The rapid pace of change in the broader American culture—spurred on by dramatic innovations in information technology, communication, transportation, scientific development, industry, and connectivity—has brought remarkable change to the American Jewish education landscape. Summer camps, travel, museums, social media, and other informal educational organizations and activities have emerged as a robust counterculture to the prior culture of formal American Jewish schooling. This counterculture, while ostensibly new and anti-establishment, may actually signal a return to the more holistic Jewish educational frameworks of old, whereby Jewish education happens in the course of everyday life experiences at home and in the community, rather than as a separate, cloistered, systematic activity.

01 Jan 2017·Cultures and Contexts of Jewish Education

The Crisis of Modernity

Author: Barry Chazan ; Robert Chazan ; Benjamin M. Jacobs

Attitudes toward societal organization and religious belief evolved markedly over the seventeenth and eighteenth centuries. This new thinking eventuated in two great revolutions in America and France, which reshaped the structure of Western societies. Semi-autonomous agencies like the pre-modern Jewish community were dismantled. Jews were granted the boon of equal citizenship, but were deprived of their separate educational system. Jews were now able to enjoy access to general educational facilities, and education of Jews began to take place largely outside the Jewish community. In the process, Jews had to create new and voluntary educational settings that could cope effectively with traditional and innovative challenges to maintenance of Jewish identity.

01 Jan 2017·Cultures and Contexts of Jewish Education

The Culture of American Jewish Schooling

Author: Barry Chazan ; Robert Chazan ; Benjamin M. Jacobs

The creation of a voluntary American Jewish educational system was an important item on the agenda of the twentieth-century American Jewish community. The nature of this new Jewish educational system was significantly influenced by the theory and practice of the twentieth-century American public school. The primary form of American Jewish education has been—and remains—the part-time Jewish supplementary or religious school. Toward the second half of the twentieth century, the Jewish day school emerged in response to changes in American public schools, and offered a sector of American Jewry more intensive Jewish schooling. The nature of the twentieth-century formats of formal Jewish schooling reflects the complexities of providing meaningful Jewish education within a dramatically new society and worldview.

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