Search results for: Community
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In strong contrast to these negative trends, new data suggests there may be room to renew and reinvigorate Jewish religious institutions, especially amongst younger Jews. A survey of over 1,300 individuals who participated in winter 2021 virtual programming at New York City’s Park Avenue Synagogue shows younger cohorts of Jews express a real commitment to these institutions.
Updated: Jul. 01, 2021
After nearly two months of intense social distancing, we are all finding ourselves longing for things to return to normal — and recognizing that it might be a long while before that happens. But is a return to business as usual really what we should aim for? The extended disruption gives us a chance to take stock of how we’ve operated up to now, consider alternatives and even build a better vision for the future. We’re already seeing that happen across the Jewish world. Jews of all denominations have tapped digital tools to deliver the Torah and connection that had been largely analog. The heartbeats of Jewish life — weddings, funerals, bar and bat mitzvahs, studying Torah, cooking together, telling jokes and daily minyanim — have been reimagined to match the circumstances. And communities are stepping up to support their neediest members in new ways. But those have mostly been quick fixes, responsive and scattershot rather than carefully considered and coordinated. What if we had a shared vision for the Jewish future, so we could do more than just fumble our way there?
Updated: May. 18, 2020
This year, Shavuot - this often under-appreciated, yet important holiday - falls within the school year. We urge you to use the resources in this publication to create a beautiful, loving ceremony/holiday for the children and adults in your community. This issue features articles by Jen Glaser, Goldie Milgram, Amy Ripps, Everett Fox, and more!
Updated: Mar. 21, 2018
Book Review: Miriam B. Raider-Roth, Professional Development in Relational Learning Communities: Teachers in Connection
Professional Development in Relational Learning Communities: Teachers in Connection consolidates a decade of action research from three successive cycles of week-long summer seminars for teachers, all designed to foster a Relational Learning Community (RLC). The clarity with which the book documents how disparate theoretical frames animate the seminar’s design and the intentionality behind each of the seminars’ practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader.
Updated: Feb. 11, 2018
Religious communities have ongoing concerns about Internet use, as it intensifies the clash between tradition and modernity, a clash often found in traditionally inclined societies. Nevertheless, as websites become more useful and widely accessible, religious and communal stakeholders have continuously worked at building and promoting them. This study focuses on Chabad, a Jewish ultra-Orthodox movement, and follows webmasters of three key websites to uncover how they distribute religious knowledge over the Internet.
Updated: Dec. 22, 2015
Day schools don’t last forever, but they should. Here’s the typical pattern: Parents send their kids to a day school. The kids graduate. The parents become uninvolved. The kids, well, they grow up. They get married, have kids and, if everything goes as hoped, send their children to day school. This is a flawed model. The huge gap in a family’s active day school engagement is one reason that schools face such serious sustainability issues, and why they serve only a small fraction of the population. The solution to this problem — and perhaps to the problem of Jewish day schools in general — is that the schools need to think bigger.
Updated: Jan. 29, 2014
This issue of Jewish Educational Leadership is devoted to the idea of the school as a learning community. As you will see inside, there is no singular definition of what this could mean. It could refer to the idea that the school should become the learning center of a community, that the school should be viewed as an integral part of a community and where community is built, or it could refer to the internal workings of a school and how it functions as a community of learners. Not surprisingly, none of these are mutually exclusive and there is no single or right model for a school as a learning community. What they all have in common is that they challenge some of the traditional isolationism – or what has been called ”silos” – of the educational world. They seek to break down the walls separating schools from the communities in which they operate, between teachers within a school, and between the distinct members of the environment – students, teachers, administration, staff, parents, board members, etc.
Updated: Nov. 28, 2013
The Charles and Lynn Schusterman Philanthropic Network (SPN) has launched #MakeItHappen, a new micro-grants initiative that invites individuals to submit ideas for creating Jewish experiences in their communities. Between October and December 2013, SPN will select up to 50 ideas from around the world to receive micro grants of up to $1,000. Five ideas could receive up to $5,000.
Updated: Oct. 30, 2013
Rabbi Jim Rogozen, Chief Learning Officer at United Synagogue of Conservative Judaism, suggests a few ideas that might bridge the gap between mission/vision and curriculum in an attempt to revitalize Conservative congregations and their educational programs.
Updated: Oct. 21, 2013
Stan Beiner, Head of School of The Epstein School in Atlanta, GA, discusses a Sukkot initiative piloted as a partnership between this Jewish day school and six local congregations. Hundreds of students and families participated in a hands-on Sukkot experience at their choice of one of the six congregations on the first day of Sukkot.
Updated: Oct. 21, 2013