Shoolman Graduate School of Jewish Education
EDUC 802 Human Development & Learning:
Understanding & Nurturing Learners’ Wholeness
Nina Price, M.A.J.E., RJE
Fall 2013
Contact Information:
Skype: nina.k.price
Email: ninaprice319@gmail.com
Skype Office Hours:
Given time zone differences, etc., I am not designating a fixed time for office hours. If you would like to meet virtually via
Skype, please email and we can set up a time.
Course Scheduling:
Each week of coursework usually begins on Wednesday at 12:00 pm EST and concludes the following Tuesday at 9 pm
EST (w/exceptions for holidays). In order to provide you with more flexibility, sessions may be opened in advance of the
date of study, although you will not be required to do the coursework until the listed date.
Course Description:
This course explores the relationship between human development and a lifelong trajectory of Jewish growth and
learning. By exploring various developmental theories, including cognitive, psychosocial, and moral development,
students will gain a deeper understanding of the developmental needs of, challenges facing, and opportunities for learners
from early childhood through adulthood. Over the course of the semester students will both analyze and design Jewish
educational programs that address learners’ developmental needs.
Essential Course Questions (to be explored throughout the semester):
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What is Jewish growth?
In what ways do various courses of human development, particularly cognitive, psychosocial, and moral, intersect
with a trajectory of Jewish growth?
How do our conceptions of human growth and development impact our actions and behaviors as educators?
How can educational leaders effectively construct programmatic interventions to nurture Jewish growth?
Learning Outcomes:
As we explore the above-stated essential questions throughout the course, learners will develop the following core
competencies and abilities:
• To understand the nature of teaching and learning and application to Jewish education settings.
• Be able to apply general educational theories to the Jewish setting.
• Understand and appreciate the differentiation of learning needs and teaching interventions.
• Be knowledgeable about developmental theories of growth as well as differing conceptions of childhood.
• Demonstrate independent learning.
• Demonstrate reflective thinking about practice in Jewish Education.
• Become a reflective practitioner about learning and how to learn.
• Develop presentation and reporting skills.
• Refine ICT skills and broaden range of capabilities.
• Become proficient in reading educational sources and data.
• Be able to reflect on personal learning style.
Required Texts:
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The majority of readings for the course will be available on-line or will be posted on Schoology.
You will be required to purchase two texts: Goodman, R. L. (2008). What We Now Know about Jewish
Education. Torah Aura Prod. and Moskowitz, N.S. (2003). The Ultimate Jewish Teacher’s Handbook. ARE
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Publications. It is recognized that these books are a bit expensive. This is not the only course for which they will
be required reading, so please recognize the purchase of these books as an investment in your entire MJED
course of instruction. Although you will not be required to purchase other books from the syllabus, the books
included on the syllabus are wonderful resources, and you may want to consider adding them to your personal
bookshelf.
Activities & Assessment:
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Activities - On a weekly basis there will be three main components of our learning together:
o Readings: both required reading and often optional additional readings
o Materials to scaffold the learning: online lectures, background materials, web quests, guiding questions, brief
texts or book excerpts to frame our discussion, etc.
o Core activities: these are activities that will help synthesize the readings, demonstrate understanding of core
ideas, engage learners in dialogue, introduce learners to new technologies, link theory to practice, and
provide opportunities for reflection.
Assessment - There will be three types of coursework upon which students will be evaluated:
o Posts/Ongoing Evidence of Understanding (40% of grade): These will be the primary form of weekly
participation. They include exercises, reflections on readings, on-line activities, pair/group work, and general
discussions.
o Performance Tasks (50% of grade): These assignments are designed to present learners with complex
challenges through which sophisticated evidence of understanding of the big ideas covered in this course can
be demonstrated. There will be three main performance tasks over the course of the semester:
Analysis of Interviews with a Child and an Adult to Explore Developmental Stages (15%)
Designing a Family Learning Program Accompanied by Developmental Commentary (15%)
Writing an Educational Autobiography (20%)
• Overall Participation and Active Contributions (10% of grade): This is a measure of effort and ongoing active
participation in the class discussions, asking pertinent questions about readings, sharing reflections on the
session introductory Jewish texts, and overall contribution to the learning process beyond the parameters of
weekly assigned learning activities.
