Results for 'Jewish religious education Philosophy'

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  1.  18
    Commandments and Concerns: Jewish Religious Education in Secular Society.Michael Rosenak - 1987 - Jewish Publication Society.
    In this cutting-edge study, Michael Rosenak provides a new understanding of the challenges inherent in teaching Judaism today.
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  2. In Search of a Guiding Vision for Jewish Education.David Hartman - 1996 - The David and Rae Finegood Institute for Diaspora Education of the Shalom Hartman Institute.
     
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  3. Religious Education and Religious Understanding: An Introduction to the Philosophy of Religious Education.Raymond Holley - 1978 - Routledge and Kegan Paul.
     
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  4. The Philosophy of Religious Education: An Introduction.E. O. Iheoma - 1997 - Fourth Dimension.
     
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  5.  9
    Religious Jewish Education and the Holocaust: The Theological Dimension.Michael Rosenak - 2003 - Philosophia 30 (1-4):189-218.
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  6.  11
    Religious Belief and Jewish Identity in Wittgenstein's Philosophy.Isaac Nevo - 1987 - Philosophy Research Archives 13:225-243.
    This paper contrasts the religiosity ihai is expressed by the mysticism of Wittgenstein’s Tractatus, which moves away from ihe traditional “narratives” of revealed religion, with Wittgenstein’s later expressions of religiosity, which endorse those “narratives” and take place within them. The paper discusses the importance of this development in Wittgenstein’s religious experience in relation to the developments in Wittgenstein’s philosophy. Both religious and philosophical developments are placed in the context of Wittgenstein’s self-directed anti-Semitism, which is interpreted in terms (...)
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  7.  30
    Should Philosophy Replace Religious Education? A Reply to Brenda Watson.Brendan Larvor - 2005 - Think 4 (10):31-33.
    In Issue 7 of Think, Brendan Larvor criticised the Archbishop of Canterbury, Rowan Williams, for suggesting that atheism and humanism ought not to be taught in schools alongside the religious faiths. In Issue 9, Brenda Watson defended the Archbishop's view. Here, Larvor replies to Watson. The numbers below refer to numbered points in Watson's piece.
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  8. Process and Relationship Issues in Theory, Philosophy, and Religious Education : A Festschrift for Randolph Crump Miller.Iris V. Cully & Randolph Crump Miller - 1978
     
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  9. A History of Modern Jewish Religious Philosophy.Eliezer Schweid - 2011 - Brill.
     
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  10. Philosophy of Law: Secular and Religious (with Some Reference to Jewish Family Law).Bernard S. Jackson - 2015 - In Alison Diduck, Noam Peleg & Helen Reece (eds.), Law In Society: Reflections on Children, Family, Culture and Philosophy. Essays in Honour of Michael Freeman. Leiden: Brill. pp. 45-62.
    Despite the efforts of some modern Jewish law scholars, it is difficult to apply models of secular jurisprudence (whether positivist or Dworkinian) to the Jewish legal system. Internal analysis suggests that the “secondary rules” of the system are far too fragile. Rather, the system appears to privilege trust over objectively determinable truth. (But perhaps trust is a concept to which greater attention should be paid also in secular jurisprudence, as a legal realism informed by semiotics might maintain.) The (...)
     
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  11. Religious Belief and Jewish Identity in Wittgenstein’s Philosophy.Isaac Nevo - 1987 - Philosophy Research Archives 13:225-243.
    This paper contrasts the religiosity ihai is expressed by the mysticism of Wittgenstein’s Tractatus, which moves away from ihe traditional “narratives” of revealed religion, with Wittgenstein’s later expressions of religiosity, which endorse those “narratives” and take place within them. The paper discusses the importance of this development in Wittgenstein’s religious experience in relation to the developments in Wittgenstein’s philosophy. Both religious and philosophical developments are placed in the context of Wittgenstein’s self-directed anti-Semitism, which is interpreted in terms (...)
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  12. The Intellectual Foundations of Christian and Jewish Discourse: The Philosophy of Religious Argument.Jacob Neusner - 1997 - Routledge.
    The Intellectual Foundations of Christian and Jewish Discourse is a unique and controversial analysis of the genesis and evolution of Judeo-Christian intellectual thought. Jacob Neusner and Bruce Chilton argue that the Judaic and Christian heirs of Scripture adopted, and adapted to their own purposes, Greek philosophical modes of thought, argument and science. Intellectual Foundations of Christian and Jewish Discourse explores how the earliest intellectuals of Christianity and Judaism shaped a tradition of articulated conflict and reasoned argument in the (...)
     
