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|a Jewish and Hebrew Education in Ottoman Palestine Through the Lens of Transnational History
|c Talia Tadmor-Shimony, Nirit Raichel
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|a 1st ed.
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|a Intro -- Contents -- Chapter 1: Introduction -- 1.1 The Structure of the Book -- Chapter 2: Actors and Networks -- 2.1 Networks of a Transnational People -- 2.2 Actors and Networks Directly Involved in Education -- 2.3 Actors and Networks with an Indirect Connection to Education -- Transnational Actors and Education in the Rural Space -- 2.4 Summary -- Chapter 3: The Educational Institutions and Pedagogical Approaches -- 3.1 The Educational Space -- The Entangled Architecture of Modern Jewish Elementary Schools in the Urban Space -- The Entangled Architecture of Schools in the Rural Space -- From Asile d'enfants to Hebrew Kindergarten -- School for the Blind -- Secondary Education -- Teacher Training -- Teachers' and Kindergarten Teachers' Training -- The Hebrew Seminary -- The Levinsky Hebrew Teachers' Seminary -- The Vocational Agricultural School -- 3.2 The Pedagogical Approaches -- Lending and Borrowing of the Naturalistic Humanistic Approach to Education -- The Natural Method of Language Instruction Based on Local Conditions -- 3.3 Summary -- Chapter 4: The Portrait of the Graduate -- 4.1 The Portrait of Modern Jewish Graduate -- The Figure of the Evelina de Rothschild School Graduate -- The Figure of the AIU Graduate -- The Figure of the Hilfsverein Network's Graduate -- 4.2 The Portrait of the Hebrew Graduate -- The Portrait of the Hebrew Graduate Farmer -- Hebrew City Youths -- The Formal Layer -- The Informal Layer -- 4.3 Summary -- Chapter 5: Between Leadership and Caring -- 5.1 Not Just a Teacher-The Teacher as an Agent of Culture, a Social Leader, and an Initiator -- 5.2 Teaching Methods of the "Good Hebrew Teacher" -- The Professional Identity of the Hebrew Teacher -- The Hebrew Teacher as an Initiator -- 5.3 Three Models of the Woman Teacher -- The Unmarried Female Teacher -- The Professional Woman -- The New Hebrew Female Teacher.
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