Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults

Autor

  • Marie Roubalová Hussite Theological Faculty, Charles University in Prague, Czech Republic
  • Roman Kralik Russian Language Department Medical Institute Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya Street, 6, 117198 Moscow, Russia
  • Peter Kondrla Department of Religious studies, Constantine the Philosopher University in Nitra, Slovakia

DOI:

https://doi.org/10.15503/jecs2021.1.59.67

Słowa kluczowe:

Hebrew traditions, teaching, values, education, language, methods

Abstrakt

Aim. The aim of this paper is to show and explain the meaning and the importance teaching biblical Hebrew and Aramic in religious education.  

Method. The paper presents a descriptive study of philosophy of teaching Biblical Hebrew and Aramaic as an integral part of religious education, and at the same time it points out  the main problems of this education which are connected with the fact that the original language of the Tanakh (one of the basic textbooks for religious education) is not the native language of the students being taught  (even Israelis whose native language is Hebrew do not speak Biblical Hebrew) and studying it demands knowledge of Biblical Hebrew and Aramaic.

Results. However, as the ideal method for teaching a foreign language does not exist, the choice of teaching methods must be based on the fact that each student or teacher prefers different method of work.

##plugins.generic.usageStats.downloads##

##plugins.generic.usageStats.noStats##

Biogramy autorów

Marie Roubalová - Hussite Theological Faculty, Charles University in Prague, Czech Republic

She teaches Hebrew at the Hussite Theological Faculty in Charles University in Prague. Her main interests are Jewish culture, writing, study, interpretation of the Tanakh and the philosophy of Soren Kierkegaard.

Roman Kralik - Russian Language Department Medical Institute Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya Street, 6, 117198 Moscow, Russia

He currently works as the director of the Kierkegaarod Society in Slovakia and Professor, Senior research fellow at the Scientific and Educational Center of Pedagogical Researches KFU. His main interest is the Danish thinker Soren Kierkegaard. He also deals with Jewish culture and the problem of education. He is the editor-in-chief of the Acta KIerkegaardiana (University of Toronto) series.

Peter Kondrla - Department of Religious studies, Constantine the Philosopher University in Nitra, Slovakia

Associate professor, PhD. He is a teacher at the Department of Religious Studies at the University of Constantine the Philosopher in Nitra. His scientific focus and research subjects are philosophy of values, history of Christian philosophy, postmodern philosophy, philosophy of religion, didactics of religious education, philosophy of religion, values of life and biblical studies. He focuses on the philosophical interpretation of biblical texts, specifically on revealing the foundations of the European value paradigm in these texts. He emphasizes the relationship between knowledge and truth, deals with the possibilities of rational knowledge and its limits, specifically in relation to faith, religious texts and religious thinking. He is also engaged in the training of teachers of religion, where the main emphasis is on the development of competencies and critical thinking in the interpretation and interpretation of the Bible and other religious texts.

Bibliografia

Aydin, H., Ogurlu, U., Andrew, K., Masalimova, A. R., Dorozhkin, E. M., Malygin, A. A. (2011). High school students’ perceptions of global citizenship in central public high schools: Implications for teacher educators. In: Revista de Cercetare si Interventie Sociala, 65, 187-205.

Al-Azzam, Bakri, H. S. (2005). Certain Terms Relating to Islamic Observances: Their Meanings with Reference to Three Translations of the Qur'an and a Translation of Hadith. Doctoral thesis, Durham University.

Brumfit, C. (1992). Communicative Methodology in Language Teaching. The Roles of Fluency and Accuracy. Cambridge: CUP.

Cohen, A. (2006). Talmud (pro každého). Historie, struktura a hlavní témata Talmudu [Talmud (for everyone). History, structure and main topics of the Talmud]. Praha: Sefer.

Ganzfried, Š. (2011). Kicur šulchan aruch. [Code of Jewish Law]. Kniha I., Chapter 1-97. Praha: Agadah.

Fischer, R. (1997). Učíme děti myslet a učit se. Praktický průvodce strategiemi vyučování. [We teach children to think and learn. A practical guide to teaching strategies]. Praha: Portál.

Gadusova, Z. Hašková, A. (2015). Training Educational Staff: Vision and Reality in Pre-service and In-service training. In: Conference: 7th International Conference on Education and New Learning Technologies (EDULEARN). Barcelona: EDULEARN, 2046-2053

Gadusova, Z. Hašková, A. (2015). Using New Technologies in Problem Based Learning experiences of Trainee Teachers. In Conference: 9th International Technology, Education and Development Conference (INTED). Location: Madrid: INTED, 82-89.

Gadusova, Z. Jakubovská, V. Hašková, A. (2018). Stratified Approach to Teachers Com-petence Assessment. In Conference: 12th International Technology, Education and Develop-ment Conference (INTED). Location: Valencia: INTED, 2757-2766.

