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Mordecai M. Kaplan’s proposal of Judaism’s renewal. Reconstrution or deconstruction?

100%
Szczerbiński W.
Studia Europaea Gnesnensia
|
2014
|
issue 10
75-97
PL
Amidst all trends present nowadays, the latest and the most controversial appears to be the Jewish Reconstructionism, which has been conceived by Mordecai M. Kaplan. The starting point for Reconstructionist involves actual reconstruction of traditional Judaism, which takes place based on ideas taken from social and natural sciences. The performed analyses permit to state (but not to conclude decisively), that Jewish Reconstructionism is a specific Jewish theory, a way of living for a certain group of Jews, but it is not a Judaism. The Kaplan's system, which represents a result of an intentional reconstruction and revaluation of traditional Judaism, becomes in fact a deconstruction and a devaluation of Judaism.   
EN
Amidst all trends present nowadays, the latest and the most controversial appears to be the Jewish Reconstructionism, which has been conceived by Mordecai M. Kaplan. The starting point for Reconstructionist involves actual reconstruction of traditional Judaism, which takes place based on ideas taken from social and natural sciences. The performed analyses permit to state (but not to conclude decisively), that Jewish Reconstructionism is a specific Jewish theory, a way of living for a certain group of Jews, but it is not a Judaism. The Kaplan's system, which represents a result of an intentional reconstruction and revaluation of traditional Judaism, becomes in fact a deconstruction and a devaluation of Judaism. 
2

Evaluation of Tanzania Curriculum: An Analysis Using Ornstein's View on Educational Philosophy

88%
Muneja M. S.
Studies of Changing Societies
|
2014
|
vol. 2013
|
issue 1
15-36
EN
It is arguably clear that regardless of one's philosophical orientation, sometimes change cannot be avoided. On the same vein, the change of curriculum in educational sector has become irresistible almost everywhere. The aim of the paper has been to critique Tanzania Educational Philosophy using Ornstein's view (Ornstein, Pajak and Ornstein (2011:1-9); the choice of this work is based on credibility in curriculum studies. The findings indicate that curriculum change can never be avoided. The paper also focused on how traditional curriculum has not only changed, but also co-exists with contemporary curriculum. It has also been made evident that the curriculum in Tanzania has a lot of ‘patches’, and this may have given room for the recent massive Form Four failures. It is also true that recurrent threats to strike and even the last year strike by teachers are indicators that the curriculum needs thorough review. The paper further recommends the work of curriculum review should be not the sole responsibility of Tanzania Institute of Education (TIE) but all stakeholders. The process of curriculum review should receive almost an equal emphasis as the constitutional review.
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