ABSTRACT Jewish learning in the context of professional development for Jews working in the “disruptive”, or engagement sector has emerged as a domain into which millions of dollars are invested annually, with very little hard data on how those investments correlate to educational growth. This article considers the Sensibilities Framework, promoted by the Lippman Kanfer Foundation as an initial attempt to theorize this domain, and suggests further avenues for research by theorists of American Jewish education.

中文翻译：

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破坏性犹太人的职业发展：作为犹太职业教育学习议程的 Lippman Kanfer 敏感性项目

摘要 在“破坏性”或参与部门工作的犹太人在专业发展背景下的犹太学习已经成为一个每年投资数百万美元的领域，关于这些投资如何与教育增长相关的硬数据很少。本文将 Lippman Kanfer 基金会提倡的敏感性框架视为对该领域进行理论化的初步尝试，并建议美国犹太教育理论家进一步研究的途径。