There is something deeply problematic aboutthe ways that Jews, particularly in America, talk about “Jewish identity” as adesired outcome of Jewish education. For many, the idea that the purpose ofJewish education is to strengthen Jewish identity is so obvious that it hardlyseems worth disputing—and the only important question is which kinds of Jewisheducation do that work more effectively or more efficiently. But what does itmean to “strengthen Jewish identity”? Why do Jewish educators, policy-makersand philanthropists talk that way? What do they assume, about Jewish educationor about Jewish identity, when they use formulations like “strengthen Jewishidentity”? And what are the costs of doing so?
This volume, the first collection toexamine critically the relationship between Jewish education and Jewishidentity, makes two important interventions. First, it offers a criticalassessment of the relationship between education and identity, arguing that thereification of identity has hampered much educational creativity in the pursuitof this goal, and that the nearly ubiquitous employment of the term obscuressignificant questions about what Jewish education is and ought to be. Second,this volume offers thoughtful responses that are not merely synonymousreplacements for “identity,” suggesting new possibilities for how to thinkabout the purposes and desired outcomes of Jewish education, potentially contributingto any number of new conversations about the relationship between Jewish educationand Jewish life.
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Jon A. Levisohn is the Jack, Joseph and Morton Mandel Associate Professorof Jewish Educational Thought at Brandeis University, where he serves as thedirector of the Jack, Joseph and Morton Mandel Center for Studies in JewishEducation.
Ari Y. Kelman is Jim Joseph AssociateProfessor of Education and Jewish Studies at Stanford University, where heserves as director of the Concentration in Education and Jewish Studies.
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Hardcover. Condizione: new. Hardcover. There is something deeply problematic aboutthe ways that Jews, particularly in America, talk about "Jewish identity" as adesired outcome of Jewish education. For many, the idea that the purpose ofJewish education is to strengthen Jewish identity is so obvious that it hardlyseems worth disputing-and the only important question is which kinds of Jewisheducation do that work more effectively or more efficiently. But what does itmean to "strengthen Jewish identity"? Why do Jewish educators, policy-makersand philanthropists talk that way? What do they assume, about Jewish educationor about Jewish identity, when they use formulations like "strengthen Jewishidentity"? And what are the costs of doing so?This volume, the first collection toexamine critically the relationship between Jewish education and Jewishidentity, makes two important interventions. First, it offers a criticalassessment of the relationship between education and identity, arguing that thereification of identity has hampered much educational creativity in the pursuitof this goal, and that the nearly ubiquitous employment of the term obscuressignificant questions about what Jewish education is and ought to be. Second,this volume offers thoughtful responses that are not merely synonymousreplacements for "identity," suggesting new possibilities for how to thinkabout the purposes and desired outcomes of Jewish education, potentially contributingto any number of new conversations about the relationship between Jewish educationand Jewish life. This volume, the first collection to examine critically the relationship between Jewish education and Jewish identity. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9781644691168
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Hardback. Condizione: New. There is something deeply problematic aboutthe ways that Jews, particularly in America, talk about "Jewish identity" as adesired outcome of Jewish education. For many, the idea that the purpose ofJewish education is to strengthen Jewish identity is so obvious that it hardlyseems worth disputing-and the only important question is which kinds of Jewisheducation do that work more effectively or more efficiently. But what does itmean to "strengthen Jewish identity"? Why do Jewish educators, policy-makersand philanthropists talk that way? What do they assume, about Jewish educationor about Jewish identity, when they use formulations like "strengthen Jewishidentity"? And what are the costs of doing so?This volume, the first collection toexamine critically the relationship between Jewish education and Jewishidentity, makes two important interventions. First, it offers a criticalassessment of the relationship between education and identity, arguing that thereification of identity has hampered much educational creativity in the pursuitof this goal, and that the nearly ubiquitous employment of the term obscuressignificant questions about what Jewish education is and ought to be. Second,this volume offers thoughtful responses that are not merely synonymousreplacements for "identity," suggesting new possibilities for how to thinkabout the purposes and desired outcomes of Jewish education, potentially contributingto any number of new conversations about the relationship between Jewish educationand Jewish life. Codice articolo LU-9781644691168
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Hardcover. Condizione: new. Hardcover. There is something deeply problematic aboutthe ways that Jews, particularly in America, talk about "Jewish identity" as adesired outcome of Jewish education. For many, the idea that the purpose ofJewish education is to strengthen Jewish identity is so obvious that it hardlyseems worth disputing-and the only important question is which kinds of Jewisheducation do that work more effectively or more efficiently. But what does itmean to "strengthen Jewish identity"? Why do Jewish educators, policy-makersand philanthropists talk that way? What do they assume, about Jewish educationor about Jewish identity, when they use formulations like "strengthen Jewishidentity"? And what are the costs of doing so?This volume, the first collection toexamine critically the relationship between Jewish education and Jewishidentity, makes two important interventions. First, it offers a criticalassessment of the relationship between education and identity, arguing that thereification of identity has hampered much educational creativity in the pursuitof this goal, and that the nearly ubiquitous employment of the term obscuressignificant questions about what Jewish education is and ought to be. Second,this volume offers thoughtful responses that are not merely synonymousreplacements for "identity," suggesting new possibilities for how to thinkabout the purposes and desired outcomes of Jewish education, potentially contributingto any number of new conversations about the relationship between Jewish educationand Jewish life. This volume, the first collection to examine critically the relationship between Jewish education and Jewish identity. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Codice articolo 9781644691168
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