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Jewish Day Schools, Jewish CommunitiesA Reconsideration$
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Alex Pomson and Howard Deitcher

Print publication date: 2009

Print ISBN-13: 9781904113744

Published to Liverpool Scholarship Online: February 2021

DOI: 10.3828/liverpool/9781904113744.001.0001

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PRINTED FROM LIVERPOOL SCHOLARSHIP ONLINE (www.liverpool.universitypressscholarship.com). (c) Copyright Liverpool University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in LSO for personal use.date: 25 September 2021

A Response to Deborah Meier

A Response to Deborah Meier

Chapter:
(p.84) Four A Response to Deborah Meier
Source:
Jewish Day Schools, Jewish Communities
Author(s):

Joshua Elkin

Publisher:
Liverpool University Press
DOI:10.3828/liverpool/9781904113744.003.0004

This chapter responds to and elaborates on a few key points made both in the preceding chapter and in other writings. It argues that the Jewish heritage possesses material that dovetails very nicely with the qualities that the previous chapter has indicated as essential to the cultivation of democracy and to the building of a certain kind of community within Jewish schools and within the Jewish community as a whole. Bringing in more adults of different ages from within the academic domains, as well as adults who exhibit these essential habits of mind, can, as this chapter asserts, create over time a two-way relationship between school and community. One can bring people into the school from the outside, and one can also take the young people and their teachers from the school out into the community. By developing this two-way relationship one can build a school setting where children and adults of various ages spend much more time together.

Keywords:   Deborah Meier, Jewish heritage, democracy, Jewish schools, Jewish community, school settings, adults, children

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