Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education

Irving E. Sigel; Jeffrey S. Kress; Maurice J. Elias

doi:https://doi.org/10.1080/15244110601175178

Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education

Irving E. Sigel, Jeffrey S. Kress, Maurice J. Elias

SAS - Psychology

Rutgers, The State University

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking. Further, these theories connect question-asking with issues of identity development. Recommendations are made for Jewish educational practice, including an example of a cognitive-developmentally based questioning strategy applied to a biblical text.

Original language	English (US)
Pages (from-to)	51-66
Number of pages	16
Journal	Journal of Jewish Education
Volume	73
Issue number	1
DOIs	https://doi.org/10.1080/15244110601175178
State	Published - 2007

ASJC Scopus subject areas

Cultural Studies
Education
Religious studies

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abstract = "Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking. Further, these theories connect question-asking with issues of identity development. Recommendations are made for Jewish educational practice, including an example of a cognitive-developmentally based questioning strategy applied to a biblical text.",

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Beyond Questioning: Inquiry Strategies and Cognitive and Affective Elements of Jewish Education

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