Leon Roth (1896–1963) was the first Professor of Philosophy at the Hebrew University of Jerusalem. He saw it as his purpose to encourage his students to think, and to think about their Judaism. ...Typical of his approach is the question with which this selection of essays opens: in what sense, asks Roth, can we talk about Jewish philosophy, and what can we expect to find if we look for it? Defining philosophy as ‘the search, through thought, for the permanent’, Roth argues that in order to say whether there is a truly Jewish philosophy one has to ‘rethink fundamentals’ those elements in our lives, in history, in nature which appear to be not incidental and trivial but basic. The twelve elegantly written essays published here represent a selection of Roth’s explorations of various aspects of his theme. The title essay ends with the contention that Judaism must be seen as the classic expression of monotheism; as the antithesis of myth; and as the essence of ethics and morality. The emphasis that Roth placed on ethics as the essence of Judaism was not merely theoretical: in 1951 he resigned from the Hebrew University and left Israel in response to what he perceived as the betrayal of Jewish ethics by the rulers of the newly established State of Israel. Edward Ullendorff's Foreword, based on long years of personal acquaintance, is an appreciation of Roth’s singular personality, grace, and moral stature, and of his devotion to an interpretation of Judaism that is rational and humane. A complete bibliography of Roth's writings, compiled by Raphael Loewe, rounds out the picture of the man and his achievements.
This qualitative case study explores types of work-related information that novice teachers seek out and learn that is related to their daily work tasks. Eighteen experienced K-6 teachers offer their ...reflections about the dynamics of seeking and interpreting work-related information during their initial years of teaching. In-depth interviews were used to ask participants to reflect on their pathways of finding and using work-related information when they were novice teachers. The participants described nuances of their school settings that provided catalysts and barriers to gaining and using work-related information. (Contains 1 table.)
Mr. Chairman, Members of the Staff, Ladies and Gentlemen, We, plain and simple members of the Anglo-Jewish Community, are gathered here today to congratulate the Association of Synagogues on a signal ...act of faith. For the opening here and now, in London, in 1956, of a Jewish Theological College, is nothing less than an act of faith, faith in the continuance of Anglo-Jewry, faith in the value of a college, faith in the existence of Jewish Theology. It is to my mind not only a great, but an astonishing, act, and I find it the more astonishing in that it is an act of affirmation; and since the contemporary Jewish scene is in many respects not one of affirmation but of abdication, each element in this triple affirmation invites emphasis.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This chapter describes technological disruptions in higher education that pose challenges and offer opportunities to college and university students, faculty, and administrators. It provides examples ...of innovative responses being explored by 2‐year and 4‐year higher education institutions.
Effects of Anxiety on Analogical Reasoning Leon, Marjorie Roth; Revelle, William
Journal of personality and social psychology,
11/1985, Letnik:
49, Številka:
5
Journal Article
Recenzirano
Three mediational theories of anxiety and performance, namely, cue utilization theory (
Easterbrook, 1959
), attentional theory (
Mandler & Sarason, 1952
;
Wine, 1971
), and working memory capacity ...theory (
M. W. Eysenck, 1979
), were compared for their efficacy in explaining anxiety-induced performance decrements on a task of analogical reasoning. One hundred two subjects who varied in their trait and state anxiety levels completed 100 geometric analogies under either relaxed (reassurance, non-time-limited) or stressed (ego-threat, time-limited) conditions. Response time and error rate data for nine levels of task complexity (1-, 2-, and 3-element analogies with zero, one, or two transformations per element) were analyzed by means of multivariate analysis of variance. Results in the relaxed condition supported attentional theory in that the more anxious subjects were both slower and less accurate than were the less anxious subjects. In the stressed condition, none of the three anxiety-performance theories was supported. More anxious subjects were faster but made more errors than did less anxious subjects. Thus in the stressed condition, performance differences suggested differences in speed-accuracy trade-off strategies rather than differences in processing abilities. The limitations of attentional theory and the need to study the effects of anxiety and time stress on information processing are discussed.
1. The great bodies of constructive ideas on which modern Western civilization is built are conventionally traced back to Israel, Greece and Rome: morals and religion to Israel, the sciences and the ...plastic and literary arts to Greece, law and public administration to Rome. If this is true, it is true only roughly. No civilization can exist without possessing in some measure every one of these activities. Greece and Rome had religion and much of it survives today, just as Israel and Greece had, and bequeathed, law. Indeed, religion and art and science and law appear everywhere (howbeit in varying degrees)
In the philosophy of religion the question of the relationship of God and man is central. It may be approached from two angles: either by asking how, and why, God created man, or by asking what ...difference it makes, for man, that he was created by God. If one adopts the second approach and seeks an explanation, we find the answer in the fact, or axiom, that it is from God that all man’s ethical values flow—that is to say, his instinctive awareness of things that he should do, and of the way in which he should proceed. If
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