Search results for: Wertheimer Jack
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It is problematic when the primary focus is on process, the “how” of Jewish education, sidestepping the “why” and “what” questions. What does it mean to be an educated Jew in 21st-century America? What should the content of a Jewish education be? And why is the chosen content important in shaping the next generation of Jews? To return to the language of the marketplace, it’s not enough to consider how an educational program will prove enticing to learners without also asking what today’s learners need to master in order to become active participants in Jewish life.
Updated: Jun. 13, 2019
Engaging young people in their 20s and 30s, the so-called millennial generation, is a high priority for Jewish philanthropists. Some funders have banded together to create new initiatives, including free trips to Israel, with the express purpose of drawing members of this generation into Jewish life. Others have gravitated to the so-called innovation sector, supporting millennials who dream up new programs to entice their peers into some form of Jewish participation. But for all the energy and money expended on such programs, one question remains unanswered: Will these efforts move people from shallow engagement to actively live a Jewish life or deepen their knowledge?
Updated: May. 02, 2018
Buffeted by competing needs and shortages of resources, Jewish day schools face great challenges sustaining their Jewish mission. What does it take to deal with those challenges? How do schools remain true to their mission? When do they accommodate and when do they resist? This Case Study Project takes you inside 19 Jewish day schools with thick descriptions of how they have maintained a clear focus on their Jewish mission in the face of challenges. Case studies describe how schools align their stakeholders—especially teachers and parents—in support of their Jewish mission, how they make the case for serious Jewish learning, how they have strengthened their teaching of Hebrew, Israel, and Jewish texts, how they make tefillah and connection to the Jewish people meaningful to students and how they resist pressures to dilute their Jewish mission.
Updated: Nov. 04, 2015
In what follows, we base ourselves primarily on a reanalysis of data gathered by last year's Pew survey, Portrait of Jewish Americans, but that did not make their way into its published findings. Our focus is not on the socio-economic mobility, general educational attainments, or other measures of Jewish achievement in America. Rather, we focus on how Jews relate to Judaism, Jewish institutions and causes, and what if anything they are doing to perpetuate Jewish life in the United States. The exercise should tell us a good deal about the American Jewish condition—a condition that is dire enough to warrant the serious attention of anyone concerned about the Jewish future.
Updated: Nov. 19, 2014
Sixty-five years after its establishment, Israel remains a central feature of Jewish educational programing in North America, perhaps nowhere more ubiquitously and intensively than in Jewish day schools. Anyone visiting such schools cannot but be struck by the omnipresent physical reminders of Israel, daily messages about Israel and the many special programs convened to memorialize or celebrate developments in Israel. Given the omnipresence of Israel in so many Jewish day schools and the self-declared mission of most schools to foster an attachment to Israel, this project has sought to take the measure of Israel education by investigating the so-called inputs, outputs and outcomes of day school Israel education.
Updated: May. 07, 2014
Abrams, Cohen and Wertheimer write about a pilot study they conducted under the auspices of the AVI CHAI Foundation to learn about the factors that go into the decision of parents to enroll their children in a residential summer camp with a Jewish mission. Their goal was to assess the impact of norms within the social networks of Jewish parents, and, in particular, to examine the extent to which the recommendations of social peers play a significant role in the decision to send one’s children to a Jewish summer camp.
Updated: Nov. 28, 2012
This is a concluding article of a series on people and places fostering commitment to Judaism and the Jewish people in the United States and elsewhere by Professor Jack Wertheimer of the Jewish Theological Seminary. In it he expresses optimism about the contribution of the new Jewish learning to the future vitality of American Jewish life.
Updated: May. 30, 2010
This is the sixth in a series on people and places fostering commitment to Judaism and the Jewish people in the United States and elsewhere by Professor Jack Wertheimer of the Jewish Theological Seminary. In it he tells about The DC Minyan, an independent traditional egalitarian Jewish community.
Updated: May. 30, 2010
This is the fifth in a series on people and places fostering commitment to Judaism and the Jewish people in the United States and elsewhere by Professor Jack Wertheimer of the Jewish Theological Seminary. In it he tells about the Nahum Goldmann Fellowship program, a unique experiment in global Jewish conversation.
Updated: Apr. 21, 2010
This is the fourth in a series on people and places fostering commitment to Judaism and the Jewish people in the United States and elsewhere by Professor Jack Wertheimer of the Jewish Theological Seminary. In it he tells about the largest adult Jewish education program in the world, the Jewish Learning Institute (JLI) of Chabad.
Updated: Apr. 21, 2010