Autor: Davidovitch, Nitza - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Are the Humanities No Longer Relevant in the 21st Century?
Autorzy:: Davidovitch, Nitza
Powiązania:: https://bibliotekanauki.pl/articles/628083.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Humanities
higher education
student profiles
values
motivation
academia
Opis:: Aims. In view of the diminishing demand for the humanities in Israel, we explore the profiles of current students of humanities in one high school and one university in Israel. Method. This study reviews the changes in the demand for and status of academic humanities studies and maps the profile of students of the humanities, both high school students and high school graduates over the age of 18. In total, 136 students (73 males and 60 females) participated in this survey-based study Results and Conclusion. The results show a positive and significant correlation between attitudes regarding the humanities and motivation to study these subjects in the future. In addition, a positive correlation was found between values of honesty, helping others, and contribution to the country, and motivation to study the humanities. Contribution. The findings of this study contribute by daring to challenge the perception concerning the insignificant status of the humanities in our day and age – aimed at eliminating them and rendering them irrelevant.
Źródło:: Journal of Education Culture and Society; 2020, 11, 2; 17-38
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Pillar of Fire – from Auschwitz to Casablanca
Autorzy:: Davidovitch, Nitza
Dort, Ruth
Powiązania:: https://bibliotekanauki.pl/articles/1366430.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Holocaust
North Africa
monument
Polska
education
remembrance
Opis:: Aim. This study examines the characteristics of the individuals who go on the journey to Poland, which is a key element of the Holocaust education curriculum in Israel, their personal connection to the Holocaust, as well as the socio-political developments in Israel that attempt to bridge the gap between the various poles in society – between East and West. Concept. Holocaust education includes the formal part, which is the historical narrative, and the informal part, which is the journey to Poland. This study follows the development of Holocaust education and commemoration of the victims of the Holocaust – from the narrative of the Holocaust of the Jews of Europe to the narrative of the Holocaust among the communities of North African descent. Results and conclusion. The findings of the study indicate a link between family support and ties to the Holocaust, and the journey to Poland, which appears to be in line with findings of Nitza Davidovitch and Dan Soen (2011), who found a correlation between the students participating in the journey and their personal connections to the Holocaust, in contrast to students with no family connection with the Holocaust. For all its importance, the journey to Poland has been found to perpetuate social polarisation. Practical applications. The current study highlights the challenge of Holocaust education in order to build a bridge of shared historical destiny through this seminal event of the twentieth century. Originality. This work sparks the question of how to make the journey to Poland a unifying factor in collective national memory.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 390-412
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The Polish-Jewish Lethal Polka Dance
Autorzy:: Nitza Davidovitch, Nitza
Lewin, Eyal
Powiązania:: https://bibliotekanauki.pl/articles/628742.pdf
Data publikacji:: 2019
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Jewish-Polish relations, Israeli-Polish relations, Holocaust victims, bystanders, perpetrators.
Opis:: Aim. This paper analyses the inherent paradoxes of Jewish-Polish relations. It portrays the main beliefs that construct the contradicting narratives of the Holocaust, trying to weigh which of them is closer to the historic truth. It seeks for an answer to the question whether the Polish people were brothers-in-fate, victimized like the Jews by the Nazis, or if they were rather a hostile ethnic group. Concept. First, the notion of Poland as a haven for Jews throughout history is conveyed. This historical review shows that the Polish people as a nation have always been most tolerant towards the Jews and that anti-Semitism has existed only on the margins of society. Next, the opposite account is brought, relying on literature that shows that one thousand years of Jewish residence in Poland were also a thousand years of constant friction, with continuous hatred towards the Jews. Consequently, different accounts of World War II are presented – one shows how the Polish people were the victims, and the others deal with Poles as by-standers and as perpetrators. Results and conclusion. Inconsistency remains the strongest consistency of the relations between Jews and Poles. With the unresolved puzzle of whether the Polish people were victims, bystanders or perpetrators, this paper concludes with some comments on Israeli domestic political and educational attitudes towards Poland, that eventually influence collective concepts. Cognitive value. The fact that the issue of the Israeli-Polish relationship has not been deeply inquired, seems to attest to the reluctance of both sides to deal with what seems to form an open wound. At the same time, the revival of Jewish culture in Poland shows that, today more than ever, the Polish people are reaching out to Israelis, and are willing to deal with history at an unprecedented level. As Israelis who wish to promote universal values, a significant encounter with the Polish people may constitute a door to acceptance and understanding of others. Such acceptance can only stem from mutual discourse and physical proximity between the two peoples.
Źródło:: Journal of Education Culture and Society; 2019, 10, 2; 15-31
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Do Adult Learners Who Engage in Torah Study as a Leisure Activity Report Higher Levels of Meaning in Life than Learners of General Enrichment Studies?
