Buber on Coding: Toward a Conceptual Framework for a Relational Pedagogy of Technology in Jewish Early Childhood Education
DOI:
https://doi.org/10.59669/jojece.v1i1.10Keywords:
Jewish Identity, computational thinking, robotics, coding, developmentally appropriate practiceAbstract
This paper proposes a conceptual framework for integrating computer science into Jewish early childhood education through Martin Buber’s philosophy of dialogue. It argues that teaching coding, robotics, and computational thinking can cultivate relational practices by transforming instrumental I–It interactions with technology into I–Thou human encounters. Drawing on the Positive Technological Development framework and the metaphor of a palette of virtues, it presents the “coding playground” as a space where technical skills intertwine with moral, social, and emotional growth. Through projects such as Mi Ani? Who Am I?, Limudei Code-Esh, Con-science, and Coding as Another Language—the paper presents technology-rich environments that nurture Jewish identity, community and values such as B’tzelem Elohim, Tikkun Olam, Klal Yisrael, and Teshuvah. The paper concludes with a vision in which technology can nurture mensches: creative individuals who use coding as a language to build relationships and connect with others in the digital age.
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