Horák, F. (1991). Aktivizující didaktické metody [Activating didactic methods]. Olomouc: Univerzita Palackého Filosofická fakulta.

Hanušová, S. (2006). Metody cizojazyčné výchovy [Methods of foreign language educa-tion]. Brno: MU.

Häuslerová, K., Nováková, M. (2008). Metody cizojazyčné výuky. Filling [Methods of foreign language teaching. Filling]. In: Časopis pro filosofii a lingvistiku. Retrieved from http://home.zcu.cz/~jalang/filling/issues/0001/c-hauslerova,novakova. Html

JewishEncyclopedia.com Josephus Flavius, Contra Ap. Ii. 17; Ant. Xvi. 2, 2 § 4, Philo, De Septennario 6, Eusebius, Præparatio Evangelica, VIII. 7, 12.

Kotrba, T., Lacina, L. (2011). Aktivizační metody ve výuce. Příručka moderního pedagoga [Activation methods in teaching. Handbook of a modern pedagogue]. Brno: Barrister & Principal.

Kupka, I. (2012). Jak úspěšně studovat cizí jazyky [How to successfully study foreign languages]. Grada Publishing: Praha: Grada Publishing.

Maharal /rabi Jehuda Liva ben Becalel. (2009) Derech chajim. Sifrej Maharal, [The Way of Life: Sifrej Maharal]. IV. Praha: P3K.The Way of Life: Sifrej Maharal). IV. Praha: P3K.

Maňák, J. (1997). Alternativní metody a postupy [Alternative methods and procedures]. Brno: Masarykova univerzita.

Nosek, B. (1996). Mistři Zákona a jejich učedníci [Masters of the Law and their disci-ples]. In: Marxová, R., Daníček, J.: Židovská ročenka 5757 (1996-1997). Praha: Židovská náboženská obec.

Pařík, A. (2006). Židovské vzdělávání a školství. Židovské muzeum v Praze [Jewish edu-cation and schooling. Jewish Museum in Prague)] Retrieved from https://www.jewishmuseum.cz/program-a-vzdelavani/vystavy/putovni/120/zidovskevzdelavani-a-skolstvi/

Pavlikova, M., Zalec, B. (2019). Boj za človekov jaz in pristnost: Kierkegaardova kritika javnosti, uveljavljenega reda, medijev in lažnega krščanstva [Struggle for the Human Self and Authenticity: Kierkegaard's Critique of the Public, Established Or-

der, Media, and False Christianity]. In: Bogoslovni vestnik/Theological Quarterly. 79(4), 1015—1026.

Pirkei Avot, Retrieved from https://www.sefaria.org/Pirkei_Avot.5.15?lang=bi&with=all&lang2=en

Prochazka, M., Viteckova, M., Gadusova, Z. (2016). Implementation of Primary Preven-tion in Primary and Secondary Schools in the Czech Republic. In Conference: 9th Annual International Conference of Education, Research and Innovation (iCERi) Location: Seville, SPAIN, 2016, Book Series: ICERI, 7739-7746.

Procházková, Z., Suchánková, T. (Eds). (2013) Metodický poradník učitele cizího jazyka. [Methodical advisor to a foreign language teacher]. Print Active: Ústí nad Labem: UJEP.

Sicher, G. (1958). Kniha zbožných ve světle sociální pedagogiky [The book of the pious in the light of social pedagogy]. In: ILTIS, R. Židovská ročenka na rok 5719 (1958/59). Rada židovských náboženských obcí v Československu a ÚCN: Praha.

Tepperwein, K. (1983) Umění lehce se učit [The art of learning easily]. Stanovum: Pel-hřimov.

Wiesel, E. (1991) Paměť knih [The memory of the books]. In: Marxová, R., Daníček, J.: Židovská ročenka 5752 (1991-1992). Židovská náboženská obec: Praha: Židovská nábožen-ská obec .

Zahorec, J., Nagyova, A., Haskova, A. (2019). Teachers' Attitudes to Incorporation Digi-tal Means in Teaching Process in Relation to the Subjects they Teach. In: International Journal of Engineering Pedagogy. 9(4), 101-120.

Pobrania

Opublikowane

2021-06-17

Jak cytować

Roubalová, M. ., Kralik, R., & Kondrla, P. . (2021). Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults. Journal of Education Culture and Society, 12(1), 59–67. https://doi.org/10.15503/jecs2021.1.59.67

Numer

Tom 12 Nr 1 (2021): Journal of Education Culture and Society

Dział

ETHICS

Licencja

Prawa autorskie (c) 2021 Marie Roubalová, Roman Kralik, Peter Kondrla

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

Inne teksty tego samego autora