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updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">בעולם של משחקים אינטראקטיבים קיימת אתגר. כיצד לאפשר לשחקן חופש פעולה ובו זמנית לערוך חוויה רציפה ושלימה (קוהורנטי)? אני רואה בגמרא מערך מדהים, שבו קיימת כוונה של המחבר ובכל זאת קיימת חופש פעולה של הלומד (ונראה לי שהתורה שבכתב היא האב טיפוס למבנה דומה של הגמרא). </p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":37918905,"attachmentType":"pdf","workUrl":"https://www.academia.edu/13017210/%D7%9E%D7%A9%D7%97%D7%A7_%D7%90%D7%99%D7%A0%D7%98%D7%A8%D7%90%D7%A7%D7%98%D7%99%D7%91%D7%99_%D7%91%D7%97%D7%99%D7%A8%D7%94_%D7%97%D7%95%D7%A4%D7%A9%D7%99%D7%AA_%D7%95%D7%9C%D7%99%D7%9E%D7%95%D7%93_%D7%92%D7%9E%D7%A8%D7%90"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" 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data-collection-position="1" data-entity-id="106064833" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106064833/Case_study_of_a_gifted_religious_girl_%D7%94%D7%A7%D7%95%D7%A0%D7%A4%D7%9C%D7%99%D7%A7%D7%98%D7%99%D7%9D_%D7%A9%D7%9C_%D7%97%D7%93%D7%95%D7%94_%D7%A0%D7%A2%D7%A8%D7%94_%D7%9E%D7%91%D7%99%D7%AA_%D7%93%D7%AA%D7%99_%D7%9E%D7%A1%D7%95%D7%A8%D7%AA%D7%99_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%AA_%D7%A7%D7%95%D7%92%D7%A0%D7%99%D7%98%D7%99%D7%91%D7%99%D7%AA_%D7%A8%D7%92%D7%A9%D7%99%D7%AA_%D7%95%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%AA_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94">Case study of a gifted religious girl הקונפליקטים של חדוה: נערה מבית דתי-מסורתי, מחוננת קוגניטיבית, רגשית וחברתית תיאור מקרה</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The gifted child in the Periphery: Studies in nurturing and teaching מחוננים בפריפריה: טיפוח, הוראה ומחקר, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">בפרק זה יוצג תיאור המקרה של חדוה, נערה דתית מחוננת, שלה אחים מחוננים. חדוה מתגוררת באילת ולומדת באולפנא במקום מגוריה. מטרת הצגת מקרה זה היא להוסיף לספרות הקיימת בנושא מחוננים ולזרוע אור אודות מקומה של הבת המחוננת בכיתה רגילה, הטרוגנית עד מאוד: כיתה שלומדות בה בנות המוגדרות כבנות חינוך מיוחד, לאחר שעברו ועדת השמה, בנות רגילות, בנות בעלות הישגים מצוינים ובנות שהוגדרו כמחוננות. דרך הצגת הבת, תחושותיה ורשמיה, ברצוני לבחון אלו מהמאפיינים הקוגניטיביים, הרגשיים והתנהגותיים המיוחדים למחוננים באים אצלה לידי ביטוי, הן בהתנהלותה החברתית והן בזו הלימודית בכיתה. בין השאלות שתעמודנה למבחן: האם השהות בכיתה כה רבת קצוות מבחינת יכולות הלימוד והרקע מקשה עליה או שמא מסייעת? האם היא חשה בכיתה בנוח מבחינת האפשרות לבטא את עצמה, או שמא היא חשה שעליה להצטדק תדיר על עצם היותה מחוננת? האם לדעתה היא יוצאת נשכרת מבחינת לימודית או שמלווה אותה תחושה של "בזבוז זמן"? סיפורה של חדוה יוצג בדרך של ראיונות איתה ועם אימה – אביגיל, עם מחנכת כיתתה ועם אחת מחברותיה הטובות. בדיון שלאחר הצגת המקרה ייבחנו ההנחות העולות מתוך תיאור המקרה אל מול הספרות הקיימת בתחום. התובנות שיעלו מהתיאור יוכלו להוסיף, ולו נדבך אחד, להבנת מקומם של מחוננים במערכת החינוך בכלל, ולהיכרות מעמיקה יותר עם בעיותיהן של נערות מחוננות המתגוררות בפריפריה בפרט.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Case study of a gifted religious girl\r\nהקונפליקטים של חדוה: \r\nנערה מבית דתי-מסורתי, מחוננת קוגניטיבית, רגשית וחברתית\r\nתיאור מקרה","attachmentId":105472359,"attachmentType":"pdf","work_url":"https://www.academia.edu/106064833/Case_study_of_a_gifted_religious_girl_%D7%94%D7%A7%D7%95%D7%A0%D7%A4%D7%9C%D7%99%D7%A7%D7%98%D7%99%D7%9D_%D7%A9%D7%9C_%D7%97%D7%93%D7%95%D7%94_%D7%A0%D7%A2%D7%A8%D7%94_%D7%9E%D7%91%D7%99%D7%AA_%D7%93%D7%AA%D7%99_%D7%9E%D7%A1%D7%95%D7%A8%D7%AA%D7%99_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%AA_%D7%A7%D7%95%D7%92%D7%A0%D7%99%D7%98%D7%99%D7%91%D7%99%D7%AA_%D7%A8%D7%92%D7%A9%D7%99%D7%AA_%D7%95%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%AA_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/106064833/Case_study_of_a_gifted_religious_girl_%D7%94%D7%A7%D7%95%D7%A0%D7%A4%D7%9C%D7%99%D7%A7%D7%98%D7%99%D7%9D_%D7%A9%D7%9C_%D7%97%D7%93%D7%95%D7%94_%D7%A0%D7%A2%D7%A8%D7%94_%D7%9E%D7%91%D7%99%D7%AA_%D7%93%D7%AA%D7%99_%D7%9E%D7%A1%D7%95%D7%A8%D7%AA%D7%99_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