Although the yeshiva is the housekeeper of the Jewish tradition of learning, it has undergone dramatic changes along history. We describe these changes in historical, sociogenetic, and microgenetic analyses, and particularly focus on the chavruta—dyadic learning around Talmudic texts during successive meetings, and the chabure—a gathering of chavruta dyads, who report to each other on the insights they reached in consecutive chavruta sessions on the same theme. The microgenetic analyses of chavruta point at its collaborative-argumentative character and at the desire to find new methods to understand the Talmudic text. Learners account for the authority of sages, but find strategies to express their own voices. Analyses of the chabure suggest strong volition for autonomy, and point at highly dialectical discussions. We conclude that modern yeshivas establish a society of learners in which deep changes emerge with regard to social order and learning methods. In doing so, we question whether and how these practices contribute to the maintenance of “traditional” discourses and or move in a “transformative” direction and reconsider the modern/tradition binary.

中文翻译：

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犹太教的学习实践和发展：历史、社会和文化视角

虽然yeshiva是犹太学习传统的管家，但它在历史上发生了巨大的变化。我们在历史、社会遗传学和微观遗传学分析中描述了这些变化，特别关注 chavruta——在连续会议期间围绕塔木德文本的二元学习，以及 chabure——chavruta dyads 的聚会，他们互相报告他们在其中获得的见解同一主题的连续chavruta会议。chavruta 的微观遗传分析指向其协作争论的特征以及寻找新方法来理解塔木德文本的愿望。学习者占圣人的权威，但找到表达自己声音的策略。对chabure 的分析表明了对自治的强烈意愿，并指向高度辩证的讨论。我们得出结论，现代犹太学校建立了一个学习者社会，其中社会秩序和学习方法发生了深刻的变化。在这样做时，我们质疑这些实践是否以及如何有助于维护“传统”话语和/或朝着“变革”方向发展，并重新考虑现代/传统二元论。