Titlebook: Cultures and Contexts of Jewish Education; Barry Chazan,Robert Chazan,Benjamin M. Jacobs Book 2017 The Editor(s) (if applicable) and The A

Inclement

https://doi.org/10.1007/978-1-349-22374-9ed in two great revolutions in America and France, which reshaped the structure of Western societies. Semi-autonomous agencies like the pre-modern Jewish community were dismantled. Jews were granted the boon of equal citizenship, but were deprived of their separate educational system. Jews were now

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exhilaration

https://doi.org/10.1007/978-1-349-22546-0 The nature of this new Jewish educational system was significantly influenced by the theory and practice of the twentieth-century American public school. The primary form of American Jewish education has been—and remains—the part-time Jewish supplementary or religious school. Toward the second half

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陈腐思想

The Crisis of Modernity,able to enjoy access to general educational facilities, and education of Jews began to take place largely outside the Jewish community. In the process, Jews had to create new and voluntary educational settings that could cope effectively with traditional and innovative challenges to maintenance of Jewish identity.

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中世纪

kground and insight with educational expertise to provide a robust portrait of the cultures and contexts of Jewish education and address possibilities for the future.  .        .978-3-319-84691-0978-3-319-51586-1

SAGE

Book 2017d their culture and worldview over the years, with particular attention to the shift from premodernity to modernity and to the unique opportunities and challenges of contemporary American Jewish education. Its authors combine historical background and insight with educational expertise to provide a