%AA_%D7%A7%D7%95%D7%92%D7%A0%D7%99%D7%98%D7%99%D7%91%D7%99%D7%AA_%D7%A8%D7%92%D7%A9%D7%99%D7%AA_%D7%95%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%AA_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="112300351" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112300351/Five_Gifted_boys_in_one_Classroom_A_case_study_%D7%97%D7%9E%D7%99%D7%A9%D7%94_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94_%D7%9C%D7%A7%D7%A8%D7%99%D7%90%D7%94_%D7%91%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%A8%D7%90%D7%95_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha_2_htm_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha1_2_htm">Five Gifted boys in one Classroom: A case-study. חמישה מחוננים בכיתה - תיאור מקרה לקריאה בעברית ראו https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha-2.htm https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha1-2.htm</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Gifted Education International , 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">ספרות המחקר על ילדים מחוננים שנכתבה בעברית מצומצמת ביותר. למעשה, מבין כ-140הפריטים המופיעים במאגר המידע של מכון הנרייטה סאלד בערך "מחוננות", רק ספריהם של אריקה לנדאו ואבנר זיו מכילים תיאורי מקרה ואף תיאורים אלו הם חלקיים ומאירים רק אספקטים בודדים בחיי הילדים. חשיבותו הראשונית של מאמר זה היא להוסיף נדבך לספרות הקיימת בעברית על ילדים מחוננים בכלל, וניסיון ראשון לכתיבת תיאור מקרה מפורט, שיתאים למציאות החינוכית, החברתית, המעמדית, הכלכלית והפוליטית בארץ בפרט. "טיפוח כשרונות צריך להיות בעדיפות לאומית ראשונה במעלה: כשרונות מטופחים עשויים, לטווח ארוך, להשפיע לא רק על חיי הילדים עצמם, אלא גם על רווחת הכול. ככל שאנו יודעים יותר על הילדות המוקדמת של ילדים צעירים מחוננים, כן נדע יותר כיצד לשמר את האוצר היקר הזה - ונדע יותר איך לעודד את ההתפתחות הכוללת של כל הילדים". יתר על כן, מעבר לעריכת ההיכרות עם חמישה ילדים מחוננים, יתאר המאמר את הקשרים ביניהם. קשרים אלו חשובים במיוחד, משום שדרכם ניתן יהיה להצביע על בעיית הקשרים החברתיים של הילד המחונן בחברה ה"רגילה" ועל אחת הדרכים לפתרונה. כאשר מספר הילדים המחוננים בקבוצת גיל מסוימת גדול דיו, הם בני אותו מין והם בעלי תחומי התעניינות דומים - לכל אחד מהחברים בקבוצה יש לפחות תחום התעניינות משותף אחד עם כל חבר אחר - הדרך ליצור קשרים עם בני אותה קבוצת גיל קלה יותר. הספרות הקיימת על מחוננים מצביעה על האחוז הגבוה של הבנים הבכורים או היחידים ביניהם, ועל רגישותם הגבוהה יחסית של אלה אף ביחס לזו של "שאר" המחוננים. שלושה מחמשת הילדים שיתוארו כאן הם בנים בכורים לשני הוריהם, הרביעי - בן בכור לאמו אך לא לאביו, והחמישי - בן שני במשפחה שכל שלושת הבנים בה מחוננים. תיאור מצביהם המשפחתיים והחברתיים של ילדים אלו עשוי לתת אישוש איכותני - ולו חלקי, להנחות מספר: (א) הסתגלותו החברתית של מחונן שהוא בן בכור עשויה להיות קשה מזו של מחונן שאינו בכור. (ב) קשרים חברתיים בין מחוננים מתפתחים לעתים קרובות בהתאם לתחומי עניין משותפים ואין חשיבות מיוחדת לגיל הכרונולוגי או למין ביצירת קשרים. (ג) במשפחות שבהן יש מספר ילדים מחוננים הצורך בחברה מחוץ למשפחה נמוך מאשר במשפחה שיש בה ילד מחונן אחד. (ד) האצה בדרך של כניסה מוקדמת לבית הספר או הקפצת כיתה היא פתרון (חלקי) בחינוך ילדים מחוננים - בפתרון זה יש להשתמש בצורה מבוקרת ורק על פי המלצה של פסיכולוג. במקרים רבים שבהם אין משתמשים בפתרון זה גורמים עוול לילד המחונן. (ה) מספר ילדים מחוננים בכיתה רגילה מספקים תמיכה הדדית. (ו) בחלק גדול מהמקרים אין בכיתה הרגילה פתרונות מספקים לבעיותיהם החברתיות והלימודיות של ילדים מחוננים, לפיכך יש להם צורך במסגרות מיוחדות; אולם על ההורים להפעיל את כל משאביהם כדי להשתמש בהם. הורים העומדים על זכותם של ילדיהם המחוננים ללמוד במסגרות מיוחדות ומחפשים באופן פעיל מסגרות כאלה, יצליחו למצוא את המסגרות הלימודיות והחברתיות האופטימאליות לילדיהם יותר מהורים שדוגלים בקונפורמיות ובקבלת סמכות. הורים המעדיפים לחנך את ילדיהם ללכת בתלם - לא לקפוץ כיתה, לא לדרוש תכניות מיוחדות, לא להתמקד בתחביב מסוים ברמת היכולת הגבוהה ביותר שקיימת - קיימת סבירות גובהה למדי שילדיהם לא ימצו את יכולותיהם. להלן נערוך היכרות עם כל אחד מחמשת הילדים ומשפחותיהם לאור שש הנחות אלה. This is a seven-year study of five gifted Israeli boys aged between three and a half to four and a half years old. Described are the regular classroom enrichment program in which three of them participated from third grade onward, and their other activities (e.g. sports, chess, etc.). Physical, psychological, educational, and familial details are also provided. Details are provided of the boys' social standing, and the relationships among the boys. Educational problems such as underachievement, boredom, and lack of challenge are discussed. Among the recommendations suggested are paying special attention to firstborn gifted boys who are socially at risk, and more frequent application of acceleration strategies.