Abstract
In Jewish education, curriculum development is often viewed as a sacred practice. This chapter claims that curriculum development merits the investment of the Jewish community, and that in four cases at least, this investment has been showing tangible results, and thereby ensuring meaningful dividends—by helping to create learning, if not learned Jews. The curricula range from early childhood to adulthood, from Judaica to Hebraica, and they represent multiple expressions of Judaism. They share commitments to ongoing professional development, significant financial investment, learner-centeredness, and the pursuit of excellence.
He used to say: “At five [one begins the study of] the Bible. At ten the mishnah. At thirteen [one takes on] the [responsibility for] the mitzvot. At fifteen [one begins the study of] the Talmud. At eighteen [one is ready for] marriage. At twenty to pursue [a livelihood]. At thirty [one attains full] strength. At forty [one gains] understanding. At fifty [one gives] counsel. … Pirke Avot 5:21
(Kravitz & Olitzky, 1993)
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- 1.
For elaboration, see Maimonides Mishneh Torah, Hilchot Talmud Torah, inter alia.
- 2.
Note that after the age of 15, the subject matter changes to life experience.
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Goodman, R.L., Katzew, J. (2011). Curriculum Development: What We Can Learn from International Curricula. In: Miller, H., Grant, L., Pomson, A. (eds) International Handbook of Jewish Education. International Handbooks of Religion and Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0354-4_5
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