Examining the Role of Gender Studies in the Teaching of Talmudic Literature

Lehman, Marjorie

doi:10.1080/15244110600755970

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…The ability of archaeology to uncover peoples, voices, and cultures that differ from the ways that they are depicted in normative rabbinic texts also complements the approach of Lehman (, 109–21), who demonstrates the educational and pedagogical value of scholarship that applies research on gender studies to the Talmud. Likewise, archaeological sources that evince different ideas than those in rabbinic texts help address the objectives of Satlow (, 48) who seeks to teach students to “think historically” by opening multiple perspectives onto a past that is not fully knowable.…”

Section: Historical‐contextual Approachmentioning

confidence: 95%

Reading between the Strata: Teaching Rabbinic Literature with Material Culture

Gardner

2016

Teaching Theology & Religion

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This article argues that attention to material culture can enhance teaching classical rabbinic literature (Talmud, Midrash, and related Jewish texts from the first seven centuries C.E.) at universities. Following an examination of broader scholarship on teaching and learning on using visuals, this article explores four ways in which material culture can help instructors teach rabbinics to students without background in Jewish studies or the relevant languages (Hebrew, Aramaic). It builds upon teaching other areas of biblical and religious studies (Hebrew Bible, New Testament, and teaching rabbinics at liberal seminaries), research methods, and broader scholarship on using visuals and material culture for pedagogical purposes. Contributing to these fields, this article addresses a lacuna in research on teaching rabbinic literature at secular institutions of higher learning and models ways to bring material culture into religious studies classrooms.

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Section: Historical‐contextual Approachmentioning

confidence: 95%

Reading between the Strata: Teaching Rabbinic Literature with Material Culture

Gardner

2016

Teaching Theology & Religion

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“…This indicates the way that different kinds of feminist inquiry in rabbinic literature represent different orientations-the historical orientation, for example, in the case of readings that attempt to uncover women's experiences, or the halakhic orientation, in the case of studies of the evolving status of women in halakha. Also see Lehman (2006). instructors ought to acknowledge the strangeness of rabbinic culture as a first step to overcoming it: "noticing, naming, describing the strangeness of the rabbinic text will allow the student to affirm what he or she experiences and begin the task of cultural translation" (p. 1).…”

Section: Cultural Orientationmentioning

confidence: 99%

A Menu of Orientations to the Teaching of Rabbinic Literature

Levisohn¹

2010

Journal of Jewish Education

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“…In addition to describing the techniques of slowing down, the article presents some potential effects of this pedagogy. This article thus introduces another example of a mode of Talmud pedagogy and so belongs to the growing literature on this topic (Friedman, Hayman 1997, Kress and Lehman 2003, Lehman 2002, Lehman 2006).…”

Section: Introductionmentioning

confidence: 99%

6. The Pedagogy of Slowing Down: Teaching Talmud in a Summer Kollel

Kanarek¹

2019

Turn It and Turn It Again

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This article explores a set of practices in the teaching of Talmud called "the pedagogy of slowing down." Through the author's analysis of her own teaching in an intensive Talmud class, "the pedagogy of slowing down" emerges as a pedagogical and cultural model in which the students learn to read more closely and to investigate the multiplicity of meanings inherent in the Talmudic text, thus bridging the gap between an ancient text and its contemporary students. This article describes the specific techniques in the pedagogy of slowing down, and the ways in which this teaching practice contributes both to students' becoming more attentive readers and to the ongoing development of their religious voices. 4 Rabbinic marriage has two main components-betrothal ('erusin or kiddushin) and marriage (nissu'in or huppah). Mishnah Kiddushin 1:1 legislates that betrothal can be effected by the man through three means: money, document, or sexual intercourse. Once betrothal has taken place, the woman is forbidden to have sexual relations with all men, including her husband. Should the couple dissolve their relationship at this point, the woman needs a bill of divorce (get). The marriage portion of the ceremony permits the couple, inter alia, to have sexual intercourse.

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Examining the Role of Gender Studies in the Teaching of Talmudic Literature

Cited by 6 publications

References 8 publications

Reading between the Strata: Teaching Rabbinic Literature with Material Culture

Reading between the Strata: Teaching Rabbinic Literature with Material Culture

A Menu of Orientations to the Teaching of Rabbinic Literature

6. The Pedagogy of Slowing Down: Teaching Talmud in a Summer Kollel

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