ABSTRACT

This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity. The literature on learning and cognition in secular subjects has identified many classroom techniques that promote deep learning and long-term retention rather than superficial recall, but these techniques have not been applied systematically to Jewish studies classrooms. Hasidic schools, whose overall approach to religious education differs significantly from that of other Jewish day schools, employ distinctive learning activities that incorporate many of these techniques. Some elements of Hasidic learning practices may thus represent a valuable model for other Jewish studies contexts.

摘要

本文使用对布鲁克林的四所Hasidic小学进行实地考察的数据，研究如何将这些学校中使用的特定学习，复习和测试活动应用到其他犹太教育教室中，以建立知识的深度和自动性。关于世俗科目的学习和认知的文献已经确定了许多促进深度学习和长期保留而不是表面回忆的教室技术，但是这些技术尚未系统地应用于犹太研究教室。Hasidic学校的宗教教育总体方法与其他犹太走读学校不同，它们采用了独特的学习活动，其中融入了许多这样的技术。