Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct. Much of the focus to this point has been on definitions (particularly the distinction between "experiential" and "informal" Jewish education) and on…

Jewish day schools offer many experiences meant to foster the Jewish development of students. However, these experiences are at risk of being disconnected from one another, complicating a comprehensive approach to addressing issues of identity. This article uses a constructivist approach to identity development to frame the challenges posed by…

"Jewish identity" has been a central concern both in the realm of research about American Jewry and to American Jewish educational programming, but what it means and how to best study it have come under question in recent years. In this article, four scholars describe the ways they understand Jewish identity among American Jews and how they study…

Questioning-asking has not only long been seen as a central component of Jewish educational practice but has also been thought to be part of a broader culture of Judaism. In this article, we apply cognitive-developmental theories to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more…

Successful career development involves balancing the values and expectations held by oneself and by others regarding one's position and the roles played as part of the position. Due to the nature of their work, rabbis face special challenges with regard to balancing professional roles and expectations. Results from a study of Conservative rabbis…