ABSTRACT

What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.

中文翻译：

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犹太奖学金对犹太教有何贡献？：以犹太教教义故事为例

摘要

对教师“知道他们的主题”意味着什么，以及教师知识的来源是（或可能是）什么？这篇文章认为，犹太教师的未充分利用的潜在资源可能是犹太教的有关经典文本的奖学金可能为教育学提供的。本文以拉比故事作为典范，以拉比故事作为典范，拉比故事在拉比文学中找到了有关拉比本身的故事，并以此为依据来研究当今学者对拉比故事的看法。然后探讨了该奖学金的教学意义，并提出了以这种方式使用犹太奖学金的优点和复杂性。