Learning From a Mussar-Based Initiative in a Community Day School

ABSTRACT

Mussar, an approach to character growth emerging as a movement in the 18th century, has increasingly been incorporated into contemporary Jewish education. The purpose of mussar—the cultivation of character—is consistent with the goals of Jewish day schools and other settings. This article examines the implementation of a mussar-based program in a Jewish community high school. Particular attention is given to questions raised by the introduction of this program into a pluralistic school setting. Implications are discussed in terms of the broader goals of Jewish education.

KEYWORDS:

• Character education
• community day schools
• mussar
• program implementation
• social and emotional learning

Notes

¹ The names of the school and of the individuals mentioned later on are used with permission.

² I am not referring to teachers themselves putting middot into action in the classroom, which many CLN participants reported doing often; for example, working on “wait time” after asking a question through a focus on savlanut, patience.

Additional information

Notes on contributors

Jeffrey S. Kress

Jeffrey S. Kress is the Bernard Heller Associate Professor of Jewish Education at the Jewish Theological Seminary's William Davidson Graduate School of Jewish Education.