Sustaining a sense of Peoplehood in an age framed by the value of pluralism presents a real challenge. Jews today differ on core Jewish issues. Sustaining a sense of commonality in that environment becomes increasingly complex.

In the last few decades, we have been witnessing a significant rise in the Jewish public's interest in the notion of Tikkun Olam. The shift in focus - from catering to the “good of the Jews”, to seeking to bring justice and help to communities in need, coupled with the call to personally serve that cause, represents no less than a paradigm shift.

In the past decade, with the support of UJA Federation of New York, JCC Global is focusing on cultivating partners at local JCCs, who serve as change agents for deepening their JCC's involvement with Jewish Peoplehood and the global JCC network.

Through the use of Senior Jewish Educators and Campus Entrepreneur Initiative interns, the innovation seeks to engage students outside the traditional Hillel venues and outside the profile of those students typically reached by Hillel, as well as those students who have had Jewish experiences in their past but are not currently engaged in Jewish life.

This evaluation found that the Global Day filled a unique niche, providing a platform that promotes global Jewish belonging and peoplehood through a focus on Jewish learning and Talmud.

This report seeks to assess the impact of the Ein Prat experience upon young adult learners, and through them to its contribution to Israeli society.

In the past thirty years transformative changes have occurred within veteran Jewish organizations and new forms of organized Jewish life are appearing.

Peoplehood is a complex and not fully understood phenomenon. Furthermore,
those who feel a deep sense of responsibility to their people and are
concerned with the weakening of the sense of belonging, believe that if we are to work
for strengthening and teaching Peoplehood we need to at least understand and define
what it means.

Peoplehood is the consciousness that constitutes our collective being, our ever evolving civilization, our aspiration to improve the world and our sense of solidarity and mutual responsibility.

American Jews are phasing out of the Peoplehood paradigm that dominated the post WW2 and Six Day War era

Rather than build Peoplehood on the connection to Israel, it should begin with Peoplehood as the foundation for the Jewish local communal enterprise (it did work for 1800 years). The challenge is to develop our collective consciousness as a Jewish sensibility.

The growing interest we have been witnessing in the notion of peoplehood in recent years is, in my opinion, an attempt at sustaining a sense of Jewish unity in a Jewishly pluralistic world.

A hundred years later, though much has changed the debate between caring for "your own" and
Tikkun Olam is heating up again.

In recent decades, particularly in North America, pursuing social justice and Tikun Olam has become central to the Jewish conversation.

The time has come to recognize the 70 faces of Zionism. To open the door for every Jew who cares about Israel to choose his or her Zionism and to participate in the important conversation regarding the Zionist vision and future.

The current challenge of Jewish Peoplehood is both conceptual and pedagogic.
Conceptually speaking for almost two thousand years Jewish Peoplehood was the only
framework that defined Jews and in which they were allowed to express themselves
as a collective.

In the past decade, instilling a sense of belonging and responsibility for the Jewish
People has increasingly become part of the expressed agenda of Jewish educational
institutions and programs including schools, camps, Hillel, and Taglit.

A richer and more nuanced understanding of the concept of Peoplehood can and should influence our educational goals and help us to better and more effectively address today’s challenges

What is the role of an Israeli staff member in an American Jewish summer camp?

What it takes to climb the Israel education professionalization ladder.

Pulling Jewish educators into and up the Israel education professional development ladder.

This paper tackles the question from the perspective of research conducted for program evaluation or strategic planning.

There is much handwringing among the lead-
ership of Israeli and Diaspora Jewry about the
“Jewishness” of young Israeli Jews in general
and their commitment to the relationship with
Diaspora Jewry in particular.

A look at a learning ritual that brings together American and Israeli Orthodox and Non-Orthodox Jews

Ramah special needs programs enjoy a stellar reputation among the professionals, parents, and staff alumni who responded to the strategic planning survey.

This report summarizes Pardes’s unique approach to training Jewish educators and highlights key learnings from a thorough survey.

Assessing Jewish growth among the non-Orthodox.

To what extent, how, & for whom does Masa Israel participation affect Jewish involvement and Israel?
attachment?

Comparing Teen Israel Trip Alumni with Birthright Israel Alumni and Young
Adults from the Pew Survey.

This report shows, with a focus on Jewish leaders, that the investment in Jewish education is vital to
American Jewry’s future.

Dr. Kopelowitz outlines here how Jews over the last two centuries have refashioned the nature of their connections with each other, and have passed from a traditionalist perspective of Jewish belonging to various redefinitions of what constitutes the Jewish collective.

