Abstract
Habits of creative thinking have sustained the Jewish people through centuries of crisis and opportunity. How might the enterprise of Jewish education reclaim and teach creativity? Weaving together a wide range of theory and research, including affective neuroscience, Jewish philosophy and education, and studies of creativity and arts education, I construct a definition of Jewish creativity that can be pursued across the Jewish educational ecosystem. Building on this historical and philosophical rationale and putting the definition into practice, I suggest four facets of creativity—interpreting, curating, making, and collaborating—that I believe are essential for ensuring a future where Jews can continue to negotiate the conditions of their day, while boldly creating the future they want to see. From the conceptual discussion to the applications described, I hope that this essay will inspire conversation and generate new ideas across diverse stakeholders in Jewish education, as we consider current and future priorities and practices for the field.