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Five Gifted boys in one Classroom: A case-study.\r\nחמישה מחוננים בכיתה - תיאור מקרה\r\nלקריאה בעברית ראו \r\nhttps://www.daat.ac.il/daat/kitveyet/hagigey/hamisha-2.htm\r\nhttps://www.daat.ac.il/daat/kitveyet/hagigey/hamisha1-2.htm","attachmentId":109576008,"attachmentType":"pdf","work_url":"https://www.academia.edu/112300351/Five_Gifted_boys_in_one_Classroom_A_case_study_%D7%97%D7%9E%D7%99%D7%A9%D7%94_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94_%D7%9C%D7%A7%D7%A8%D7%99%D7%90%D7%94_%D7%91%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%A8%D7%90%D7%95_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha_2_htm_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha1_2_htm","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112300351/Five_Gifted_boys_in_one_Classroom_A_case_study_%D7%97%D7%9E%D7%99%D7%A9%D7%94_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94_%D7%9C%D7%A7%D7%A8%D7%99%D7%90%D7%94_%D7%91%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%A8%D7%90%D7%95_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha_2_htm_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha1_2_htm"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="106064832" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106064832/The_workshop_for_parents_of_gifted_children_in_Eilat_2008_9_%D7%A1%D7%93%D7%A0%D7%94_%D7%9C%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%9C%D7%99%D7%9C%D7%93%D7%99%D7%9D_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%90%D7%99%D7%9C%D7%AA_2008_9">The workshop for parents of gifted children in Eilat: 2008/9. סדנה להורים לילדים מחוננים באילת: 2008/9</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">מחוננים בפריפריה: טיפוח, הוראה ומחקר The gifted child in the Periphery: Studies in nurturing and teaching , 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">מרבית ההורים לילדים מחוננים נאלצים להתמודד עם השאלות, הסוגיות והבעיות הכרוכות בגידולו של ילד מחונן ללא עזרה. שכן, מחוננות נתפסת כיכולת שכלית גבוהה במיוחד, וככזו, על פי ההבנה המקובלת, אין כרוכות בה בעיות מיוחדות. מצד שני – דיעות קדומות ואמונות תפלות הקשורות במחוננות רווחות עד מאוד בכל התרבויות בהן יש התייחסות למחוננות, והדעת נותנת שיש לשאול למה קיימות דיעות כאלה. על אף הדיעה הרווחת בדבר "האם היהודייה הבטוחה שילדה מחונן" דומה, שהמציאות רחוקה עד מאוד מכך. לדוגמה: נמצא ש-98% מההורים של ילדים הלומדים בגן "מעדיפים שילדם לא יהיה מחונן" (לידור, 2007). זאת ועוד. פעמים רבות ילדים מחוננים מגיעים לטיפול או לייעוץ בעקבות בעיה שהוריהם מסרבים לראות את הקשר בינה לבין מחוננות. לדוגמה: הילד המסרב ללכת לבית הספר. ההורים, בדרך כלל, רואים בכך בעיה של קבלת מרות, חוסר רצון לקבל מוסכמות, מרדנות, או, כפי שהגדירה זאת אם תוסכלת: "כל הילדים המתבגרים עושים הכל ההיפך". הורים אלה מודים, לא אחת, ש"עיניהם נפקחו" כשהבינו שילדם משתעמם לאורך שנים בכיתה, ששיעורי הבית שאין הוא מוכן להכין אינם מאתגרים אותו, שהוא חש ש"להתכונן למבחן זה מטומטם". ישנם הורים שמגיעים לייעוץ בעקבות הערות של מורה או יועצת בבית הספר בדבר "התנהגות שמורה על אי-בשלות רגשית". כשהילד נבדק מתברר, שהוא התנהג כפי שהיה צפוי על פי גילו, אבל מאחר שיכולותיו הקוגניטיביות מקדימות במספר שנים את הצפוי על פי גילו הכרונולוגי, הפער בין היכולות הרגשיות, מותאמות-הגיל, לבין אלו הקוגניטיביות, מקדימות-הגיל, בולט ואפילו צורם. בעיות כאלה, ועוד רבות אחרות, נראות פחות מסובכות, כאלה שניתן להתמודד אתן ביתר קלות, כאשר ההורים מגלים ש"הם לא לבד". עצם העובדה שניתן לחלוק אותן עם הזולת, לדעת ש"בסירה שלך" שטים עוד הורים רבים וילדיהם, מקלה מאוד את המסע. ייעוץ אישי חשוב מאוד כאשר יש בעיה בחינוך הילד המחונן, בהשתלבותו החברתית, במציאת מסגרת לימודים הולמת, בהחלטה על האצה או העשרה. אולם, לא תמיד יש גישה לייעוץ, ובאילת הגישה לייעוץ בתחום המחוננות קשה במיוחד. יתר על כן: גם כאשר יש עם מי להתייעץ, לא תמיד ניתן לעמוד במעמסה הכספית הכרוכה בכך. סדנה שבה מלובנות בעיות משותפות, בה מוצאים ההורים אוזן קשבת ולפעמים אף כתף אוהדת, יכולה לעזור מאוד. איש המקצוע שמנהל את הסדנה יוכל גם לעזור לכוון את ההורים לסוג הייעוץ האישי שנחוץ להם, לקצר הליכים של איבחון, למצוא מסגרות לימודיות, לתווך ברישום לתכניות למחוננים, לעזור בבחירת פעילויות שאחרי הלימודים, ולתת תמיכה בבעיות משפחתיות וחברתיות. הסדנה להורים לילדים מחוננים שהתקיימה באילת נועדה לכל המטרות הללו. להלן נבדוק את דרכי פעולתה ונראה, האם עמדה בציפיות ומילאה את המטרות, ובאיזו מידה.