Joodse traditie als permanent leren Abram, IBH

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Joodse traditie als permanent leren
Abram, I.B.H.
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Citation for published version (APA):
Abram, I. B. H. (1980). Joodse traditie als permanent leren
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Download date: 11 Sep 2017
JEWISH TRADITION AS
PERMANENT EDUCATION
Translated by:
Christine E. Thirlway
The Hague
CIP-GEGEVENS KONINKLIJKE BIBLIOTHEEK, DEN HAAG
Abram,I.B.H.
Jewish tradition as permanent education / I.B.H. Abram; [transl. from the Dutch] - Den Haag:
Stichting voor Onderzoek van het Onderwijs. - (Selecta reeks)
Vert. van: Joodse traditie als permanent leren. - proefschrift van de Universiteit van Amsterdam, 1980.
- Nederlandse uitg. eerder verschenen: [Arnhem]: B. Folkertsma-Stichting voorTalmudica, 1980. -
Handboek voor de studie van de Rabbijnse literatuur; [2]. - Met lit. opg.
ISBN 90-6472-072-X
SISO 213 UDC [37.03+374] : 2%
Trefw.: permanente educatie; Joodse godsdienst.
© Stichting voor Onderzoek van het Onderwijs S. V.O. 's-Gravenhage 1986
No part of this book may be reproduced in any form: by print, photoprint, microfilm, or any other
means without written permission of the Foundation.
Niets uit deze uitgave mag worden verveelvoudigd en/of openbaar gemaakt door middel van druk,
fotocopie, microfilm of op welke wijze dan ook, zonder voorafgaande schriftelijke toestemming van
de Stichting.
JEWISH TRADITION AS
PERMANENT EDUCATION
dr. I. B. H. Abram
svo

Contents Page
_
Introduction to the theme of Jewish tradition
as permanent education 1
1.1 Permanent education and lifelong leaming 1
1.2 Maimonides' religious code 3
1.3 Interview 5
1.4 Leaming to be or not to be 10
2 Paradigm for lifelong leaming 19
2.1 The words 'leaming' and 'education1 and their
usage 19
2.2 Permanent education (PE) 20
2.3 Lifelong leaming (LL) 21
2.4 The catch-phrase 'life is lifelong leaming1 22
2.5 The leaming process 24
2.6 LL Paradigm 24
3 Interpretation of the keywords of the LL paradigm 28
3.1 Tradition (1.1 of the LL paradigm) 28
3.2 Authority (1.2 of the LL paradigm) 29
3.3 Image of the world 32
3.4 Image of man (II.2 of the LL paradigm) 33
3.5 Pupil (III.1 of the LL paradigm) 34
3.6 Leaming goals (III.2 of the LL paradigm) 34
3.7 Evaluation (III.3 of the LL paradigm) 49
3.8 Teacher (III.4 of the LL paradigm) 57
4 Individual leaming as a daily habit (category
IV of the LL paradigm) 63
5 Summary of part 1: the question to be answered 67
a. Permanent Education (PE) 67
b. Leaming 67
c. Lifelong Leaming (LL) 67
d. 'Knowing that', competence and knowledge 68
e. The pupil-teacher relationship 69
f. Evaluation 69
g. The leaming person/the pupil's path 70
h. LL paradigm 71
i. Jewish tradition 72
j. The question to be answered 73
k. How the question is tackled in Part 1 and
Part 2 73
PART II
I Tradition 75
1.1.1 Jewish tradition (Torah) 75
1.1.2 The written and the oral Torah 76
1.1.3 The oral Torah as an open-ended system 78
1.1.4 The interplay of halakhah and aggadah 80
1.1.5 Torah study and LL (Lifelong learning) 82
1.2 Authority 90
1.2.1 God, Moses, the sages 90
1.2.2 Development of the halakhah 92
1.2.3 Epistemic and deontic authority 95
1.2.4 Epistemic authority and the aggadah 97
1.2.5 Deontic authority and the halakhah 99
1.2.6 LL hermeneutics and heuristics ' 101
1.3 Propositions 105
11.1 World image 107
11.1.1 The struggle against idolatry 107
11.1.2 Keeping the world in existence and learning 108
11.2 The human image 112
11.2.1 Human ability to learn lifelong 112
11.2.2 All human beings resemble each other but
never in every way 114
11.2.3 God's partner 119
11.2.4 Human freedom and responsibility 121
11.2.5 The two springs of action 123
11.2.6 The search for truth and the pursuit of peace 127
11.3 Propositions • 136
III. 1 Pupil and learning method 138
III. 1.1 Learning for wonen and girls 138
111.1.2 Man as lifelong learner 142
111.1.3 Rule of study 1: learn lifelong 145
111.1.4 Rule of study 2: Repetitian 147
111.1.5 Rule of study 3: learn both individually and
collectively 149
111.1.6 Rule of study 4: learn by putting into practice 152
III. 1.7 Rule of study 5: plan your own leaming 156
111.2 Learning objectives 214
111.2.1 To becctne a complete persen 214
111.2.2 Learning 'li-Shema'and functional autonomy 217
111.3 Evaluation 224
111.3.1 Evaluation and lifelong learning 224
111.3.2 Evaluation and Torah-learning which is also
lifelong 227
111.4 Teacher and teaching method 239
111.4.1 People as teachers 239
111.4.2 The relationship between teacher and pupil 240
111.5 Propositions 251
IV Individual learning as a daily habit 256
II
a. (Lifelong) learning: traditional, personal,
social 256
b. LL-hermeneutics and heuristics 257
c. Individual learning effects: a neglected
educational aim 258
d. 'Learning1 as alternative to school learning 259
e. How old is the lifelong pupil? 260
f. 'Lemen' as alternative to school instructicn 261
g. And to end 261
Glossary 265
Annotations and abbreviations 267
Bibliography 2 71
III

