Experiential Learning and Values Education at a School Youth Camp: Maintaining Jewish Culture and Heritage

Autor/inn/en	Gross, Zehavit; Rutland, Suzanne D.
Titel	Experiential Learning and Values Education at a School Youth Camp: Maintaining Jewish Culture and Heritage
Quelle	In: International Review of Education, 63 (2017) 1, S.29-49 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9609-y
Schlagwörter	Foreign Countries; Experiential Learning; Values Education; Youth Programs; Jews; Religious Education; Acculturation; Heritage Education; Socialization; Informal Education; Immersion Programs; Active Learning; Longitudinal Studies; Case Studies; Focus Groups; Semi Structured Interviews; Grounded Theory; Australia + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Werterziehung; Jugendsofortprogramm; Jew; Jude; Jüdin; Juden; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Akkulturation; Socialisation; Sozialisation; Informelle Bildung; Nichtformale Bildung; Immersionsprogramm; Aktives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Australien
Abstract	In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers' aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to "transmit" knowledge through "evocation", with the students involved in active learning; while others focus more on students' "acquisition" of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01