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ERIC Number: EJ828094
Record Type: Journal
Publication Date: 2007-Jan
Pages: 16
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1524-4113
Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education
Sigel, Irving E.; Kress, Jeffrey S.; Elias, Maurice J.
Journal of Jewish Education, v73 n1 p51-66 Jan 2007
Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking. Further, these theories connect question-asking with issues of identity development. Recommendations are made for Jewish educational practice, including an example of a cognitive-developmentally based questioning strategy applied to a biblical text. (Contains 1 table and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A