The children, youth and young adults of the early 21st century often get a bad rap. Often accused of being concerned only with themselves, the children born in the 1970s, 1980s, and 1990s have disparagingly been referred to as Generation Me. This broad categorization of a generation is a gross generalization and one which doesn’t tell the full story. When looking specifically at the so-called Jewish Generation Me, a more complete picture shows that although some characteristics are constant with the broad stereotype, there are many more characteristics which we as a Jewish community need to embrace.
A better understanding of the Jewish Generation Me also represents a great opportunity for many educators who have long espoused a learner-centered approach to education. Many proponents of a learner-centered approach to education would perhaps agree with Generation Me’s demands, inasmuch as all good education should, first and foremost, relate to the individual learner. Literally the I is at the center of the experience – what may be called an I-Centered approach to Jewish education.
In this pamphlet, an I-Centered approach to Jewish education is deliberately infused with double meaning. Not only is it true that all good education should be learner-centered, but it is also valuable for us as Jewish educators to embrace the notion that Israel education can transform Jewish Generation Me into a population of strongly identified Jews.
Responses
In terms of learner-centered education, I am in total agreement with David that, not only is it the most appropriate for this generation of young learners, it also provides the greatest potential for effecting the kind of identity development that the Jewish world is interested in. There is, in my opinion, no better way to help people (of all ages) learn and grow, than by focusing on their own experience, rather than on the content or the environment in which the learning is taking place. Having said that, however, I also believe that it is crucial that the focus not remain always on the “Me-ness” of the learner. Yes, starting with the learner is absolutely crucial, and yes, so is giving value and respect to the learner, as David...
When we work with Jewish teens in the summer at Genesis, two of the messages we give our educators resonate strongly with this I-centered approach. The first is that the teens' questions and interests should drive the learning. Of course the instructors should have a plan for the course and how they will engage the teens in the topic, but there needs to be enough left open so that the teens can bring their questions to shape the experiences in the course. The second is the concept of partnership - we see the summer experiences as being a result of the partnership between the teens and the educators at Genesis - a partnership that wouldn't work if either side stepped away.