1. INTRODUCTION TO THE THEME OF JEWISH TRADITION AS
LIFELONG LEARNING
1.1 Permanent education and lifelong learning
It is important first of all to consider the meaning of
the four words that make up these two expressions
'permanent education1 and 'lifelong learning'. Both
concepts function exclusively in a human context so that
'permanent' means the same as 'lifelong', in other words,
for the whole of a human life. 'Education' and '.learning1
can be taken in two ways, either as result or assignment.
In the sense of result they are used to describe the
outcome of upbringing, training and formal education - we
can speak of someone as having received a good education
or being a person of learning - while education as
assignment is the task of bringing up, training, giving
and receiving instruction and studying; and learning in
the same context has the same sense of process, but from
the pupil's point of view. In combination with either of
the words 'permanent' or 'lifelong', education and
learning in the sense of result are virtually irrelevant
because, by definition, the process described does not
reach a conclusion within the life of the individual (see
2.3 and 2.4).
Various theorists concerned with permanent education are
at present attempting to develop general concepts that
can be applied to all forms of education and upbringing.
Ideally, such concepts would be applicable to all cultures
throughout the world. This would require international as
well as interdisciplinary cooperation, for no single
expert can possibly be versed in very form of education
and upbringing, let alone every culture. In 'Lifelong
Education and School Curriculum' (Hamburg 1973) R.H. Dave
expresses concern for the "quality of life of all people,
no matter which part of the globe they inhabit," and this
brings me to the mainspring of my thesis: if such concern
for the quality of life is a matter of real importance to
educational theorists, and particularly if, as Dave
claims, permanent education is seen primarily as a means
of attaining the highest form of self-realisation, then
it is the personal contribution made by each individual
to his own learning that must be given pride of place. In
the pages that follow, the accent will be placed not on
what is done by the teacher, nor yet on the education
itself, but on what is done by the pupil. The theme is
lifelong learning and once again it should be mentioned
that it is first and foremost learning in the sense of
task that is relevant.
J