Jewish Identity—Spring 2015: SYLLABUS (02/25/15)1
Jewish Identity
HRNS 260f -- Spring 2015
SYLLABUS
This course tackles the complexity of contemporary American Jewish identity, primarily from a social science perspective. We will explores theories and research on identity and identity formation and debate issues related to Jewish identity. The aim is not only to help clarify and organize your own thinking on this complex topic but also to help you develop a framework and skills for pursuing the topic further. Over the seven sessions, we will cover theories of identity, ethnicity versus religion, identity measurement and research, identity development, peoplehood, and the integration and application of these topics. We will begin and end with attempts at a comprehensive definition of Jewish identity and an understanding of its importance.
Professor: / Amy L. Sales; 781-736-2066
Lown 314A
Class time: / Tuesdays 9:00 a.m. to 11:50 a.m. in Heller 054
Office hours: / In the office most days from 8:30 to 5:30. Meeting times by request.
Credits and grading: / 2 credits. Grade is based on five “preparations”, one final paper, and how you use these during seminar time.
Preparations
Preparations are the work you will produce prior to each class. These are intended to be short and often can be done in shorthand. Although you will submit these, they are primarily for your use in class. Preparations should be sent to at least 24 hours before class. Make certain to include your name, date and topic.
The intent is for each student to read different material so that our conversation at the seminar table can be enriched by diverse sources. Below is a brief outline. Details appear in the week-by-week description below.
January 13: Read two essays from I am Jewish. Link the themes to your own experience and knowledge. (1-2 pages)
January 20: Hartman article on studies of Jewish identity and continuity. Translate ideas or information into specific, concrete examples and language that would be understandable to community professionals and leaders. (2 pages)
February 3: Review the measurements used by Pew for Portrait of Jewish Americans and by Cohen and Eisen for The Jewish Within. Prepare to discuss the similarities and differences between the two studies. (1 or more pages)
February 10: Read on identity development at one stage of life and prepare to discuss in class. (1 or more pages)
February 24: Read a selection of articles on Peoplehood and prepare to debate the proposition that Peoplehood should be the animating or organizing concept behind the Jewish communal enterprise. (1 or more pages)
March 3: Organize an outline or draft of your final paper. Prepare notes or PPT for presenting your ideas and for leading a discussion.
Final Paper
The final paper is an integration and application of the material in the course. Over the seven sessions, you will select a concept from the course that piques your interest; develop interview questions that test this concept; and conduct two (or more) interviews. Your paper will discuss the concept (with references to both theory and research); present data from interviews; and discuss your interpretation of findings and implications for program, policy, or future research. As with “preparations”, everyone’s notes will be shared so that you can also draw from your classmates’ work in developing your final paper. (4-6 pages)
Outline of Sessions
- Definition (January 13)
Readings and resources
Cohen, E.H. (2010). Jewish identity research: A state of the art. International Journal of Jewish Education Research, 2010 (1), 7-48.
Pearl, J. and Pearl R. (2014). I Am Jewish: Personal Reflections Inspired by the Last Words of Daniel Pearl. Woodstock VT: Jewish Lights Publishing. (On reserve.)
Rebhun, U. (2004). Jewish identity in America: Structural analyses of attitudes and behavior. Review of Religious Research, 461, 43-63.
In preparation
Read two essays from I am Jewish. Link the readings to your own experience and knowledge. (1-2 pages)
Trigger questions:
What is the perspective of this essay? What does it say about Jewish identity? How does this match/not match your own experience or viewpoint? What are the implications of this point of view? If this is all we had, what would be our impression of Jewish identity, Judaism, and/or the Jewish community?
In class
—Aspects of Jewish identity as abstracted from I Am Jewish
—Identity definition, types, and components
—Key concepts in ethnic identity
- Theories (January 20)
Readings and resources
Hartman, H. (2014). Studies of Jewish identity and continuity: Competing, complementary, and comparative perspectives. In the social scientific study of Jewry: sources, approaches, debates. Oxford: Oxford University Press.
Owens, T.J., Robinson, D.T., & Smith-Lovin, Lynn. (2010). Three faces of identity. Annual Review of Sociology, 36:477-499.
In preparation
Read Harriet Harman’s article on Jewish identity, which is written from the perspective of theory and research. Your task is to take information and ideas from the paper and to translate them into specific examples (e.g., stories or observations) that would be understood by communal professionals and leaders. Take the general and make it specific; take the abstract and make it concrete. Prepare notes for class conversation on three ideas or pieces of information. (2 pages)
Trigger questions:
What is the specific idea or bit of information that caught your attention? How would you clarify and concretize this for friends and colleagues? Why is it relevant or important? What implications might it have for your own work in the community?
In class
—Theories of identity
—Multiple identities (prominence and salience)
—From theory and research to specifics
- Ethnic versus Religious Identity (January 27)
Readings and resources
Charme, S.Z. (2015, in press). The conflict of authenticities in intermarriage and conversion. Journal of Jewish Identities.
