Teaching Talmudic Passages Concerning Non Jews Rabbi培训课件.ppt

What a Talmud teacher who is a reflective practitioner must constantly ask him/herself: Questions independent of my specific subject matter: How can I better prepare the subject matter to understand it on a level that will be best suited for my students? How effective is my pedagogy and what can I do to improve my presentation and the level of student engagement in my classes? How can I become more conversant with the latest developments in education and technology? Questions for the Orthodox reflective practitioner specific to teaching Talmud in an Orthodox setting: How can I influence my students to become life-long Talmud students? What effect is my teaching having upon them religiously, spiritually, ethically? Modern Orthodox students’ and their parents’ overt educational and religious expectations from Talmud study: Master the subject matter, as in the case of any other discipline that is being studied. Determine how Jewish tradition delineates the manner in which observant individuals are to conduct themselves. Define general moral standards of behavior. Compare general society’s approach to various situations with that of Jewish tradition. MO students’ unarticulated expectations from their Talmud study: Are these values, behaviors that I see discussed in the Talmud such that I wish to internalize them and make them an intrinsic part of myself? If not… Are ChaZaL’s views compatible with and appropriate for the world of today? If not… If these are the actual cornerstones of Jewish tradition, and I am having difficulty accepting/understanding/respecting them, how does this affect how I feel about religious observance in general? Does my learning paradoxically drive me away from a life of commitment? If my teacher is, in my opinion, rationalizing/insensitively promulgating these views which I find reprehensible, to what extent can I ever take seriously what s/he teaches in other areas? Rabbinic statements that should give all teachers* of T