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The workshop for parents of gifted children in Eilat: 2008/9. \r\nסדנה להורים לילדים מחוננים באילת: 2008/9","attachmentId":105471828,"attachmentType":"pdf","work_url":"https://www.academia.edu/106064832/The_workshop_for_parents_of_gifted_children_in_Eilat_2008_9_%D7%A1%D7%93%D7%A0%D7%94_%D7%9C%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%9C%D7%99%D7%9C%D7%93%D7%99%D7%9D_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%90%D7%99%D7%9C%D7%AA_2008_9","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/106064832/The_workshop_for_parents_of_gifted_children_in_Eilat_2008_9_%D7%A1%D7%93%D7%A0%D7%94_%D7%9C%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%9C%D7%99%D7%9C%D7%93%D7%99%D7%9D_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%90%D7%99%D7%9C%D7%AA_2008_9"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="72716139" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72716139/%D7%96%D7%9B%D7%95%D7%99%D7%95%D7%AA_%D7%94%D7%9C%D7%9B%D7%94_%D7%95%D7%94%D7%90%D7%93%D7%9D_%D7%A9%D7%91%D7%99%D7%A0%D7%99%D7%94%D7%9F_%D7%AA%D7%A9%D7%A2%D7%91_Human_Rights_Jewish_Law_and_Humankind_">זכויות, הלכה, והאדם שביניהן, תשעב (Human Rights, Jewish Law, and Humankind)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40744410" href="https://clb.academia.edu/AvishalomWestreich">Avishalom Westreich</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><p class="ds-related-work--abstract ds2-5-body-sm">חיבור זה עוסק ביחסי הגומלין שבין היהדות, ובאופן קונקרטי – ההלכה, לבין שיח זכויות האדם. למושג זכויות האדם כמה משמעויות. הספר מבקש לאמץ כאן דרך ביניים המכירה בכך שזכויות האדם הן גורם מתווך בין ערכים לבין חובות, או, מנקודת מבט תרבותית, דרך ביטוי פרטיקולרית למערכת ערכים העומדת בבסיס זכויות אלו. ליהדות פנים רבות. החיבור מתמקד בהופעתה הנורמטיבית – בהלכה. טענתי היא שהשיח ההלכתי מתאפיין במערכת ערכים המשפיעה על ההכרעות הניתנות במסגרתו, כמו גם על אופיו ועיצובו. השפעה זו מתבטאת לעתים בגלוי, אך לרוב באופן סמוי, כגורם בעל השפעה בתהליך הפרשני. ברובד הסמוי, העקיף לעתים, יש מכנה משותף רחב מאוד בין היהדות לבין זכויות האדם, והוא מתבטא בשורשים המניעים את המערכות הללו, כל אחת בדרכה. הפרק המצורף לדוגמא - המפגש הסמוי: שיקולים מוסריים כשיקולים פרשניים מנחים.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"זכויות, הלכה, והאדם שביניהן, תשעב (Human Rights, Jewish Law, and Humankind)","attachmentId":81533805,"attachmentType":"pdf","work_url":"https://www.academia.edu/72716139/%D7%96%D7%9B%D7%95%D7%99%D7%95%D7%AA_%D7%94%D7%9C%D7%9B%D7%94_%D7%95%D7%94%D7%90%D7%93%D7%9D_%D7%A9%D7%91%D7%99%D7%A0%D7%99%D7%94%D7%9F_%D7%AA%D7%A9%D7%A2%D7%91_Human_Rights_Jewish_Law_and_Humankind_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72716139/%D7%96%D7%9B%D7%95%D7%99%D7%95%D7%AA_%D7%94%D7%9C%D7%9B%D7%94_%D7%95%D7%94%D7%90%D7%93%D7%9D_%D7%A9%D7%91%D7%99%D7%A0%D7%99%D7%94%D7%9F_%D7%AA%D7%A9%D7%A2%D7%91_Human_Rights_Jewish_Law_and_Humankind_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="106064836" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106064836/Perfectionism_among_religious_boys_and_girls_in_Israel_connections_between_giftedness_and_perfectionism_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%91%D7%A7%D7%A8%D7%91_%D7%91%D7%A0%D7%99%D7%9D_%D7%95%D7%91%D7%A0%D7%95%D7%AA_%D7%93%D7%AA%D7%99%D7%99%D7%9D_%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_%D7%A7%D7%A9%D7%A8%D7%99%D7%9D_%D7%91%D7%99%D7%9F_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%95%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA">Perfectionism