"The King Will Be Corrupt Too!" Teaching Thinking in Bible Studies

Autor/inn/en	Tsemach, Ehud; Zohar, Anat
Titel	"The King Will Be Corrupt Too!" Teaching Thinking in Bible Studies
Quelle	In: Journal of Curriculum Studies, 55 (2023) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsemach, Ehud) ORCID (Zohar, Anat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2023.2171741
Schlagwörter	Thinking Skills; Religious Education; Foreign Countries; Teaching Methods; Judaism; Metacognition; Cooperative Learning; Questioning Techniques; Middle School Students; High School Students; Curriculum Development; Israel + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Judaismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Befragungstechnik; Fragetechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Bible studies are one of the foundations of Israeli education. Nevertheless, this content area has been neglected for many years and it is now bordering on crisis. Passive learning style and classroom discussions that lead to predetermined conclusions are prevalent in Bible classes in both elementary and high schools. In this article, we present the Teaching Thinking in Bible Studies Initiative that seeks to facilitate active Bible studies where students construct the meaning of the text autonomously. The initiative also encourages students to use core thinking strategies when reading the Bible. Our model proposes a Bible lesson directed at well-defined thinking goals that unfold throughout the lesson, and that includes explicit discussions of thinking processes and strategies. The first section of this article explores theories and research, identifying the characteristics and principles of teaching thinking, and reviews previous studies about Bible education. In the second, we present the initiative's pedagogical principles and the structure of a thinking-based Bible lesson. In the third section, we provide two examples of teaching thinking in Bible lessons focused on argumentation and asking questions. Finally, in the discussion, we examine how our initiative corresponds and adds to other initiatives and the teaching thinking literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01