Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education

Irving E. Sigel, Jeffrey S. Kress, Maurice Elias

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)51-66
Number of pages16
JournalJournal of Jewish Education
Volume73
Issue number1
DOIs
StatePublished - Jan 1 2007

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educational practice
education
Judaism
educator
Questioning
Affective
Jewish Education
Education
Educators

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Education
  • Religious studies

Cite this

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Beyond Questioning : Inquiry Strategies and Cognitive and Affective Elements of Jewish Education. / Sigel, Irving E.; Kress, Jeffrey S.; Elias, Maurice.

In: Journal of Jewish Education, Vol. 73, No. 1, 01.01.2007, p. 51-66.

Research output: Contribution to journalArticle

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