Course Accommodations for Disabilities:
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Hebrew College is committed to ensuring the full participation of all students in programs. Accordingly, if a
student has a documented disability, and as a result, needs a reasonable accommodation to attend, participate or
complete course requirements, then he or she should inform the instructor at the beginning of the course. For
further information, see the Student Handbook at
http://hebrewcollege.edu/sites/default/files/student_handbook.pdf.
If you require course accommodations because of a documented disability or an emergency medical condition,
please email your instructor as soon as possible. We are happy to work with you on any issues you have to
ensure that you can participate fully in the class and complete the course requirements. Please do not wait until
the assignments are due for a retroactive accommodation, but discuss the situation with your instructor before
you experience difficulty.
Course Structure:
Unit 1: Theories of Growth and Development
Throughout Unit 1 of this course we will explore different theories of human growth and development. Each session will
focus on a particular aspect of growth and will explore that particular aspect throughout the trajectory of a person’s life.
Session 1: Defining Growth and Development – 9/16 (Note: this session opens on a Monday and is 2 weeks long due
to Sukkot.)
Enduring Understanding: Across the lifespan the process of growth can be observed as a progression through stages of
development in multiple arenas.
Key Questions:
• Within the realm of developmental psychology what is the distinction between growth and development?
What are the various measures by and arenas in which growth and development can be tracked?
How can an understanding of the stages of developmental growth help educators better understand and address
the narrative of learners’ lives?
Readings:
• Goodman, R. L. (2008). “Developmental Psychology” in The Ultimate Jewish Teacher’s Handbook. ARE
Publications, 85-108.
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Optional Readings:
• Rosenak, M. (2003). Tree of life, tree of knowledge: Conversations with the Torah. Westview Pr. Chapter 5 –
“Learning to Make Decisions,” 91-102.
Evidence of Understanding: Learners will create a timeline marking key developmental points on their Jewish growth
trajectory.
Session 2: Cognitive Development – 9/30
Enduring Understanding: The cognitive approach to development, with its focus on emerging stages of competency
and thought processes, provides insights into how to structure supportive learning experiences and environments.
Key Questions:
• How do Piaget’s stages of cognitive development differ from earlier conceptions of human development?
• How did Vygotsky build upon Piaget’s stage theories in his conceptualization of the Zone of Proximal
Development (ZPD)? In what ways did Vygotsky’s approach differ from Piaget’s?
• Based on a cognitive approach to development, such as those presented by Piaget and Vygotsky, how can
educators most effectively support a process of learning and growth?
Readings:
• McLeod, S. A. (2009). Jean Piaget | Cognitive Theory - Simply Psychology. Retrieved
from http://www.simplypsychology.org/piaget.html
• McLeod, S. A. (2007). Vygotsky - Simply Psychology. Retrieved from
http://www.simplypsychology.org/vygotsky.html
• Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children,
34–41. Retrieved from http://www.psy.cmu.edu/~siegler/vygotsky78.pdf .
Optional Reading:
• Miller, S. A. (2007). Developmental research methods. Sage Publications, Incorporated. Chapter 12 – “Cognitive
Development.” Retrieved from http://www.simplypsychology.org/cognitive%20development.pdf
• Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research
in science teaching, 2(3), 176–186.
• McLeod, S. A. (2007). Zone of Proximal Development. Retrieved from http://www.simplypsychology.org/Zone-ofProximal-Development.html
Evidence of Understanding: Each learner will write a reflection on their current knowledge of human development and
what types of learning experiences would be appropriately placed in their zone of proximal development for further
learning in the arena of human development and growth.
Check-in Conversation #1: During the week of 10/7, each student will have a scheduled, individual phone or Skype check
-in with the instructor to discuss the class to date, address any questions or concerns, and further explore the types of
learning experiences that would best support optimal growth and learning through the remainder of the course.
Session 3: Psychosocial Development – 10/9
Enduring Understanding: Erikson’s stages of psychosocial development provide educators insights into the identity
development of learners and the types of identity challenges that impact learning and growth throughout the lifespan.
Key Questions:
• What are Erikson’s “eight stages of man”?
