Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education

Autor/inn/en	Sigel, Irving E.; Kress, Jeffrey S.; Elias, Maurice J.
Titel	Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education
Quelle	In: Journal of Jewish Education, 73 (2007) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Jews; Judaism; Educational Practices; Religious Education; Biblical Literature; Questioning Techniques; Inquiry; Affective Objectives; Schemata (Cognition); Ethnicity; Identification (Psychology) + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Bildungspraxis; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bibel; Befragungstechnik; Fragetechnik; Cognition; Schema; Kognition; Ethnizität
Abstract	Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking. Further, these theories connect question-asking with issues of identity development. Recommendations are made for Jewish educational practice, including an example of a cognitive-developmentally based questioning strategy applied to a biblical text. (Contains 1 table and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10