Learning to Learn with a Havruta: Pragmatic and Ethical Facets

Autor/inn/en	Teomim-Ben Menachem, Esty; Holzer, Elie
Titel	Learning to Learn with a Havruta: Pragmatic and Ethical Facets
Quelle	In: Journal of Jewish Education, 89 (2023) 4, S.379-397 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holzer, Elie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2023.2239384
Schlagwörter	Jews; Judaism; Religious Education; Socialization; Thinking Skills; Interpersonal Competence; Ethics; Discovery Learning; Intentional Learning; Cooperative Learning; Females; Religious Schools; High School Students + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Socialisation; Sozialisation; Denkfähigkeit; Interpersonale Kompetenz; Ethik; Entdeckendes Lernen; Intentionales Lernen; Kooperatives Lernen; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	What are students' perceptions of havruta learning after osmotic socialization? This osmosis is achieved solely by observing and emulating behaviors from other havruta learners. Perceived benefits include improvement of thinking and social skills and correcting misunderstandings, whereas challenges include the limitation of one's freedom and a sense of missing additional learning opportunities. Particularly relevant for educators seeking to cultivate intentional havruta practices among students., these findings underline the need for a nuanced pedagogy that is highly attentive to students' spontaneous discovery of pragmatic and ethical insights, as well as how enhancement of the ethical dimension of havruta may support students' engagement with personal challenges in this learning format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01