A Philological Orientation?

Autor/in	Fonrobert, Charlotte Elisheva
Titel	A Philological Orientation?
Quelle	In: Journal of Jewish Education, 76 (2010) 2, S.104-107 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Stellungnahme; Curriculum Development; Teaching Methods; Religious Education; Literature; Judaism; Jews; Classification; Skill Development; History; Linguistics + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Literatur; Judaismus; Jew; Jude; Jüdin; Juden; Classification system; Klassifikation; Klassifikationssystem; Kompetenzentwicklung; Qualifikationsentwicklung; Geschichte; Geschichtsdarstellung; Linguistik
Abstract	This article presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." As someone who is experimenting not only with how to teach rabbinic texts but with which texts to select in virtually every course the author teaches for American undergraduate as well as graduate students, the author finds Jon A. Levisohn's article eminently useful on various levels. Levisohn's menu offers a fairly comprehensive list of choices from which to select preferences. The author raises one question with regard to the menu that is not on the principle of the menu or its "orientations," but with regard to one of the orientations, namely what Levisohn categorizes as "skills orientation." Relying on Levisohn's definition of orientation, the author argues that the philological work with respect to rabbinic literature is not merely a "method," but operates as an orientation that is not commensurate (although of course clearly compatible) with the historical orientation, in that it seeks to engage the very question of the Talmud's and arguably other rabbinic literature's "text-ness." Aside from his reflections on Levisohn's menu, the author asserts that at its best, it can serve as the basis for curriculum development in a variety of contexts, and for this his menu is to be commended. (Contains 2 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10