Educational Theories
In his work as a teacher, Rabbi Shapira attempted to reverse the trend toward secularization, which swept the Jewish community in Poland between the wars. The vibrant cultural life of the city, as well as the attractions of political movements such as Zionism eroded the number of students wishing to pursue a yeshiva education. These trends, Rabbi Shapira argued, could only be exacerbated by archaic educational methods, harsh discipline and rote learning, such as were often the practice of the day in yeshivot. According to Rabbi Nehemia Polen (a noted expert on Rabbi Shapira’s work) in his most important work, Chovas haTalmidim (“The Students’ Responsibility”), Rabbi Shapira argued that a child must be imbued “with a vision of his own potential greatness” and be enlisted “as an active participant in his own development.” Likewise, teachers “must learn to speak the language of the student, and graphically convey the delights of a life of closeness to God.”. Rabbi Shapira argued for positive, psychologically sensitive, joyous educational methods.
Some similarity had been pointed out between these ideas and the educational ideas set out on a non-religious basis, in much the same years, by Janusz Korczak
Read more about this topic: Kalonymus Kalman Shapira
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