Development, Learning, and Community uses data drawn from a study of pluralistic Jewish high schools to illustrate the complex and often challenging interplay between the cognitive and socio-aff ective elements of education. Throughout, Kress grapples with questions such as: How can the balance between community cohesion and group diff erences be achieved in diverse settings? What are the educational implications of an approach to identity development rooted in contemporary developmental theories that posit the interaction among cognition, aff ect, and behavior? How can the "formal" and...

Brings together scholars from inside Jewish education and from the learning sciences. This volume offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history).