among religious boys and girls in Israel: connections between giftedness and perfectionism פרפקציוניזם בקרב בנים ובנות דתיים בישראל: קשרים בין פרפקציוניזם ומחוננות</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">HEBREW PSYCHOLOGY פסיכולוגיה עברית, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">נטייה לפרפקציונזים אצל מחוננים יש תכונת פיפיות: מצד אחד, פרפקציוניזם מאפשר למחונן להגיע להישגים גבוהים בתחומים רבים – כל עוד ישקיע בכך מאמצים מספיקים למשך זמן ארוך דיו. מצד שני, כאשר גורמים מרכזיים ההכרחיים להתפתחות הילד או המתבגר ניזוקים, למשל – פיתוח קשרים חברתיים נזנח לטובת לימודים מואצים – התוצאה היא התפתחותה של אישיות שבה קיימים פערים בין החלקים השונים של ה"אני". במאמר אבדוק את נושא הפרפקציוניזם אצל מחוננים תוך ניסיון למצוא מענה לשתי שאלות: 1. האם הפרפקציוניזם הוא אחד ממאפייני המחוננות? 2. האם פרפקציוניזם הוא תמיד שלילי או שניתן לעשות הבחנה ברורה בין פרפקציוניזם חיובי לזה השלילי? בחרתי לבחון נושא זה בקרב האוכלוסיה הדתית בישראל משתי סיבות עיקריות: 1. מרבית הילדים, הנערים והנערות שהוריהם התייעצו אתי בנושא זה באו מהאוכלוסיה הדתית; 2. מהיכרותי האישית והמקצועית עם ילדים מחוננים דתיים נוכחתי לדעת, שקיום אורח חיים דתי בכלל, והקפדה על קיום מצוות הדת בפרט, מהווים כר נרחב לפיתוח בעיית הפרפקציונזים הן אצל בנים והן אצל בנות במגזר זה.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Perfectionism among religious boys and girls in Israel: connections between giftedness and perfectionism פרפקציוניזם בקרב בנים ובנות דתיים בישראל: קשרים בין פרפקציוניזם ומחוננות","attachmentId":105378249,"attachmentType":"pdf","work_url":"https://www.academia.edu/106064836/Perfectionism_among_religious_boys_and_girls_in_Israel_connections_between_giftedness_and_perfectionism_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%91%D7%A7%D7%A8%D7%91_%D7%91%D7%A0%D7%99%D7%9D_%D7%95%D7%91%D7%A0%D7%95%D7%AA_%D7%93%D7%AA%D7%99%D7%99%D7%9D_%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_%D7%A7%D7%A9%D7%A8%D7%99%D7%9D_%D7%91%D7%99%D7%9F_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%95%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/106064836/Perfectionism_among_religious_boys_and_girls_in_Israel_connections_between_giftedness_and_perfectionism_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%91%D7%A7%D7%A8%D7%91_%D7%91%D7%A0%D7%99%D7%9D_%D7%95%D7%91%D7%A0%D7%95%D7%AA_%D7%93%D7%AA%D7%99%D7%99%D7%9D_%D7%91%D7%99%D7%A9%D7%A8%D7%90%D7%9C_%D7%A7%D7%A9%D7%A8%D7%99%D7%9D_%D7%91%D7%99%D7%9F_%D7%A4%D7%A8%D7%A4%D7%A7%D7%A6%D7%99%D7%95%D7%A0%D7%99%D7%96%D7%9D_%D7%95%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="61247859" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/61247859/Tamar_through_Lucius_eyes_Naama_Zahavi_Ely_talk_in_Hebrew_plus_an_English_translation_">Tamar through Lucius' eyes -Naama Zahavi-Ely (talk in Hebrew, plus an English translation)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="64835742" href="https://wm.academia.edu/NZahaviEly">Naama Zahavi-Ely</a></div><p class="ds-related-work--metadata ds2-5-body-xs">talk given at the World Congress of Jewish Stuies, 2013</p><p class="ds-related-work--abstract ds2-5-body-sm">Cooking and the male gaze: Tamar as viewed by Lucius (II Samuel 13 and Apuleus' Golden Ass 2:7). A comparison of two texts from the Ancient World that refer to a similar cooking activity by a woman in the context of male erotic reaction to it. The texts are not related to each other as a literary tradition; however, the similarities in the everyday activity portrayed in both allow them to illuminate each other to the modern reader.