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The Golden age of the Lithuanian yeshivas
\"The Golden Age of the Lithuanian Yeshivas tells the story of the final years of Orthodox Jewish schools in Lithuania, from the eve of World War I to the outbreak of World War II. The Lithuanian yeshiva established a rigorous standard for religious education in the early 1800s that persisted for over a century. Although dramatically reduced and forced into exile in Russia and Ukraine during WWI, the yeshivas survived the war, with yeshiva heads and older students forming the nucleus of the institutions. During the economic depression of the 1930s, students struggled for food and their leaders journeyed abroad in search of funding, but their determination and commitment to the yeshiva system continued. The Soviet occupation of Lithuania and the coming of WWII marked the beginning of the end of the Yeshivas, however, and the Holocaust ensured the final destruction of this venerable institution. The Golden Age of the Lithuanian Yeshivas is the first book-length work on the modern history of the Lithuanian yeshivas published in English. Through exhaustive historical research of every yeshiva, Ben-Tsiyon Klibansky brings to light for the first time the stories, lives, and inner workings of this long-lost world\"-- Provided by publisher.
BOOK
“We’re Not Friends Anymore Because I Support Israel”: Evolving Beliefs about Israel Politics from Elementary to Middle School
Drawing upon a longitudinal study tracking a group of Jewish children from the start of elementary school (ages 5–6) through the end of middle school (ages 13–14), this article examines how young Jews develop an initial understanding of Israeli politics. It outlines four distinct stages in the development of political understanding. First, in early elementary school, children develop an awareness of civic issues at a stage that might be understood as pre-political. Second, in the upper elementary grades, children develop new knowledge of political issues and political leaders in the USA, but their understanding of the parallels in Israel often lags behind their developmental capacities for understanding political systems. Next, in the transition from late childhood to early adolescence, this gap in children’s understanding begins to narrow as tweens and young teens begin to make sense of politics in Israel and politics about Israel in the USA. Fourth, as children near the end of middle school, many begin to understand the ways that their own personal decisions can also be political, especially as they attempt to navigate how Israel functions in online, often hostile discourse.
Journal Article
Preserving Jewish Identity Without Returning to the Ghetto: A Case Study of the École Maïmonide, France's First Jewish Secondary School, 1935–2022
This article analyzes the history of France's first Jewish secondary school: the École Maïmonide, from its founding in Paris in 1935 to the present day. With close to 1,500 pupils today, it has become one of France's largest Jewish schools. Born out of a fear that exclusive reliance on secular French public education could lead to the inexorable erosion of Jewish religious practice and culture in France, the École Maïmonide was designed to provide French Jews with a Jewish alternative to the State's lycées, where pupils could follow a solid Jewish studies program alongside a high-quality general studies syllabus. While such a project implied a degree of separation from mainstream French society, the École Maïmonide's founders remained committed to public education for the majority of Jewish youth and the full integration of their pupils into French society. Analyzing the ways in which these aspirations materialized in the school's day-to-day organization and how the balance between them evolved throughout its history, this case study seeks to further our understanding of the history of Jewish education in France as well as the evolution of the discourse on identity preservation within the French Jewish community.
Journal Article
The Bais Yaakov Network: A Case Study for a Transnationally Sustainable Community Leadership
The Bais Yaakov school network represents an unusual phenomenon: a school system with strong transnational tendencies. Founded in 1917 in Poland, it developed rapidly there in the interwar period; in the 1930s, it also struck roots first in Mandate Palestine and then in North America. The Bais Yaakov network of schools, which flourishes today, tells a story of sustainability over time and space. This paper presents historical analysis and social network analysis (SNA) of the early years of the Bais Yaakov network, analyzing Hebrew press newspaper articles published between 1930 and 1948 to demonstrate how a number of key leaders in the schools' administration played a crucial role in developing the network. This network involved not only the schools themselves, but also religious advocacy and government relations. Key actors leveraged their brokering power with these larger organizations in order to expand the network in Poland and the Land of Israel. The organizational affiliations of key actors thus shed light on the place of Bais Yaakov within a larger network of community organizations: in both locations, these leaders usually held a double role as educators as well as important community figures within the broader Orthodox Jewish context. These findings suggest that the sustainability of transnational networks depends on strong leaders who are involved within the network to promote its specific global identity but who are also active and powerful in the local peripheries, amplifying network visibility within local and broader communities and maintaining beneficial connections with local governmental authorities.
