Search results for: Jewish identity

The notion of a united Jewish American community bound together by common beliefs has been eroded by rising interfaith marriages and a growing divide between religious and nonreligious Jews.That is one of the main themes that emerges from a recent Pew Research Center survey, the first since 2013, that provides an up-to-date portrait of the American Jewish community, including its beliefs, practices, marital patterns, racial and ethnic makeup and political views.

Tel Aviv’s newly revamped Museum of the Jewish People attempts the ambitious undertaking of bringing almost 3,000 years of Jewish history and tradition under a single roof. The museum — formerly known as Beit Hatfutsot and newly branded as ANU, Hebrew for “We” — reopened to visitors this week after more than a decade of renovations costing $100 million. Its exhibition space has tripled, making it the largest Jewish museum in the world, officials say. Its old galleries with dioramas and models from when it first opened in 1978 have given way to cutting-edge exhibits with interactive touchscreens and original artwork.

Jewish education in Israel’s non-religious state (Mamlakhti) schools is intended to support an open-ended, pluralistic dialogue surrounding the question of Jewish identity. The distinct features of Knowledge Building Communities (KBCs) set them apart as a pedagogical approach that is particularly suitable for achieving this educational goal. In this article, we report on a year-long study that redesigned a tenth-grade Jewish philosophy class in Israel as a KBC.

This article reports on students’ and faculty members’ experience of their pluralistic Jewish day school’s educational mission to nurture students’ Jewish identity exploration within a broader social and cultural world. It articulates these stakeholders’ perceptions of the ways teaching and learning of Jewish values, customs, and knowledge are integrated into the formal and informal educational experiences. Furthermore, it identifies five key features that contribute, mainly positively, to students’ exploration. of a broader Jewish, Australian, and global identity formation. It argues that a close alignment between stakeholders’ personal views and beliefs and their experience of the implemented educational mission, is a major contributing factor in stakeholder satisfaction with Jewish day school education.