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tamar through Lucius' eyes -Naama Zahavi-Ely (talk in Hebrew, plus an English translation)","attachmentId":74344594,"attachmentType":"pdf","work_url":"https://www.academia.edu/61247859/Tamar_through_Lucius_eyes_Naama_Zahavi_Ely_talk_in_Hebrew_plus_an_English_translation_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/61247859/Tamar_through_Lucius_eyes_Naama_Zahavi_Ely_talk_in_Hebrew_plus_an_English_translation_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="49789096" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49789096/Music_and_Musical_Instruments_in_Hebrew_Secular_Poetry_in_Spain_The_Song_of_Praise_of_Yosef_ben_%E1%B9%A2add%C4%ABq_in_Honor_of_Yi%E1%B9%A3%E1%B8%A5aq_ben_Baron_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%95%D7%9B%D7%9C%D7%99_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%91%D7%A9%D7%99%D7%A8%D7%AA_%D7%94%D7%97%D7%95%D7%9C_%D7%94%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%91%D7%A1%D7%A4%D7%A8%D7%93_%D7%A9%D7%99%D7%A8_%D7%94%D7%A9%D7%91%D7%97_%D7%A9%D7%9C_%D7%99%D7%95%D7%A1%D7%A3_%D7%90%D7%91%D7%9F_%D7%A6%D7%93%D7%99%D7%A7_%D7%9C%D7%9B%D7%91%D7%95%D7%93_%D7%99%D7%A6%D7%97%D7%A7_%D7%90%D7%91%D7%9F_%D7%91%D7%A8%D7%95%D7%9F">Music and Musical Instruments in Hebrew Secular Poetry in Spain: The Song of Praise of Yosef ben Ṣaddīq in Honor of Yiṣḥaq ben Baron / נגינה וכלי נגינה בשירת החול העברית בספרד: שיר השבח של יוסף אבן צדיק לכבוד יצחק אבן ברון</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6899605" href="https://haifa.academia.edu/%D7%99%D7%95%D7%A1%D7%A3%D7%98%D7%95%D7%91%D7%99">יוסף יובל טובי</a></div><p class="ds-related-work--metadata ds2-5-body-xs">יוסף טובי נגינה וכלי נגינה בשירת החול העברית בספרד: שיר השבח של יוסף אבן צדיק לכבוד יצחק אבן ברון, דפים למחקר בספרות 16-17 (תשסט) 101-137</p><p class="ds-related-work--abstract ds2-5-body-sm">Medieval Arabic sources attest that Arabic poetry, especially the muwaššaḥāt, were performed in the courts of the kings with music, usually by the qaynah (pl. qiyān), the captive female slave, specifically educated and raised to be a singer, music player and dancer at the courtly banquets. No wonder, then, that this character of the qaynah frequently appears in medieval Arabic poetry, in particular that of Andalusia. The regular musical instrument used at these banquets was the lute (Ar. al-&#39;ūd; Heb. kinnor or nevel). This object was highly esteemed in Arabic literature and was considered the foremost musical instrument. From the mid-tenth century Hebrew secular verse in Andalusia adopted the theme of music, and in fact reflected all its details as they appear in Arabic poetry. The present paper surveys in detail the occurrences of music in all its aspects in Andalusian Hebrew poetry, from Dunaš ben Labrạt at the court of Ḥisday ben Šaprūt in Cordova in the third quarter of the ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Music and Musical Instruments in Hebrew Secular Poetry in Spain: The Song of Praise of Yosef ben Ṣaddīq in Honor of Yiṣḥaq ben Baron / נגינה וכלי נגינה בשירת החול העברית בספרד: שיר השבח של יוסף אבן צדיק לכבוד יצחק אבן ברון","attachmentId":75163422,"attachmentType":"pdf","work_url":"https://www.academia.edu/49789096/Music_and_Musical_Instruments_in_Hebrew_Secular_Poetry_in_Spain_The_Song_of_Praise_of_Yosef_ben_%E1%B9%A2add%C4%ABq_in_Honor_of_Yi%E1%B9%A3%E1%B8%A5aq_ben_Baron_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%95%D7%9B%D7%9C%D7%99_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%91%D7%A9%D7%99%D7%A8%D7%AA_%D7%94%D7%97%D7%95%D7%9C_%D7%94%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%91%D7%A1%D7%A4%D7%A8%D7%93_%D7%A9%D7%99%D7%A8_%D7%94%D7%A9%D7%91%D7%97_%D7%A9%D7%9C_%D7%99%D7%95%D7%A1%D7%A3_%D7%90%D7%91%D7%9F_%D7%A6%D7%93%D7%99%D7%A7_%D7%9C%D7%9B%D7%91%D7%95%D7%93_%D7%99%D7%A6%D7%97%D7%A7_%D7%90%D7%91%D7%9F_%D7%91%D7%A8%D7%95%D7%9F","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49789096/Music_and_Musical_Instruments_in_Hebrew_Secular_Poetry_in_Spain_The_Song_of_Praise_of_Yosef_ben_%E1%B9%A2add%C4%ABq_in_Honor_of_Yi%E1%B9%A3%E1%B8%A5aq_ben_Baron_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%95%D7%9B%D7%9C%D7%99_%D7%A0%D7%92%D7%99%D7%A0%D7%94_%D7%91%D7%A9%D7%99%D7%A8%D7%AA_%D7%94%D7%97%D7%95%D7%9C_%D7%94%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%91%D7%A1%D7%A4%D7%A8%D7%93_%D7%A9%D7%99%D7%A8_%D7%94%D7%A9%D7%91%D7%97_%D7%A9%D7%9C_%D7%99%D7%95%D7%A1%D7%A3_%D7%90%D7%91%D7%9F_%D7%A6%D7%93%D7%99%D7%A7_%D7%9C%D7%9B%D7%91%D7%95%D7%93_%D7%99%D7%A6%D7%97%D7%A7_%D7%90%D7%91%D7%9F_%D7%91%D7%A8%D7%95%D7%9F"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="126115267" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/126115267/Stiebel_G_D_Ecker_A_Gorzalczany_A_Tepper_Y_Shadman_A_Dan_Goor_S_and_Koch_I_eds_2024_In_Centro_Collected_Papers_IV_Faith_Tel_Aviv">Stiebel, G.D., Ecker, A., Gorzalczany, A., Tepper, Y., Shadman, A., Dan-Goor, S., and Koch, I. eds. 2024. In Centro, Collected Papers IV: Faith. Tel Aviv.