Journal Article
Bubbles, Seekers, and Servers: A Metaphor Analysis of Jewish Identity Construction
Quantitative studies of contemporary Jewry have primarily focused on Jewish identity, examining the categories that differentiate Jewish self-conceptions, and their implications for belief, behavior, and belonging. In contrast, qualitative studies have deepened this understanding by exploring the process of identity construction. However, significant gaps remain in our knowledge about how identity is understood, particularly regarding how young people perceive agency and self-awareness when reflecting on their identity-related choices. Metaphor analysis offers insights into conceptual frameworks shaping attitudes and behaviors. This method is especially well suited for examining young people’s beliefs about identity construction and the ways these beliefs are expressed. In our study of young Australian Jews, participants used rich metaphors to describe their Jewish identities. Three dominant metaphors—the bubble, the seeker, and the server—capture participants’ Jewish identity, shaped by upbringing, milestones, and communal ties. By illuminating these metaphors, metaphor analysis enhances our understanding of the lived experience of identity construction. It offers a novel lens for studying how young Jews conceptualize their developing sense of self within a Jewish context.
Journal Article
Jewish Education
Most writing about Jewish education has been preoccupied with two questions: What ought to be taught?And what is the best way to teach it?Ari Y Kelman upends these conventional approaches by asking a different question: How do people learn to engage in Jewish life?.
eBook
Jewish Education in the Ukrainian People’s Republic
In the late Russian Empire, the right of Jews to receive an education in gymnasiums and universities was limited by a percentage quota. This was one of the harshest limitations on the rights of Jews, because a university diploma gave Jews the right to live outside of the Pale of Settlement. Jewish schools reported to the Ministry of Enlightenment and the authorities used the schools as tools for Russification and assimilation.
The government of the Ukrainian People’s Republic (UNR), as well as Jewish political, public, and cultural organizations paid much attention to and supported the development of Jewish education. They believed that new Jewish educational institutions would help Jews revive their national culture and break with the prior acculturation and assimilation tendencies. The newly established Jewish schools provided education in either Yiddish or Hebrew. Several Jewish universities were opened in the UNR. Traditional Jewish religious schools—heders, Talmud-Torahs, and yeshivas—also continued to function.
Unfortunately, most of the Jewish universities and schools established in the UNR did not operate for long. Due to harsh political and economic circumstances during the civil war and the frequent changes of power, often accompanied by Jewish pogroms, some of these institutions closed after a year or two. The remaining Jewish educational institutions were nationalized after the establishment of Soviet power in Ukraine.
Journal Article
Jewish philanthropy and enlightenment in late-Tsarist Russia
The Society for the Promotion of Enlightenment among the Jews of Russia (OPE) was a philanthropic organization, the oldest Jewish organization in Russia. Founded by a few wealthy Jews in St. Petersburg who wanted to improve opportunities for Jewish people in Russia by increasing their access to education and modern values, OPE was secular and nonprofit. The group emphasized the importance of the unity of Jewish culture to help Jews integrate themselves into Russian society by opening, supporting, and subsidizing schools throughout the country.
While reaching out to Jews across Russia, OPE encountered opposition on all fronts. It was hobbled by the bureaucracy and sometimes outright hostility of the Russian government, which imposed strict regulations on all aspects of Jewish lives. The OPE was also limited by the many disparate voices within the Jewish community itself. Debates about the best type of schools (secular or religious, co-educational or single-sex, traditional or \"modern\") were constant. Even the choice of language for the schools was hotly debated.
Jewish Philanthropy and Enlightenment in Late-Tsarist Russia offers a model of individuals and institutions struggling with the concern so central to contemporary Jews in America and around the world: how to retain a strong Jewish identity, while fully integrating into modern society.
eBook
Baltimore Hebrew Institute Collection: A Jewish Studies Library Re-imaged
The Baltimore Hebrew University (BHU) was one of a handful of independent Jewish studies institutions in the United States during the twentieth century. Located in the heart of the Baltimore Jewish community, it grew from a small teachers’ college to a doctoral degree-granting university over the course of its many decades. Several factors, including shifting educational trends, pragmatic economic considerations, and societal expectations altered the academic landscape for this institution; dwindling enrollment forced the once-thriving school to consider options for re-location, re-organization, or closure. A little more than ten years ago, BHU’s programs, faculty, and library were incorporated into a large public university located in nearby Towson, Maryland. As part of this move, the extensive resources of the BHU library were integrated with the much larger library of Towson University (TU), and both collections are now housed in one multi-storied building in the middle of a busy urban university campus. This article addresses the phenomenon of merging two disparate library collections and focuses on both the positive and negative results of consolidating academic libraries of different sizes, content, and cultural heritage. The author was a former librarian at BHU and is currently a librarian at TU.
Journal Article