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  13.  2
    A Case Study in Jewish Moral Education: (Non‐)Rape of the Beautiful Captive.David Resnick * - 2004 - Journal of Moral Education 33 (3):307-319.
    The challenge of teaching classic religious texts with flawed moral messages from a contemporary point of view is examined in the case of the Beautiful Captive of War (Deuteronomy 21:10?14). A moral dilemma is generated by contradictory ethical stands within the Jewish tradition, between which students have to choose. This dilemma is explored in the context of a kind of religious education which strives for critical commitment to sacred tradition. That kind of education is analysed (...)
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  14. A Case Study In Jewish Moral Education: Rape of the Beautiful Captive.David Resnick - 2004 - Journal of Moral Education 33 (3):307-319.
    The challenge of teaching classic religious texts with flawed moral messages from a contemporary point of view is examined in the case of the Beautiful Captive of War. A moral dilemma is generated by contradictory ethical stands within the Jewish tradition, between which students have to choose. This dilemma is explored in the context of a kind of religious education which strives for critical commitment to sacred tradition. That kind of education is analysed for its (...)
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  15.  11
    Roads to the Palace: Jewish Texts and Teaching.Michael Rosenak - 1995 - Berghahn Books.
    Jewish educators of diverse commitments will all find themselves addressed in the book, and enlightened by it.
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  16. Respecting the Wicked Child a Philosophy of Secular Jewish Identity and Education.Mitchell Silver - 1998
     
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  17.  18
    Religious Education, Religious Literacy and Common Schooling: A Philosophy and History of Skewed Reflection.David Carr - 2007 - Journal of Philosophy of Education 41 (4):659–673.
  18.  1
    Religious Education, Religious Literacy and Common Schooling: A Philosophy and History of Skewed Reflection.David Carr - 2007 - Philosophy of Education 41 (4):659-673.
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  19. The Principles of Education and Guidance.Joseph Isaac Schneersohn - 2004 - Kehot Publication Society.
  20. Tree of Life, Tree of Knowledge: Conversations with the Torah.Michael Rosenak - 2001 - Westview Press.
    Viewing education through the prism of the Torah, Tree of Life, Tree of Knowledge takes the reader through the stages of learning, growth, and self-development that characterize human lives. The journey begins with education as it happens in the home, moves on to the institutions of society, especially schools, and then on to the questions of identity and commitment which constitute the hidden agenda of “informal educational networks.” The self-education of the individual is explored: When does one (...)
     
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  21.  72
    Relativism and the Philosophy of Religious Education.Robert Ellis - 1997 - The Philosophers' Magazine 1 (1):17-18.
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  22.  9
    Jacob Neusner and Bruce Chilton, the Intellectual Foundations of Christian and Jewish Discourse: The Philosophy of Religious Argument. (London, Routledge, 1997.) Pp. XVI+184, £13.99. [REVIEW]Oliver Leaman - 1998 - Religious Studies 34 (3):353-367.
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  23.  1
    Should Philosophy Replace Religious Education? A Reply to Brenda Watson: Larvor Reply to Watson.Brendan Larvor - 2005 - Think 4 (10):31-33.
    In Issue 7 of Think, Brendan Larvor criticised the Archbishop of Canterbury, Rowan Williams, for suggesting that atheism and humanism ought not to be taught in schools alongside the religious faiths. In Issue 9, Brenda Watson defended the Archbishop's view. Here, Larvor replies to Watson. The numbers below refer to numbered points in Watson's piece.
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  24. The Contribution of Philosophy of Religion to Religious Education.John Hick - 2006 - In Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.), Education, Religion and Society: Essays in Honour of John M. Hull. Routledge. pp. 62--70.
     
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  25. The Intellectual Foundations of Christian and Jewish Discourse: The Philosophy of Religious Argument. [REVIEW]Oliver Leaman - 1998 - Religious Studies 34 (3):353-367.
     
