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The Second Conversation: Interpretive Authority in the Bible Classroom.
・ISBN 978-1-68458-188-7 hard US$ 120.00
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| 著者・編者 | Hassenfeld, Ziva R., |
|---|---|
| シリーズ | (Mandel-Brandeis Series in Jewish Education) |
| 出版社 | (Brandeis University Press, US) |
| 出版年月 | 2024 |
| ページ数 | 166 pp. |
| 言語 | ENG |
| ニュース番号 | ＜A01-89933＞ |
解説
A teacher reflects on her teaching practice, bringing literacy scholarship into the arena of Jewish education.
In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text's meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld's study, which offers rich ideas about when and how teachers enforce a classroom's way of reading or follow a student's line of inquiry toward more flexible interpretation.
In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text's meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld's study, which offers rich ideas about when and how teachers enforce a classroom's way of reading or follow a student's line of inquiry toward more flexible interpretation.