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ERIC Number: EJ938407
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: ERIC
Reference Count: 43
ISSN: ISSN-1524-4113
An Exercise in the Theory of Practice: The Hermeneutics of Bibliodrama in the Sinclair Classroom
Sinclair, Alex
Journal of Jewish Education, v70 n3 p61-73 2004
The study of hermeneutics has been a growing focus of Jewish educational research in recent years. The significance of hermeneutics to Jewish education is its concern with how human beings read and respond to texts. Several scholars have addressed hermeneutic questions from a variety of different theory-to-practice perspectives. Many of their works dialogue with Shaun Gallagher's important "Hermeneutics and Education" (1992), which discusses four main streams of hermeneutic thought, which he calls conservative, moderate, critical, and radical, and the implications of each of these for a variety of educational issues. The move from practice to theory was suggested by Seymour Fox in an address to the Twelfth World Congress of Jewish Studies, which was subsequently documented in pamphlet form by the Mandel Institute (1997). Fox suggests that focus be placed upon an intermediary field between theory and practice, which he terms "Theory of Practice." In this paper, the author explores how practical interactions might be manifestations of implicit hermeneutic theory at work. He performs this research move from practice to theory on a small, self-contained scale, using the practitioner-researcher paradigm as a methodology. He takes a creative, innovative, and fashionable method of Bible education, namely Bibliodrama, and examines the hermeneutic principles that underlie it. This analysis leads to some interesting and unexpected conclusions about the use of Bibliodrama in the classroom, and in a broader sense illustrates how work in the realm of theory of practice can be illuminative even on a small scale. (Contains 3 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A