Balancing Educational Practice with Psychological Theory: Lukinsky's Study of a Bold Camp Ramah Curriculum

Autor/in	Reimer, Joseph
Titel	Balancing Educational Practice with Psychological Theory: Lukinsky's Study of a Bold Camp Ramah Curriculum
Quelle	In: Journal of Jewish Education, 82 (2016) 2, S.159-177 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2016.1168193
Schlagwörter	Jews; Judaism; Religious Education; Resident Camp Programs; Educational Practices; Psychology; Day Camp Programs; Developmental Psychology; Student Responsibility; Cognitive Development; Theories; Curriculum Development; Curriculum Implementation; Curriculum Evaluation; Educational Research + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungspraxis; Psychologie; Entwicklungspsychologie; Kognitive Entwicklung; Theory; Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsforschung; Pädagogische Forschung
Abstract	Missing from the growing literature on Jewish camps is Lukinsky's (1968) pioneering study of the curriculum to teach responsibility that he designed for the 1966 Ramah American Seminar. Reviewing this work I discovered that Lukinsky--under Schwab's (1971) influence--creates a rare balance between his own perspectives as an educational practitioner turned researcher with those of Erik Erikson, the famed developmental psychologist. I suggest that we read his work as an example to all who call upon theories of psychological development on how to use those theories to illuminate our thinking while not allowing them to dominate our educational discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01