“Jewish identity,” which emerged as an analytical term in the 1950s, appealed to a set of needs that American Jews felt in the postwar period, which accounted for its popularity. Identity was the quintessential conundrum for a community on the threshold of acceptance. The work of Kurt Lewin, Erik Erikson, Will Herberg, Marshall Sklare, and others helped to shape the communal conversation. The reframing of that discourse from one that was essentially psychosocial and therapeutic to one that was sociological and survivalist reflected the community’s growing sense of physical and socioeconomic security in the 1950s and early 1960s. The American Jewish Committee and its Division of Scientific Research offers an enlightening case study of this phenomenon. Jewish educators seized on identity formation, making it the raison d’etre of their endeavor. But the ascent of identity discourse also introduced a number of challenges for the Jewish educator—conceptual, methodological, political, and even existential.

background

Group Dynamics in Jewish Education

On the Origins and Persistence of the Jewish Identity Industry in Jewish Education.

This article contributes new insights into German-Jewish psychologist Kurt Lewin’s work and its considerable influence on American Jewish educational theory and practice since the 1940s Though he died in 1947, Lewin’s theories about the emotional needs of the Jewish child and the principles of effective Jewish education continued to influence American Jewish pedagogy long after his passing Lewin, a social psychologist who fled Hitler’s Germany in 1933 and eventually landed at MIT, argued for the importance of inculcating a notion of “group belongingness,” or attachment to the Jewish social group, in the Jewish child as a critical factor in his or her healthy emotional development According to Lewin, positive and joyous childhood experiences with Jewish culture would shield Jewish children from debilitating feelings of inferiority and self-loathing Rabbis and educators across the ideological spectrum relied on Lewin’s work to explain to parents how a Jewish education could help nurture happy, well-integrated American Jewish children For American Jews in search of both acceptance and ethnic preservation, Lewin offered appealing scientific evidence of the psychic benefits of Jewish education and the potential of positive Jewish experiences to produce both proud, committed Jews and loyal American citizens The impact of Lewin’s work on American Jewish life and thought is evident in the 2013 Pew Study, in which 94% of American Jews reported that they are proud to be Jewish

Group Dynamics in Jewish Education

Citations

On the Origins and Persistence of the Jewish Identity Industry in Jewish Education.

Accentuate the Positive: The Influence of Kurt Lewin’s ‘Bringing Up the Jewish Child’ on Postwar American Jewish Life

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