• How does Erikson’s assigning a developmental task with an accompanying struggle or crisis to each stage impact
the ways in which development is understood?
• What potential role can educators play in helping learners move through Erikson’s eight psychosocial stages?
Readings:
• McLeod, S. A. (2008). Erik Erikson | Psychosocial Stages - Simply Psychology. Retrieved
from http://www.simplypsychology.org/Erik-Erikson.html
• Fleming, J. (2008). Psychological Perspectives on Human Development. Chapter 9 – Erikson’s Psychosocial
Developmental Stages. Retrieved from http://swppr.org/Textbook/Ch%209%20Erikson.pdf .
Optional Readings:
• Erikson, E.H. (1950). Childhood and Society. New York: Norton, Chapter 7 – “Eight Stages of Man”, 219-233.
• Elkind, D. (1970). Erik Erikson’s eight ages of man. New York Times magazine, April, 81–86.
Evidence of Understanding: Each learner will identify an example of one of Erikson’s stages either in a children’s book
or a story from Tanach and explain how the story demonstrates the particular struggle at the core that stage.
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Session 4: Moral Development & Moral Education – 10/16
Enduring Understanding: Research in the realms of moral development and moral education can provide Jewish
educators with insights regarding how to engage learners with challenging topics such mitzvot and middot.
Key Questions:
• What are Kohlberg’s stages of moral development? How are Kohlberg’s stages informed by the research of other
theorists studied in this course to date?
• How does the development of what Noddings calls an “ethical self” relate to other dimensions of growth and
development studied in this course to date?
• How can research in the realm of moral education help inform how mitzvot and middot are taught in Jewish
educational settings?
Readings:
• W.C. Crain. (1985). Theories of Development. Prentice-Hall. Chapter 7 – Kohlberg’s Stages of Moral
Development, pp. 118-136. Retrieved from http://faculty.plts.edu/gpence/html/kohlberg.htm .
• Bergman, R. (2004). Caring for the ethical ideal: Nel Noddings on moral education. Journal of Moral Education,
33(2), 149–156. (NOTE: You do not need to read the whole article – only the section related to moral education.)
Optional Readings:
• Ingall, C. K. (1998). The Nahshon School: Portrait of a caring community. Religious Education, 93(2), 227–240.
• McLeod, S. A. (2011). Kohlberg - Moral Development - Simply Psychology. Retrieved
from http://www.simplypsychology.org/kohlberg.html
• Noddings, N. (2010). Moral education and caring. Theory and research in education, 8(2), 145–151.
Evidence of Understanding: Learners will be asked to briefly reflect on how research in the realms of moral
development and moral education can inform how to approach instruction of a particular mitzvah or middah to a specified
group of learners. (Alternate exercise for PEP.)
Performance Task #1 (due 10/28) – Applying Understandings of Developmental Theories in Interactions with Learners:
At the end of Unit 1, students will be asked to interview both a child and an adult about their understanding of the story of
Noah’s Ark with a provided interview protocol. Students will then write up a comparative analysis of the two interviews
informed by the theories of development studied during the first unit of the course. PLEASE NOTE THAT YOU SHOULD
PLAN TO SCHEDULE THE INTERVIEWS WELL IN ADVANCE OF THE DUE DATE.
Unit 2: The Lifecycle of Jewish Learning
Unit 2 of this course will look at lifespan development through the lens of the lifecycle of Jewish learning. Each session
will focus on a particular developmental period in the lifespan of learners and explore how Jewish educational programs
can effectively address particular developmental and growth needs.
Session 5: Lifecycles – 10/23
Enduring Understanding: Jewish tradition incorporates various age-based rites that involve the individual, family, and
community in rituals that mark key stages in the development of Jews throughout their lifespan.
Key Questions:
• How do Jewish lifecycle events specifically address the developmental needs of those involved in the rituals?
• How do the ritual aspects of Jewish lifecycle events address the challenges of liminal periods in the trajectory of
Jewish growth?
• How have shifts in these rituals over time reflected evolving understandings of human growth and the social and
cultural realities in which growth is taking place?
Readings:
• Deitcher, H. (2011). Life Cycle Education: The Power of Tradition, Ritual, and Transition. In International
Handbook of Jewish Education, 541–559.
Optional Readings:
• Kaden, B. (2003). Teaching Life Cycle. The Ultimate Jewish Teacher’s Handbook, 461-468.
Evidence of Understanding: Learners will share reflections, using Voicethread, about various Jewish lifecycle events,
either personal, familial, or communal, and their role in marking stages of Jewish growth.
Session 6: Childhood – 10/30
Enduring Understanding: There are numerous Jewish educational options available for pre-b’nai mitzvah aged children,
each of which address learners’ development through the structure and content of their program.
Key Questions:
• How do current models of Jewish education for pre-b’nai mitzvah aged learners address students’ developmental
needs?
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How are specific stages of cognitive, psychosocial, and moral development nurtured within early childhood and
elementary Jewish learning settings?
Readings: (Each student will select one of the listed readings based on his/her particular area of interest.)
• Handelman, M. (2003). Jewish Early Childhood Education. The Ultimate Jewish Teacher’s Handbook, 109-126.
• Wertheimer, J., & Chai, A. (2007). Recent trends in supplementary Jewish education. Avi Chai. Retrieved from
http://avichai.org.il/wp-content/uploads/2010/06/Wertheimer-Recent-Trends-FINAL.pdf
• Pomson, A. (2011). Day Schools in the Liberal Sector: Challenges and Opportunities at the Intersection of Two
Traditions of Jewish Schooling. In International Handbook of Jewish Education (pp. 713–728).
Optional Readings: Since students will only be required to read and analyze one of the listed required readings, the
optional readings will be to read the articles featuring the other two learning settings of elementary education.
Evidence of Understanding: With a partner, learners will analyze one of the readings regarding an elementary-aged
Jewish learning setting and address the particular learning setting through the lenses of cognitive, psychosocial, and
moral development.
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Session 7: Adolescents and Young Adults – 11/6
Enduring Understanding: Adolescence and early adulthood is a time in the lifespan of Jewish growth when individuals
face heightened challenges in terms of identity development, which may accordingly necessitate directed interventions to
maintain their connections with the Jewish community.
Key Questions:
• What are the unique developmental and identity challenges faced by Jewish teens and young adults?
• How can the Eriksonian crisis of identity in teen and early adult years impact the process of Jewish identity
development?
• What types of interventions have been found to be effective in engaging teens and young adults during this
turbulent period in their development and Jewish growth?
Readings:
• Joseph Reimer (1999): Towards A More Inclusive Jewish Identity: Reflections On Reading Erik H. Erikson,
Journal of Jewish Education, 65:1-2, 9-15
• Saxe, L., Kelner, S., Kadushin, C., & Brodsky, A. (2000). Jewish adolescents: American teenagers trying to “make
it.” Agenda: Jewish Education, 3–8.
• Feigelson, J. (2012). Emerging Adulthood: Finding One’s Place as Jewish Educators. Retrieved from:
http://ejewishphilanthropy.com/emerging-adulthood-finding-ones-place-as-jewisheducators/?utm_source=Tue+May+21&utm_campaign=Tue+May+21&utm_medium=email#sthash.nAqWT28k.dp
uf )
Optional Readings:
• Ben-Avie, M. (2008). A Moment of Developmental Triumph? Adolescents in Jewish Education. What We Now
Know about Jewish Education. Torah Aura Prod., 113-122.
• Goldwater, C. (2008). Jewish Learning on the University Campus. What We Now Know about Jewish Education.
Torah Aura Prod., 135-142.
• Schachter, E. P. (2002). Identity constraints: The perceived structural requirements of a ’good’ identity. Human
Development, 45(6), 416–433.
• Kahn, C. (1980). I Am That I Am: Toward A Psychology Of Teenage Jewish Identity 1. Religious Education, 75(3),
354–363.
Evidence of Understanding: Learners will share an example from personal or professional experience of how Jewish
educational programming can address the challenges faced during Erikson’s stage of identity versus role confusion.
Session 8: Adulthood – 11/13
Enduring Understanding: Even though adults may be “grown-ups”, they may not necessarily feel competent or
confident in their Jewish knowledge or practice and accordingly require educational interventions that will appropriately
and gently nurture their ongoing Jewish growth.
Key Questions:
• What are the dynamics of adult learning that educators need to be aware of when working with this population?
• What are the core developmental tasks of Jewish adulthood?
• How can programming in the Jewish community effectively support adult learners as they move through their
individual trajectories of growth?
Readings:
• Schuster, D.T. and Grant, L.D. (2003). Teaching Jewish Adults. The Ultimate Jewish Teacher’s Handbook, 140163.
• Kay, J. and Rotstein, E. (2008). Jewish Family Education. What We Now Know about Jewish Education. Torah
Aura Prod., 143-150.
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Optional Readings:
• Pomson, A. (2003). Day school parents and their children’s schools. Contemporary Jewry, 24(1), 104–123.
• Katz, B.D. and Paker, M. (2008). The Jewish Education of Parents. What We Now Know about Jewish
Education. Torah Aura Prod., 161-172.
• Schuster, D. T. (1999). New Lessons for Educators of Jewish Adult Learners.” In Agenda: Jewish Education, Ed.
By Arthur Vernon, no. 12, Summer 1999, p. 16-21
Evidence of Understanding: Learners will be divided into small groups, preferably made up of students of diverse ages,
in which they will discuss how particular adult Jewish learning experiences helped them address the developmental tasks
of Jewish adulthood. The group will be asked to report back what principles of effective adult Jewish learning and family
education helped support group members in addressing these developmental tasks. (Alternate exercise for PEP.)
Performance Task #2 (due 11/25): Developing a Family Learning Program - Learners will be asked to develop a family
education program that takes into account the developmental theories and lifecycle stages explored in the first two units of
the course. The lesson plan write up will be accompanied by a commentary that explains how the lesson is informed by
developmental theories and addresses the various periods in the lifecycle of Jewish growth.
Unit 3: Nurturing Wholeness
In this final unit learners will synthesize their deepened understanding of human growth and development by exploring
what it means to nurture wholeness within their students and themselves.
Session 9: Nurturing a Sense of Wholeness and Meaning – 11/20
Enduring Understanding: In order to be able to effectively nurture Jewish growth, it is necessary for Jewish educators to
clearly conceptualize and articulate the end goals of a process of Jewish growth.
Key Questions:
• What might a balanced, holistic conception of Jewish growth look like?
• How can the developmental theories and stages of the Jewish lifecycle explored this semester help inform the
development of end goals for Jewish growth?
• How can Jewish tradition, text, and values help inform our conception of meaningful end goals for Jewish growth?
• Once defined, how might the end goals of a process of Jewish growth impact the role of the Jewish educator?
Readings:
• Ben-Avie, M. (2008). A “Who-ness” and a Wholeness: Optimizing the Learning and Development of Elementary
Children. What We Now Know about Jewish Education. Torah Aura Prod., 99-112.
• Shapiro, S. (2005). Elements of Jewish Pedagogy. Journal of Curriculum and Pedagogy, 2(2), 24–29.
• Kress, J. S., & Elias, M. J. (1998). It takes a Kehilla to make a Mensch: Building Jewish identity as part of overall
identity. Jewish Education News, 19(2), 20–24.
Optional Readings:
• Sternberg, R. J. (1998). A balance theory of wisdom. Review of general psychology, 2(4), 347.
• Rosenak, M. (1987). Commandments and concerns: Jewish religious education in secular society. Jewish
Publication Society. Chapter 12 – “Cultivating the Authentic Jewish Individual: Theory of Implicit Teaching,” 228249.
Evidence of Understanding: Drawing upon Shapiro’s article, select one aspect of Jewish tradition, text, etc. and explain
how it can help nurture a sense of wholeness and meaning in the process of learners’ Jewish growth.
Check-in Conversation #2: During the week of 12/2, there will be another set of check-in conversations. The focus of
this check-in will be to share feedback on the lesson plans submitted as performance task #2, generally review individual
students’ progress in the course to date, and answer any questions regarding the final performance task. Learners will
also be encouraged to share feedback with the instructor about their experience in the course.
Session 10: Addressing Impediments to Growth and Development – 12/2
Enduring Understanding: In any learning setting there are those who face developmental impediments influenced by
either internal or external factors. Jewish educators have a responsibility to be aware of signs of developmental
impediments and know how to find resources to help them respond appropriately.
Key Questions:
• What are some of the most prevalent problems and risks facing learners in Jewish settings today?
• What are appropriate steps to take when signs of developmental impediments are observed among learners with
whom you work?
• What resources are available in your local community to help support you in addressing the needs of learners you
encounter who may be at risk and/or facing learning challenges?
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Readings:
• Bayar, S. and Hirschman, F. (2003). Dealing with Children at Risk. The Ultimate Jewish Teacher’s Handbook,
187-200.
• Fishman, E. (2003). Special Needs Students. The Ultimate Jewish Teacher’s Handbook, 177-186.
• Ozair, M. Bullying in Our Schools. (2013). The Jewish Link. Retrieved August 20, 2013, from
http://thejewishlink.com/archives/640
Optional Readings:
• Pelcovitz, D. A. (2005). The At-risk Adolescent in the Orthodox Jewish Community: Implications and Interventions
for Educators. Yeshiva University. Retrieved from
http://www.yuschoolpartnership.org/attachments/article/87/Pelcovitz%20EDITED.pdf
• NFTY Bullying Initiative: http://www.nfty.org/living/initiatives/bullying/
• Stop the Bullying NOW! Chai Curriculum. (2006). Level 7 Curriculum Core. URJ Books and Music. Retrieved
from: http://chai.urj.org/_kd/Items/actions.cfm?action=Show&item_id=1069&destination=ShowItem
Evidence of Understanding: Learners will be asked to compile and share a list of resources available in their local
community to address at least 3 of the at-risk categories identified in the Bayar and Hirschman article. (Alternate exercise
for PEP.)
Session 11: Teaching from a Place of Personal Wholeness – 12/9
Enduring Understanding: Just like their students, Jewish educators experience a trajectory of growth that molds them
into who they are as teachers and links their past and present experiences and learning with their future interactions with
students.
Key Questions:
• What is your conception of the “ideal teacher”? What prior interactions with educators have impacted your
development of this conception?
• In what ways does your personal trajectory of Jewish growth impact who you are as a Jewish educator?
• How are/can you actively work toward nurturing a sense of wholeness in your self-concept of you who are as a
Jew and a Jewish educator?
Readings:
• Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass.
Chapter 1 – “The Heart of a Teacher”, 1-34.
• Rosenak, M. (2003). Tree of life, tree of knowledge: Conversations with the Torah. Westview Pr. Postscript, 333337.
Optional Readings:
• Dolloff, L. A. (1999). Imagining ourselves as teachers: The development of teacher identity in music teacher
education. Music Education Research, 1(2), 191–208.
• O’Brien, L. M., & Schillaci, M. (2002). Why do I want to teach, anyway? Utilizing autobiography in teacher
education. Teaching Education, 13(1), 25–40.
• Karpiak, I. (2000). Writing our life: Adult learning and teaching through autobiography. Canadian Journal of
University Continuing Education, 26(1), 31–50.
Evidence of Understanding: Revisit the timeline you developed at the beginning of the semester and add in to the
timeline a brief description of an encounter with an educator who has impacted your ideal of the type of Jewish educator
you want to be. (If you have a hard time selecting just one teacher, feel free to add in more than one.)
Final Performance Task (due 12/18): Writing My Jewish Educator Autobiography – Research in teacher education has
shown that the exercise of writing an autobiography is a powerful tool for developing reflective practice skills. For this final
assignment you are being asked to write an autobiography in relation to your evolving role as a Jewish educator. In your
autobiography you are asked to reflect on your developmental trajectory both as a Jew and a Jewish educator and how it
relates to some of the theories explored in this class. As noted in Palmer’s chapter, you should plan to discuss mentors
who may have impacted your development. In addition, you should highlight particular elements of your identity that you
bring to the forefront and share with learners when you teach. The assignment should also analyze your approach to
pedagogy in terms of intertwining the Tree of Life and Tree of Knowledge as discussed by Rosenak. In particular, take
time to reflect on how these two “trees” have impacted who you are as a Jewish educator and, as Palmer discusses, how
they ground you in ”authoring” your teaching identity.
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