Education and assimilation seem intimately connected; education either supports assimilation or thwarts it. But these paradigms assume a model of cultural vitality that depends on what one scholar aptly terms "tenacious adherence," over time, to an unchanging cultural or religious tradition. Taking the example of the Jewish community and Jewish education and drawing on Jewish history and contemporary sociology of the Jews as well as other scholarship, this article presents the argument that this model is untenable. Instead, the goals of Jewish education ought to be reconceptualized, and the aim should instead be for "responsible assimilation," that is, the cultivation of the capacity to creatively and responsibly assimilate external norms and practices in the service of the growth and vitality of Jewish culture. (Contains 20 footnotes.)