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="487526" href="https://huji.academia.edu/AvnerEcker">Avner Ecker</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="915936" href="https://telaviv.academia.edu/IdoKoch">Ido Koch</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2702344" href="https://antiquities.academia.edu/SalomeDanGoor">Salome Dan-Goor</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Preface "Faith, liberty, friendship, chief blessings of the human mind" (Tacitus) "When I was a kid I used to pray every night for a new bicycle. Then I realised that the Lord doesn't work that way so I stole one and asked Him to forgive me." (Emo Philips) "He who believes does not know he believes. He who knows he believes does not believe" (Joshua Sobol) Oren Hasson opens his discussion of the "Evolution of God" with a quote from Lewis Carroll's book Through the Looking Glass, according to which: …the Queen tells Alice that she is "'just one hundred and one, five months and a day.' 'I can't believe that!' said Alice. 'Can't you?' the Queen said in a pitying tone. 'Try again: draw a long breath, and shut your eyes.' Alice laughed. 'There's no use trying,' she said: 'one can't believe impossible things.'" In Centro IV x* Alice was wrong, of course. We believe in many highly improbable things. Sometimes it even seems to us, especially when we contemplate the beliefs of others, that the more impossible things are, the more easily we are persuaded to believe in them. Pay attention what people believe or believed: according to the Papago native American tribe, living in Arizona, out of the primordial chaos was born a child named 'First Born'. He created the earth with the help of song-a motif of sacred importance among the native Americans. 'First Born' only created the sun after the explicit request of humans, who wanted to see one another and live in peace with one another. The Greeks believed that the Titans created the world, that Prometheus created humans and became their patron, and they also believed that the first woman, Pandora, was created by Hades, god of the volcano and the underworld. The statement about the social role of man and woman in our world is deeply embedded and emphasized in this creation narrative. The god Ngāi, who resides atop Mount Kenya, promised the promised land, namely, the highlands of Kenya, with its fertile lands, to the chosen people, the Kikuyu tribe. Most believers in a singular God believe that his son, Jesus, born of a virgin, is the Messiah who brought redemption to the world and that there is none beside him. Hundreds of millions of others believe that God changed his covenant with the descendants of Abraham for the sake of his covenant with the prophet Muhammad. A negligible minority of monotheistic believers are more optimistic, still hoping that the Messiah has not yet come and that there is still room to expect a better world. An even smaller minority within this minority was more precise in its expectations and believed that the late Lubavitcher Rebbe is the Messiah, and behold, the end of days is upon us. Many of these believers continued to believe this even when the rabbi was on his deathbed, and many of them still believe</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Stiebel, G.D., Ecker, A., Gorzalczany, A., Tepper, Y., Shadman, A., Dan-Goor, S., and Koch, I. eds. 2024. In Centro, Collected Papers IV: Faith. Tel