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  26.  1
    How Effective is Philosophy for Children in Contributing to the Affective Engagement of Pupils in the Context of Secondary Religious Education?Asha Lancaster-Thomas - 2017 - Journal of Philosophy in Schools 4 (1).
    This paper reports the findings of a predominantly qualitative study that explored the effects of the practice of Philosophy for Children on pupils’ affective engagement.[1] From its conception, the practice of P4C has been linked to the development of caring and collaborative thinking and the study aimed to closely consider that relationship. An appropriate self-designed P4C program was implemented with 75 Year 9 pupils of Religious Education at an independent secondary school in the United Kingdom. An interpretive (...)
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  27.  31
    Should Philosophy Replace Religious Education? Reflections Following Brendan Larvor's Article 'Tu Quoque, Archbishop'.Brenda Watson - 2005 - Think 3 (9):7-12.
    In Think, Issue 7, Brendan Larvor took the Archbishop of Canterbury to task for suggesting that atheism and humanism should not be taught in schools alongside the major faiths. Here, Brenda Watson defends the Archbishop's position.
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  28.  2
    Philosophy and Religious Education.D. Z. Phillips - 1970 - British Journal of Educational Studies 18 (1):5-17.
  29.  9
    Philosophy and Religious Education.D. Z. Phillips - 1970 - British Journal of Educational Studies 18 (1):5 - 17.
  30.  1
    The Philosophy of Christian Religious Education.Brenda Watson & Jeff Astley - 1995 - British Journal of Educational Studies 43 (2):242.
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  31.  1
    Philosophy and Religious Education: A Reply to D. Z. Phillips.Paul H. Hirst - 1970 - British Journal of Educational Studies 18 (2):213-215.
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  32. Relativism and the Philosophy of Religious Education.Robert Ellis - 1997 - The Philosophers' Magazine 1:17-18.
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  33.  16
    Teachers and Texts in the Ancient World: Philosophers, Jews, and Christians.H. Gregory Snyder - 2000 - Routledge.
    Teachers and Texts in the Ancient World presents a comprehensive and accessible survey of religious and philosophical teaching and classroom practices in the ancient world. Snyder synthesizes a wide range of ancient evidence and modern scholarship to address such questions as how the literary practices of Jews and Christians compared to the literary practices of the philosophical schools and whether Christians were particularly noteworthy for their attachment to scripture.
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  34. Ḳunṭres Ḥovat Ha-Talmidim: ʻim Targum Be-Idish.Ḳalonimus Ḳalmish ben Elimelekh - 2003 - Asher Anshil Grad.
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  35. Lemaʻan Ha-Ḥinukh Lo Eḥesheh: Ha-Zeʻaḳah ʻal Zeniḥat Ha-Ḥashivah Be-Ḥinukh Uve-Horaʼah.Dov Landaʼu - 2014 - Shaʼanan Hotsaʼah le-Or.
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  36. Yeshaʻyahu Lebovits: Me-Hagut le-Ḥinukh.Michael Ohana - 2007 - Ha-Mikhlalah Ha-Aḳademit le-Ḥinukh "Gordon".
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  37. History and Philosophy of Jewish Education-a Bibliographical Essay.Lawrence Frizzel - 1984 - Journal of Dharma 9 (4):336-347.
     
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  38. Upon My Words.Alexander Sissel Kohanski - 1987 - Bloch Pub. Co..
     
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  39. Ethics and Teaching: A Religious Perspective on Revitalizing Education.Alan A. Block - 2009 - Palgrave-Macmillan.
    This book studies education and curriculum from the perspective of the teacher’s stance in the classroom. Writing through the lenses offered by autobiography, a lifetime in the classroom serving as teacher, and drawing heavily on Jewish and secular scholarly texts, Block offers a vision of education that serves as an alternative to the increasingly instrumentalist, managerial, standards-driven impersonal nature of contemporary schools. He advocates not for a pedagogy of ethics, but for the original ethical stance every teacher (...)
     
