From Midrash to Dialogue: Teaching Judaism in Interreligious Spaces.
This article argues for the utility of teaching midrash when introducing Judaism in interreligious education programmes, based on the author's experiences with the interreligious course at the Ecumenical Institute at Bossey. Midrash illuminates many aspects of Jewish meaning‐making and provides stud...
| Published in: | Ecumenical Review Vol. 74; no. 5; pp. 782 - 796 |
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| Format: | Article |
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Wiley-Blackwell
Dec2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=161395022&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 161395022 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00130796 ECR jtl: Ecumenical Review issn: 00130796 maglogo: Y pubinfo: dt: Dec2022 vid: 74 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 161395022 10.1111/erev.12746 ppf: 782 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 177KB tig: atl: From Midrash to Dialogue: Teaching Judaism in Interreligious Spaces. aug: au: Kamine, Benjamin su: Judaism Midrash Interfaith dialogue Cognitive styles Religious education sug: subj: Judaism Midrash Interfaith dialogue Cognitive styles Religious education keyword: Ecumenical Institute at Bossey education interreligious dialogue midrash ab: This article argues for the utility of teaching midrash when introducing Judaism in interreligious education programmes, based on the author's experiences with the interreligious course at the Ecumenical Institute at Bossey. Midrash illuminates many aspects of Jewish meaning‐making and provides students with multiple entry points based on their learning styles. It has also long played an important role in Jewish encounters with other religious communities. And it continues to frame how contemporary Jewish thinkers connect classical Jewish sources to modern challenges. The dialogical nature of midrash creates opportunities for the students and the instructor to seek mutual understanding, generating the potential for successful dialogue encounters outside the classroom. After reflecting on how the return to in‐person learning has expanded these possibilities, the author poses several questions for further inquiry. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Ecumenical Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Ecumenical Review holder: Wiley-Blackwell dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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