potential of this for moral education. The article concludes
with a discussion of the pedagogical rationales behind a method for teaching and learning designed
to engage the learner in an interpretative and reflective activity on biblical narratives, which holds
potential for effective moral education.
Journal of Moral Education, 2015
Michel de Montaigne’s L’art de Confe´rer offers a moral groundwork for students’ learning of havr... more Michel de Montaigne’s L’art de Confe´rer offers a moral groundwork for students’ learning of havruta,
a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that
can be applied to students everywhere. The article attends to the nature of havruta learning and to
cultural norms that make it difficult for students to become open to their partners’ opposing ideas.
Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for
cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in
text- and discussion-based learning. I draw on Wolfgang Iser’s theory of reading as bringing the
reader into deeper self-consciousness and calling into question implicit beliefs about the role of
opposing ideas. The article provides an analysis of Montaigne’s ideas and includes study questions to
help students adopt a more constructive attitude toward opposing views.
International Studies in Hermeneutics and Phenomenology, 2015
Be-Ron Yahad: Studies in Jewish Thought and Theology in Honor of Nehemia Polen, 2019
Journal of Moral Education, 2007
Drawing upon scholarly literary approaches to biblical narratives, this article offers both a the... more Drawing upon scholarly literary approaches to biblical narratives, this article offers both a theoretical view and a method for teaching and learning which connect interpretative activity of biblical narratives with moral education. The theoretical section of the article discusses the pedagogical rather than propositional nature of biblical narratives and illustrates how the former is mediated through calculated literary devices in the text. The article then attends to the experiential nature of the interpretative dynamic between learner and text, with special attention to the learner's filling of literary gaps and the potential of this for moral education. The article concludes with a discussion of the pedagogical rationales behind a method for teaching and learning designed to engage the learner in an interpretative and reflective activity on biblical narratives, which holds potential for effective moral education.
Journal of Jewish Education, 2009
How might one perceive the role of his or her hevruta partner in the hevruta learning relationshi... more How might one perceive the role of his or her hevruta partner in
the hevruta learning relationship? Drawing on recent developments
in the scholarship of rabbinics, this article offers an
interpretation of a Talmudic legend that discusses three forms
of interpersonal relationships in hevruta learning. Rather then
considering hevruta learning as a formal setting meant to serve
the learner’s own learning, this interpretation offers a dialogic
view of hevruta learning in which the learner carries a responsibility
for the learning of his or her hevruta partner as
well. The article concludes by suggesting further considerations
of the interpretation of Talmudic legends as a resource for
Jewish education and of hevruta learning as a locus for moral
education.
Either a hevruta Partner or Death”: A Critical View on the Interpersonal Dimensions of hevruta Learning
Journal of Jewish Education, 2009
How might one perceive the role of his or her "hevruta" partner in the &quo... more How might one perceive the role of his or her "hevruta" partner in the "hevruta" learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal ...