The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.

Entries from thousands of publications whether in English, Hebrew, Yiddish, and German on all aspects of Jewish education from pre-school through secondary education. This book contains entries from thousands of publications whether in English, Hebrew, Yiddish, and German—books, research reports, educational and general periodicals, synagogue histories, conference proceedings, bibliographies, and encyclopedias—on all aspects of Jewish education from pre-school through secondary education

Jerusalem's Mercaz L'Mida Dati Learning Center (¿Meled¿) has been transforming lives of youths and restoring families for over twenty years. Not At Risk tells its story in the words of its founders, and details groundbreaking educational work, sharing not only experiences and insights of faculty members and parents, but heartwarming, and at times deeply painful, personal stories of former students. In addition to his professional experience in child development, Dr. Menachem Gottesman drew upon three main sources to create a healing educational environment for youth labelled ¿at risk¿: A.S. Neill's philosophy of education, the therapeutic method developed by Dr. Milton H. Erickson, and the spiritual outlook of Rabbi Dr. Joseph B. Soloveitchik.Not At Risk shares the secret of Meled's success. Open-minded educators, professionals working with adolescents, and concerned parents will find this book an invaluable resource.

A groundbreaking study on the impact of Jewish day schools in the lives of parents and children.

This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.