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The first book-length study of how teachers teach and how students learn to read Talmud. Through a series of studies conducted by scholars of Talmud in classrooms that range from seminaries to secular universities and with students from novice to advanced, this book elucidates a broad range of ideas about what it means to learn to read Talmud and tools for how to achieve that goal.
List of contents
Acknowledgments Introduction. Learning to Read Talmud: What It Looks Like and How It Happens Jane L. Kanarek and Marjorie Lehman Chapter 1. Stop Making Sense: Using Text Guides to Help Students Learn to Read Talmud Beth A. Berkowitz Chapter 2. Looking for Problems: A Pedagogic Quest for Difficulties Ethan M. Tucker Chapter 3. What Others Have to Say: Secondary Readings in Learning to Read Talmud Jane L. Kanarek Chapter 4. And No One Gave the Torah to the Priests: Reading the Mishnah’s References to the Priests and the Temple Marjorie Lehman Chapter 5. Talmud for Non-Rabbis: Teaching Graduate Students in the Academy Gregg E. Gardner Chapter 6. When Cultural Assumptions about Texts and Reading Fail: Teaching Talmud as Liberal Arts Elizabeth Shanks Alexander Chapter 7. Talmud in the Mouth: Oral Recitation and Repetition through the Ages and in Today’s Classroom Jonathan S. Milgram Chapter 8. Talmud that Works Your Heart: New Approaches to Reading Sarra Lev Postscript. What We Have Learned About Learning to Read Talmud Jon A. Levisohn Contributors
About the author
Marjorie Lehman is Associate Professor of Talmud and Rabbinics at the Jewish Theological Seminary. She is the author of
The En Yaaqov: Jacob ibn Habib¿s Search for Faith in the Talmudic Corpus (Wayne State University Press), a finalist for the National Jewish Book Award¿Nahum M. Sarna Memorial Award in the category of Scholarship.
Summary
The first book-length study of how teachers teach and how students learn to read Talmud. Through a series of studies conducted by scholars of Talmud in classrooms that range from seminaries to secular universities and with students from novice to advanced, this book elucidates a broad range of ideas about what it means to learn to read Talmud and tools for how to achieve that goal.
Additional text
"This book makes a significant and exciting contribution to the field of teaching Talmud. Each of the articles is well written, thoughtful, and engaging. The authors ground their work in a rich body of scholarship on reflective practice in teaching and learning in general, as well as more specific literatures on the teaching of historical and rabbinic texts. this is a strong collection of articles that uncover the power of reflective practice in teaching. Indeed, as Jon Levisohn writes in his summation, the variety of pedagogies these instructors practice reveal a shared “culture of metacognition” that is relevant to teachers of Talmud and those engaged in the teaching of primary texts in any field."