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  40. Religious Education in a Pluralist Society: The Key Philosophical Issues.Peter R. Hobson - 1999 - Woburn Press.
  41.  4
    Religious Education: Philosophical Perspectives.John Sealey - 1985 - Allen & Unwin.
  42. Philosophy and Theology in the Studia of the Religious Orders and at Papal and Royalcourts: Acts of the Xvth International Colloquium of the Société Internationale Pour l'Étude de la Philosophie Mediévale, University of Notre Dame, 8-10october 2008. [REVIEW]Kent Emery, William J. Courtenay & Stephen M. Metzger (eds.) - 2012 - Brepols Publishers.
    I. The Dominicans -- II. The Franciscans -- III. The Augustinians and the Carmelites-- IV. The Benedictines and the Cistercians -- V. The friars, philosophy and theology at papaland royal courts.
     
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  43.  93
    Proofs for Eternity, Creation, and the Existence of God in Medieval Islamic and Jewish Philosophy.Herbert A. Davidson - 1987 - Oxford University Press.
    The central debate of natural theology among medieval Muslims and Jews concerned whether or not the world was eternal. Opinions divided sharply on this issue because the outcome bore directly on God's relationship with the world: eternity implies a deity bereft of will, while a world with a beginning leads to the contrasting picture of a deity possessed of will. In this exhaustive study of medieval Islamic and Jewish arguments for eternity, creation, and the existence of God, Herbert Davidson (...)
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  44.  12
    Virtue, Reason, and the False Public Voice: Catharine Macaulay's Philosophy of Moral Education.Connie Titone - 2009 - Educational Philosophy and Theory 41 (1):91-108.
    Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to ‘bring the human mind to such a height of perfection as shall induce the practice of the best morals’, is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, (...)
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  45.  40
    Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education.Duck‐joo Kwak - 2012 - Educational Philosophy and Theory 44 (5):535-545.
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, (...)
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  46.  12
    Comparative Religion: Correspondences Between Jewish Mysticism and Indian Religion - Philosophy. Some Significant Relations to Science.Dr Axel Randrup & Dr Tista Bagchi - 2006 - Http.
    In the literature we have found correspondence of several significant traits of Jewish mysticism with traits of Buddhism and other systems of Indian religion-philosophy. Among the corresponding traits is the fundamental idea of emptiness or nothingness, shuunyataa in Sanskrit, ayin in Hebrew. Also corresponding are attempts to harmonize the idea and experience of emptiness with fullness, and with the experience of the secular world with its many things and concepts. We list eight significant traits of Jewish mysticism, (...)
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  47. Studies in Religious Philosophy and Mysticism.Alexander Altmann - 1969 - London: Routledge and Kegan Paul.
    The twelve studies here are arranged in three distinct groups – Arabic and Judaeo-Arabic philosophy, Jewish mysticism, and modern philosophy. One theme that appears in various forms and from different angles in the first two sections is that of ‘Images of the Divine’. It figures not only in the account of mystical imagery but also in the discussion of the ‘Know thyself’ motif, and is closely allied to the subject-matter of the studies dealing with man’s ascent to (...)
     
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  48. Studies in Religious Philosophy and Mysticism.Alexander Altmann - 1969 - Routledge.
    The twelve studies here are arranged in three distinct groups – Arabic and Judaeo-Arabic philosophy, Jewish mysticism, and modern philosophy. One theme that appears in various forms and from different angles in the first two sections is that of ‘Images of the Divine’. It figures not only in the account of mystical imagery but also in the discussion of the ‘Know thyself’ motif, and is closely allied to the subject-matter of the studies dealing with man’s ascent to (...)
     
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  49. Positive Philosophy, Innovative Method and Present Education System.Desh Raj Sirswal - 2015 - Intellection : A Bi-Annual Interdisciplinary Research Journal, (II):1-13.
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it (...)
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  50.  36
    The Global Community, Religion, and Education: The Modernity of Dewey's Social Philosophy[REVIEW]Daniel Tröhler - 2000 - Studies in Philosophy and Education 19 (1):159-186.
    As a starting point this paper takes Dewey's nowadays oftenstressed modernity and examines his social philosophy againstthe background of the current debates on republicanism andcommunitarianism. Particularly, the anaysis of Dewey's The Public and its Problem (1927) concludesthat the attention being paid to Dewey is problematic asspecific religious assumptions – explicitly developedin A Common Faith (1934) – lie in the backgroundof his social philosophy, and are hardly being recognized.However, as it shall be shown, without considering thereligious basis, neither (...)
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