Autorzy:: Alkan, Ora
Davidovitch, Nitza
Kushnir, Talma
Powiązania:: https://bibliotekanauki.pl/articles/18682067.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: adult learners
Torah study
meaning in life
spirituality
leisure
enrichment studies
Opis:: Aim. The aim of the research is to assess whether adult learners engaged in Torah/Bible studies report higher levels of psycho-social resources, specifically spirituality, meaning in life, hope, and social support, than learners who attend general enrichment courses, and whether psycho-social resources contribute to their meaning in life. Methods. Participants were 234 men and women over age 55 who study regularly in their leisure time: 56 Torah students in the hevruta (communal learning) method, 50 Torah students who participated in frontal Torah lectures, and 128 adults who attended lectures on various enrichment subjects. Participants completed self-report questionnaires that included demographic information and characteristics of the course, evaluations of the learning experience, the Spiritual Health and Life-Orientation Measure, the Snyder Hope Questionnaire, the Multidimensional Scale of Perceived Social Support (MSPSS), and the PIL – Purpose in Life questionnaire. Results. Torah and enrichment learners did not differ in meaning of life and hope. Torah learners reported a stronger learning experience, higher levels of transcendentality (an aspect of spirituality), and more social support from their peer group. For all learners, social support from the family was the strongest contributor to meaning in life, followed by hope and finally the communality aspect of spirituality. Conclusions. Findings confirm the importance of the human need for relatedness in determining meaning and suggest that the social milieu in which the leisure activity is held may be more important for cultivating meaning in life than the discipline studied.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 85-105
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: History as Seen Through Postcards: A Story of the Lodz Ghetto—Total Isolation
Autorzy:: Davidovitch, Nitza
Ben Ishay, Shlomit
Dorot, Ruth
Powiązania:: https://bibliotekanauki.pl/articles/18104995.pdf
Data publikacji:: 2022-06-30
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: documents
postcards
communication
chronicle
Lodz Ghetto
Holocaust
educational system
Opis:: Thesis. This study explores the role of postcards as a historical, documentary, and artistic source depicting the events of the Holocaust, focusing on postcards written or received by inhabitants of the Lodz Ghetto. 78 postcards were translated into Hebrew and on exhibition at the Holocaust and Heroism Memorial Museum in Israel. Research indicates that the postcards served as an authentic and rare source of information as well as understanding the emotions of Jews whose lives were overshadowed by the threat of annihilation. Methods. The study is a qualitative one, based on the grounded theory approach. Analysis is established on identifying and characterising recurrences in the raw material of findings, with a clear definition of the unit of analysis, to build a hierarchy of the recurrences and themes, and to construct a theoretical model that explains the reality under investigation. Researchers in this method gather information about the life patterns of their subjects as well as the organizational and social structures. Grounded theory assumes that all people who have shared life circumstances also have shared social and psychological patterns, which even if not consciously formulated or expressed grow from the shared experiences. Results and conclusion. In-depth analysis reveals the historical events from the perspective of the postcard writers, as they experienced them in the ghetto. The postcards sent to the ghetto by relatives and acquaintances reveal their writers’ hopes of reuniting with their family or their extreme despair as they cope with the loss of their family.
Źródło:: Journal of Education Culture and Society; 2022, 13, 1; 317-338
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Online Temporary Learning Groups in Higher Education – Interactions, Compensation, and Maximisation of Achievements in an Israeli Case Study
Autorzy:: Ben-Shalom, Uzi
Hajaj, Chen
Davidovitch, Nitza
Berger, Corinne
Powiązania:: https://bibliotekanauki.pl/articles/18682886.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Temporary Learning Groups
higher education
interactions
compensation
achievements
Social Networking Systems
Opis:: Thesis. This article provides an analysis of online social interactions in two online Temporary Learning Groups (TLG) and their correlates with both pre-admissions scores and academic achievements. Concept. The function of Social Networking Systems (SNS) use on academic achievements is most often indirectly assessed through surveying attitudes of students and teachers. Contrary to this approach, we directly assessed the content on a TLG and paired it with objective admission scores and academic achievements. Results and conclusion. The results reveal that the content of the discussions on the TLGs is practical, immediate, and focuses on the allocation of information required for academic achievements. The users of the TLGs are usually students with lower admission scores and academic achievements. They use these platforms as a compensating mechanism to improve their achievements. In addition, some of the TLG users serve as maximising agents of other students’ achievements. TLGs’ implications for teaching, class-attendance and level of schooling must be recognised by teachers. Originality. While researchers focus on the presence of SNSs in class and its hampering of schooling by multitasking the effect of TLG activity must also be addressed.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 619-633
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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