Wirkungsnachweis aus der Literatur
personal growth and knowledge enhancement through cognitive experiential learning
diversitätsorientiertes Lernen
Thus, we argue that there are two different modes of experiential learning: emotional and cognitive. Accordingly, we found that experiential education does not need to be rooted in the affective domain through games, emotional activities and fun, but can also be embedded in the cognitive domain, through using textual analysis. Indeed, we found that for some students the facilitation of Jewish literacy through textual analysis can lead to more meaningful moments of transcendence and growth. Whereas some students and parents accused the programme of brainwashing, because the learning was based on affective experiences, many students found that cognitively based experiential learning was more powerful and meaningful for them in the long term. Yet, this insight is challenging and complicated because it is difficult to establish a balance between cognitive experiential learning and emotional experiential learning. Sometimes the cognition-based experience leads to the creation of a formal atmosphere, and at other times the affect-based experiential learning leads to chaos and the blurring of boundaries.
Beschreibung der Aktivität
"Counterpoint" camps
The idea of experiential Jewish religious education camps as part of the day school curriculum was implemented in the 1970s. The first of these camps were held in 1974 in Sydney and Melbourne with the aim of strengthening students’ Jewish identities. Referred to as the Counterpoint programme, these camps involve secondary-level students attending four- to seven-day residential seminars with their peers, away from their homes. The choices of discussion sessions offered during these camps include Jewish textual studies, moral dilemmas, the meaning of Jewish identification, sexual issues and the role of Israel. The sessions are led by especially selected madrichim [youth leaders], some of whom are locally trained and some are invited over from Israel to guide students during the camp sessions.
Australien
4 to 7 days
secondary level students
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
This article focuses on one aspect of a broader qualitative study using a grounded theory approach, a research method which aims to investigate systematic social processes existing within human relations and actions and to conceptualise them (Strauss and Corbin 1997). [...] Interviews were conducted with three Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, most of whom were non-Jewish and volunteered because they wanted to learn more about Judaism and Jewish life, seven youth leaders, nine student focus groups, three graduate student focus groups and 25 parents, enabling us to obtain an insight into the process of experiential education. Each interview lasted between one and one-and-a-half hours. They were recorded and later transcribed. [...] In order to qualitatively analyse our semi-structured interviews, and to develop our grounded theory, we employed a constant comparative method (Strauss and Corbin 1997), enabling a more nuanced understanding of the main phenomenon investigated.
interviews: 3 directors or informal jewish education, 2 jewish studies heads, 5 teachers, 7 youth leaders, 25 parents 9 student and 3 graduate student focus groups
ongoing since 2007