Charme, S.Z. (2000). Varieties of authenticity in contemporary Jewish identity. Jewish Social Studies, 6(2), 133-155.
Fischer, S. (November 18, 2013). Who are the Jews by religion in the Pew Report?Times of Israel.
Kadushin, C. (2014). Judaism is not a religion. Unpublished paper.
Waters, M. (1990). Ethnic options: Choosing identities in America. Berkeley: University of California Press. (On reserve.)
Woocher, J. (2005). “Sacred survival” revisited: American Jewish civil religion in the new millennium. In The Cambridge Companion to American Judaism. Cambridge University Press.
In class
—Ethnic versus religious identity
—Who is a Jew and intermarriage
—Civil Judaism
—Authenticity
4. Assumptions of Pew and The Jew Within (February 3)
Readings and resources
Cohen, S. and Eisen, A. (2000). The Jew Within: Self, Family, and Community Within America. Bloomington Indiana: Indiana University Press. (On reserve.)
Pew Forum on Religion. A Portrait of Jewish Americans.
Saxe, L. (2014, December 3). The sky is falling! The sky is falling! Tablet.
In preparation
Look at the measures used by Pew and The Jew Within and the outcomes they generated. Prepare to discuss. (As many pages as you need.)
Trigger questions:
What are the assumptions and purposes of each study? What are the benefits and shortcomings of each type of measurement? Which questions do you find most revealing and useful? Which do you find least relevant? Where do their findings overlap and where do they diverge? What insight into Jewish identity do each provide? What debate(s) does each spark?
In class
—Ethnic versus religious identity redux
—Measurement
—The Jew Within
—Pew
—Interview questions (for final paper)
5. Identity development (February 10)
Readings and resources
Arnett, J.J. and Tanner, J.L. (2006). Emerging adults in America: Coming of age in the 21st century. Washington, DC: American Psychological Association.
Cote, J.E. Emerging adulthood as an institutionalized moratorium: Risks and benefits to identity formation. (pp. 85-116)
Phinney, J.S. Ethnic identity exploration in emerging adulthood. (pp. 117-124)
Arweck, E. and Nesbitt, E. (2012). Young people in mixed faith families: A case of knowledge and experience of two traditions. In M. Guest and E. Arweck (Eds.), Religion and Knowledge: Sociological perspectives (pp. 57-75).
Pew Forum. (2010). Religion among the Millennials.
Sales, A.L. and Saxe L. (2006). Particularism in the University: realities and opportunities for Jewish life on campus. NY: The AVI CHAI Foundation.
Wuthnow, R. (2007). After the baby boomers: How twenty- and thirty-somethings are shaping the future of American religions. Princeton University Press.
In preparation
Read on one age group. Prepare for class discussion.
Trigger questions:
What are the key points in what you read? How do these elucidate (or not) issues in Jewish identity development? Where do you think the research would need to be different in order to be most useful to the Jewish community? Why is age such an important variable in identity development? Based on what you read, how should the community approach (engage) this age cohort?
In class
—Overview of developmental theories
—Modernism versus post-modernism
—Identity development by stage of life
—Individualism versus collectivism
—Interview techniques (for final paper)
6. Peoplehood (February 24)
Readings and resources
Kopelowitz, E. and Engelberg, A. (2007). A framework for strategic thinking about Jewish Peoplehood.
Kopelowitz, E. and Ravid, S. (2010). Best practices of organizationsthat build Jewish Peoplehood: A policy-oriented analysis of a field in formation.
Peoplehood papers:
Sacks, J. (2009). Future tense: Jews, Judaism, and Israel in the Twenty-First Century. NY: Schocken Books.
—Chapter 2: Is there still a Jewish people?, pp. 25-48.
—Chapter 6: A people that dwells alone, pp. 113-130.
—Chapter 10: Judaism and wisdom in the world, pp. 207-230.
In preparation
Conduct interview and bring in notes (for final paper).
Read a selection of articles on peoplehood. Prepare to debate the proposition that peoplehood should be the animating or organizing concept behind the Jewish communal enterprise. Remember to prepare both the pro and con side of the argument. When you get to class, you will find out which side you are to represent.
In class
—Universalism vs. particularism
—Definition and history of peoplehood
—Debate on the merits of the concept of peoplehood
7. Integration: Step back and look forward (March 3)
In preparation
The final session is an opportunity for you to talk through your final paper, provoke a discussion with your classmates and get their input. You will have approximately 10 minutes to present, lead a discussion and/or solicit feedback and ideas. In preparation, organize an outline or draft of your final paper. Prepare notes or PPT for presenting your ideas and for leading a discussion.
In class
—Discussion of final papers
—Why Jewish identity matters
—Current status of Jewish identity in America and what that bodes for the future
—Definition of Jewish identity redux