The world’s understanding of adolescence has come a long way since Stanley G. Hall first characterized this stage of development as one of “storm and stress” (Hall, 1904) and the term teenager was adopted by marketers in the 1940s who recognized the spending power of this demographic (Savage, 2008). Until recently, there has been relatively little investigation of this population in Jewish contexts, other than the sporadic research conducted into the various settings in which Jewish teenagers have found themselves (e.g., summer camps, youth organizations, day schools, and teen Israel trips). Although, since the 1990 National Jewish Population Survey, much communal discussion focused on the precipitous “dropout” rate of Jewish teenagers from Jewish communal life and organizations post the age of bar and bat mitzvah, it has only been investments in research by several philanthropic foundations in the past decade that have begun to surface a more comprehensive knowledge of 21st-century Jewish teens (Bryfman, 2020; BTW/Rosov Consulting, 2013; Levites & Sayfan, 2019). Through this research, we have learned of a generation of Jewish teens in America who are perhaps best described through the multitude of paradoxes that they embody. Jewish Gen Z (born around the turn of the millennium) are largely universalists who are deeply proud of being Jewish. They might not be religious in the ways of their parents and grandparents but, overall, they feel a strong attachment to their families and to family traditions, and they, like many of their contemporary American peers, are extremely concerned about themselves, but also highly altruistic and determined to help make the world a better place. This is also a generation notable for increased rates of anxiety and depression. As seen in this issue, many Jewish educators are focusing much attention on helping to develop a generation of resilient, healthy, and thriving youth, as much as they are concerned with the Jewish development of these teens. Among the many opportunities that this collection of research begins to uncover is that today’s generation of teenagers are not seen as rebelling against their parents as much as previous generations; and knowing that teens respect and want to learn from parents much more than we initially thought opens up the possibility of more intergenerational Jewish learning. As we are finalizing this journal amidst the pandemic, it is even more acutely obvious that we would make mention of perhaps the single quality that most characterizes today’s teenagers. Their adeptness with technology, JOURNAL OF JEWISH EDUCATION 2020, VOL. 86, NO. 2, 125–129 https://doi.org/10.1080/15244113.2020.1768009

中文翻译：

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教育和吸引犹太青少年：建立一个领域的研究

自从斯坦利·G·霍尔 (Stanley G. Hall) 首次将这一发展阶段描述为“风暴和压力”(Hall, 1904) 以来，世界对青春期的理解已经取得了长足的进步，而“青少年”一词在 1940 年代被营销人员采用，他们认识到了消费能力这一人口统计数据（Savage，2008 年）。直到最近，除了对犹太青少年所处的各种环境（例如，夏令营、青年组织、走读学校和以色列青少年旅行）进行零星研究外，在犹太环境中对这一群体的调查还相对较少。 . 尽管自 1990 年全国犹太人人口调查以来，许多社区讨论都集中在犹太社区生活和组织中的犹太青少年在酒吧和蝙蝠成人礼时代后的急剧“辍学”率，只是在过去十年中，几个慈善基金会对研究的投资才开始浮现出对 21 世纪犹太青少年的更全面的了解（Bryfman，2020；BTW/Rosov Consulting，2013；Levites & Sayfan，2019）。通过这项研究，我们了解了美国的一代犹太青少年，他们可能通过他们所体现的众多悖论来最好地描述他们。犹太人 Z 世代（出生于世纪之交）主要是普世主义者，他们为自己是犹太人而深感自豪。他们可能不像他们的父母和祖父母那样虔诚，但总的来说，他们对家庭和家庭传统有着强烈的依恋，而且他们和许多当代美国同龄人一样，非常关心自己，但也非常无私，并决心帮助世界变得更美好。这也是以焦虑和抑郁率增加而著称的一代人。正如本期所见，许多犹太教育工作者非常关注帮助培养一代有弹性、健康和蓬勃发展的青年，就像他们关心这些青少年的犹太发展一样。这一系列研究开始揭示的众多机会之一是，今天的青少年不像前几代那样反抗父母；并且知道青少年比我们最初想象的更尊重父母并向父母学习，这开启了更多代际犹太学习的可能性。当我们在大流行中完成这本期刊时，更明显的是，我们可能会提到当今青少年最具特征的单一品质。他们对技术的熟练，JOURNAL OF JEWISH EDUCATION 2020，VOL。86，没有。2, 125–129 https://doi.org/10.1080/15244113.2020.1768009