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Character education in a Muslim school: A case study of a comprehensive Muslim school's curricula

In this chapter I survey the origins of contemporary day school education in relation to two distinct models: one integrationist, one isolationist. I explore how, since the 1960s, with the proliferation of liberal day school education worldwide, these models have no longer been conceived as alternatives, but as complementary, if not always compatible. I suggest that the challenges in reconciling these two models account for some of the most intense contemporary debates surrounding day school education in relation to educational goals, curriculum content, marketing, and recruitment. I review these debates as well as other central trends in liberal day school education. Finally, I examine the questions and concerns that have been of most interest to researchers of day schools in general (and of liberal day schools in particular). I finish by proposing a research agenda for the coming decades of day school research.

Day Schools in the Liberal Sector: Challenges and Opportunities at the Intersection of Two Traditions of Jewish Schooling

Jewish day schools offer many experiences meant to foster the Jewish development of students. However, these experiences are at risk of being disconnected from one another, complicating a comprehensive approach to addressing issues of identity. This article uses a constructivist approach to identity development to frame the challenges posed by such a fragmentation. Observations of pluralistic Jewish day high schools are brought as illustrations. The author discusses an approach of scaffolded reflection as a way to integrate the identity—enhancing experiences in which a student participates.

Reflection and Connections: The Other Side of Integration

Mussar, an approach to character growth emerging as a movement in the 18th century, has increasingly been incorporated into contemporary Jewish education. The purpose of mussar—the cultivation of character—is consistent with the goals of Jewish day schools and other settings. This article examines the implementation of a mussar-based program in a Jewish community high school. Particular attention is given to questions raised by the introduction of this program into a pluralistic school setting. Implications are discussed in terms of the broader goals of Jewish education.

Learning from a Mussar-Based Initiative in a Community Day School.

These are exciting times in Jewish education. The entire field has been the subject of unprecedented attention since the publication of A Time to Act ir\\\\99Q. The analyses of the 1990 National JewishPopulation Survey, which demonstrated the vital role of Jewish education in ensuring the Jewishness of future generations, focused further attention on Jewish education. In the wake of these events, federations and foundations showered Jewish education with funds to develop and implement new initiatives. Significant national initiatives began in day schools, Israel programs, Jewish centers, adult learning settings, and congregational education. Creative, inventiveandimaginative work started at the grass roots level in these types of institutions and in institutions of higher learning, at local agencies, and through national organizations. The result of all this activity is that we live in an era that might be characterized as a \"renaissance of Jewish education.\

The landscape of jewish educational research

BRING IT UP WITH THE RABBI: The Specialization of Moral and Spiritual Education in a Jewish High School

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BRING IT UP WITH THE RABBI: The Specialization of Moral and Spiritual Education in a Jewish High School