| Abstract: | Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct. Much of the focus to this point has been on definitions (particularly the distinction between experiential and informal Jewish education) and on outcomes of settings often associated with an experiential Jewish education (EJE) approach. Along with increased understanding of EJE comes the potential to explore a more nuanced set of questions about the nature of educational experiences. This point of development of the field also raises question of the relationship of EJE and the broader field of Jewish education. |