Aviv.","attachmentId":120042137,"attachmentType":"pdf","work_url":"https://www.academia.edu/126115267/Stiebel_G_D_Ecker_A_Gorzalczany_A_Tepper_Y_Shadman_A_Dan_Goor_S_and_Koch_I_eds_2024_In_Centro_Collected_Papers_IV_Faith_Tel_Aviv","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/126115267/Stiebel_G_D_Ecker_A_Gorzalczany_A_Tepper_Y_Shadman_A_Dan_Goor_S_and_Koch_I_eds_2024_In_Centro_Collected_Papers_IV_Faith_Tel_Aviv"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="89008955" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89008955/2022_New_studies_in_the_archaeology_of_Jerusalem_and_its_region_%D7%97%D7%99%D7%93%D7%95%D7%A9%D7%99%D7%9D_%D7%91%D7%90%D7%A8%D7%9B%D7%99%D7%90%D7%95%D7%9C%D7%95%D7%92%D7%99%D7%94_%D7%A9%D7%9C_%D7%A1%D7%A7%D7%99%D7%A8%D7%AA_%D7%97%D7%A4%D7%99%D7%A8%D7%95%D7%AA_%D7%91%D7%9E%D7%A8%D7%97%D7%91_%D7%99%D7%A8%D7%95%D7%A9%D7%9C%D7%99%D7%9D_%D7%99%D7%A8%D7%95%D7%A9%D7%9C%D7%99%D7%9D_%D7%95%D7%A1%D7%91%D7%99%D7%91%D7%95%D7%AA%D7%99%D7%94">2022 New studies in the archaeology of Jerusalem and its region / חידושים בארכיאולוגיה של - 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(2010). The conflicts of the talented girl: Theory and praxis. דויד, ח. (2010). הקונפליקטים של הבת המוכשרת: מהלכה למעשה.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Gender-oriented dialogue in Education: Between theory and praxis (Hebrew). דיאלוג מגדרי בחינוך: בין תיאוריה ומעשה , 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"David, H. (2010). The conflicts of the talented girl: Theory and praxis. \r\nדויד, ח. 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(2011). Teaching the course: The gifted child in the regular classroom. הוראת הקורס: הילד המחונן בכיתה הרגילה</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The gifted child in the periphery: Studies in nurturing and teaching (Hebrew). מחוננים בפריפריה: טיפוח הוראה ומחקר , 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"David, H. (2011). 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href="https://www.academia.edu/106064823/David_H_2013_Gifted_children_and_their_siblings_On_research_opinions_beliefs_and_facts_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%95%D7%90%D7%97%D7%99%D7%94%D7%9D_%D7%A2%D7%9C_%D7%9E%D7%97%D7%A7%D7%A8%D7%99%D7%9D_%D7%93%D7%A2%D7%95%D7%AA_%D7%90%D7%9E%D7%95%D7%A0%D7%95%D7%AA_%D7%95%D7%A2%D7%95%D7%91%D7%93%D7%95%D7%AA">David, H. (2013). Gifted children and their siblings: On research, opinions, beliefs and facts. מחוננים ואחיהם: על מחקרים, דעות, אמונות ועובדות.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="322962" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></div><p class="ds-related-work--metadata ds2-5-body-xs">פסיכואקטואליה PsychoActualya, 2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"David, H. (2013). 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D. diss., The Hebrew University of …, 2002</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Third Book of Maccabees: Literature, History and Ideology","attachmentId":77333175,"attachmentType":"pdf","work_url":"https://www.academia.edu/2502305/The_Third_Book_of_Maccabees_Literature_History_and_Ideology","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/2502305/The_Third_Book_of_Maccabees_Literature_History_and_Ideology"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" 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href="https://www.academia.edu/92818791/%D7%A2%D7%9C_%D7%94%D7%94%D7%91%D7%93%D7%9C_%D7%91%D7%99%D7%9F_%D7%94%D7%96%D7%9B%D7%95%D7%AA_%D7%9C%D7%AA%D7%A8%D7%91%D7%95%D7%AA_%D7%9C%D7%91%D7%99%D7%9F_%D7%94%D7%96%D7%9B%D7%95%D7%AA_%D7%9C%D7%94%D7%AA%D7%90%D7%92%D7%93%D7%95%D7%AA_%D7%91%D7%A2%D7%A7%D7%91%D7%95%D7%AA_%D7%A1%D7%A4%D7%A8%D7%95_%D7%A9%D7%9C_%D7%92%D7%A8%D7%A9%D7%95%D7%9F_%D7%92%D7%95%D7%A0%D7%98%D7%95%D7%91%D7%A0%D7%99%D7%A7_%D7%94%D7%A4%D7%9C%D7%99%D7%94_%D7%91%D7%93%D7%99%D7%95%D7%A8_%D7%95%D7%A7%D7%91%D7%95%D7%A6%D7%95%D7%AA_%D7%AA%D7%A8%D7%91%D7%95%D7%AA%D7%99%D7%95%D7%AA_%D7%91%D7%99%D7%9F_%D7%97%D7%95%D7%9E%D7%95%D7%AA_%D7%9E%D7%A9%D7%A4%D7%98%D7%99%D7%95%D7%AA_%D7%9C%D7%92%D7%93%D7%A8%D7%95%D7%AA_%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%95%D7%AA_On_the_Difference_between_the_Right_to_Culture_and_the_Right_to_Freedom_of_Association_A_Critical_Assessment_of_Gershon_Gontovniks_Book_on_Housing_Dis_">על ההבדל בין הזכות לתרבות לבין הזכות להתאגדות: בעקבות ספרו של גרשון גונטובניק 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