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Bibliotherapy is an educational approach that attempts to engage learners in meaningful discussions about relevant, compelling, and complex issues that they confront in their lives. Bibliotherapy begins with reading and reflecting on stories that can draw participants into a process of reflection, in ways that are user friendly and non-threatening. This study examines the unique educational features of bibliotherapy, and then proposes a model for implementing this approach in teaching Jewish texts. In the study's final section, we describe a teaching unit that demonstrates how to introduce bibliotherapy into the teaching about death and mourning in Jewish schools.

The current study examines how Israeli teachers' beliefs and ideologies are expressed in their teaching of Biblical miracles. The article explores how Israeli teachers broach the topic of Biblical miracles, and how their beliefs and ideologies help them navigate a path from the national curriculum to the classroom. The article focuses on three key areas: Initially, I discuss the educational challenges that teachers in Israeli schools confront in teaching miracles. This is followed by a mapping of educational approaches to presenting miracles. The final section analyzes conversations with three teachers about how they present miracles in their classrooms.

Research studies demonstrate the efficacy of the story-sharing experience on children's moral development. This article explores how the triadic relationship between a Jewish children's story, the child, and the parent storyteller can impact the youngster's moral growth. Using examples from two leading projects in Jewish children's stories, the article examines how four key Jewish value concepts can be employed as a means to enhancing children's moral development. In addition, I propose a table of learning that provides adult storytellers with guidelines on how to engage children in moral conversations about relevant issues that surface from the stories.

What are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? In this article, we report on a multi-method study inspired by these questions. Our account is organized around an analytical model that helps distinguish between what we call the vehicles, intensifiers, and conditions of day school Israel education. Our discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, we suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they "come of age" at university. (Contains 1 figure, 1 table, and 5 footnotes.)