Through exposure to opportunities for Jewish involvement, including learning opportunities, this approach posits that young Jews will have “meaningful Jewish experiences” which will deepen their engagement with being Jewish and help them to advance on their individual Jewish journeys.

Jewish culture and the arts play multiple roles in both the process of interpreting what Jewish peoplehood can mean and the challenge of nurturing a Jewish collective consciousness. It is about the shaping of the what of peoplehood and about the how of nurturing it.

Through the use of Senior Jewish Educators, and Campus Entrepreneur Initiative interns, the innovation seeks to engage students outside the traditional Hillel venues and outside the profile of those students typically reached by Hillel, as well as those students who have had Jewish experiences in their past but are not currently engaged in Jewish life.

Engaging young adult Jews is a subject of much discussion in the Jewish community of
late and increasingly of programmatic funding as well.

This study, commissioned and funded by the Hertog Foundation, and conducted by a team of academic researchers, was undertaken to learn about Chabad on Campus International, an organization that seeks to enhance Jewish identity and practice among Jewish college students at almost 200 American college campuses.

Jewish education – be it day schools, overnight camps, Israel travel, campus engagement or other modalities – has helped forge a committed Jewish lay and professional leadership, as well as an engaged Jewish public.

In order to understand how organizations might best craft initiatives that most effectively target, recruit, train and retain leader advocates, the study surveyed participants and interviewed professionals and mentors involved in some key Israel advocacy organizations.

This research report is written as part of larger strategic evaluation currently conducted by AMHSI to understand the changes taking place in the American Jewish community and the manner in which AMHSI should respond.

Most people mistakenly view Peoplehood as a global, amorphous and abstract concept that presents an optional ideological approach towards the Jewish collective.

While Jewish unity does not and cannot depend on some fake sense of consensus regarding core ideological issues, it can be based on our collective interest in the issues themselves

in recent decades internal rifts and ideological disagreements threaten the continuity of Jewish Peoplehood

In recent years however, there is a new shift towards a Peoplehood-based Zionism

We have witnessed a rise in individual philanthropy and a decline in collective giving, accompanied by a diversification of the giving.

Even a superficial review of modern Jewish history shows they embrace the opportunity to become active in numerous ways of making the world better (not the least of them – social activism)

The intent of this publication, created in collaboration with HIAS was to initiate a public conversation on Jewish responsibility to refugees and the nature of the 21st century Peoplehood.

The intention was to take the conversation about what
is Peoplehood to the next level of how to make Peoplehood in practice happen.

The hope that a challenge to Jewish collective identity will be met with an appropriate educational response has not yet materialized.

The challenge of Jewish Peoplehood finds a unique manifestation in the case of Israel

Paradigms in Contemporary Zionist Education and the Question of the Ideological Relationship between Israel and Diaspora

The manner in which a camp implement the Goodman programs likely interacts with the various factors described in this report to
produce higher and lower impact on campers.

Through the conferences, participants form connections with each other and with iCenter staff members.

With this interview sample, we seek to describe Israel education at its best, in a variety of American Jewish education contexts.

There is an expectation that people can move between the peoplehood belief system and the mitzvot of everyday life in a clean way, like Haredim aspire to do with religion.

Increasing numbers of Diaspora Jewish
organizations are sending their members or
constituents to Israel.

Exploring the role of Israel and Zionism education.

How do we think of time as it impacts Israel Education?

This paper represents the first stage of a two stage project for creating “educational measures”
that will enable conceptualization of “excellence” and evaluation of “success” in the area of
Jewish cultural education in the Israeli Mamlachti (non-Orthodox) school system.

Looking at the conditions for sustaining pluralistic Jewish education.

In these fluid times, MAKOM's mission is to empower Jewish educators, rabbis, arts and community
leaders to develop deep, sophisticated, and honest Israel programming through
both hugging and wrestling.

The story of Limmud is undoubtedly a story of diversity,
success and growth.

Most Conservative synagogues emphasize the logic of numbers over the logic of souls, by tying success and failure to the size of membership.

The Pardes Educators Program (PEP) is a two year program consisting of advanced Jewish text learning and education that takes place at the Pardes Institute in Jerusalem.

One of the most exciting and welcome developments in Jewish life in North America at the beginning of the 21st century is the growth of extraordinary partnerships between energetic Jewish social entrepreneurs and innovative Jewish funders.