Congregational Education for the 21st Century (CE21) is a unique collaboration between the Partnership for Jewish Life and Learning, Hebrew Union College’s Experiment in Congregational Education, and a pilot cohort of DC area congregations.

The CE21 process raises issues critical to a congregation creating a coherent, system wide approach to Jewish learning. Some of the core questions include:

1. Which models of learning would encourage us to provide developmentally appropriate choices for congregants of all ages?
2. What content in Jewish learning would connect congregants’ Judaism with their American lives?
3. What model of instruction promotes the integration of formal and informal learning?
4. What system wide culture change will build the capacity of our congregation to continuously align pur vision within a cycle of innovation and assessment?

Each congregation will answer these questions in ways that best address the culture of their congregations. But common to all CE21 congregations is a new spirit of intentionality and experimentation across their learning system. Programs that were created randomly or in isolation are now held up to a new set of criteria. Activities that took place in "silos" are now linked to multiple populations. Communication between lay and professional leaders is improved. Planning and assessment of educational offerings are sharpened by having clearly defined models of learning with metrics for success.

Typically, most holiday celebrations are centered around the classroom or sanctuary, or are sponsored by discreet groups in the congregation. In a congregation that created a vision of its education, and selected models of learning that align to that vision, even Purim can get a CE21 makeover.

In a congregation that wants its model of learning to nurture the social and emotional development of their congregants, service-learning experiences may be the vehicle through which learning and action merge. A group may use a discussion on societal issues as a springboard for intentional action. For instance, teens could explore together the role of clothing, costumes and disguises in society. They may share their learning in a "lobby museum" display, including maps, pictures, ethnic foods, and costumes.

In a congregation that wants its model of learning to link to the lives of high-schoolers, a teen group may explore the role of clothing, costumes, and disguises in society. They would talk about how what one wears can indicate or disguise what one believes about him/herself. Then, wearing home-made t-shirts that advertise food-based charities, these teens could collect food donations from congregants coming to hear the Megillah. The B’nei Mitzvah cohort, acting as "greeters," gives out hamantaschen with accessible explanations about the story of Esther and holiday rituals to attendees.

In a congregation embracing a model where opportunities for personal choice is honored, congregants could gather on Purim to hear the Megillah, study the text more in depth, sing holiday songs, watch an Iranian Jew describe his life and culture, question a panel of Jewish politicians about power/authority/and responsibility, or volunteer to distribute Purim baskets to older community residents, including shut-ins who are not members of the congregation.

In a congregational learning model that advocates for intentionality in creating a caring and supportive community, a communal seudah, festive meal, sponsored by the empty-nester chavurah, would be held in the social hall, where everyone wears nametags, takes part in icebreaker activities that introduce participants, changes tables for each course to get to know others, and kicks off the ma’ot chittim drive to help needy Jews around the world secure Passover provisions in dignity.

Purim served CE21-style brings an array of celebrations with real depth for congregants’ heads, hearts, and hands, so they can connect beyond the age-old sounds and tastes of the holiday. When Jewish learning is restructured in this way, the "what" is traditional; the "how" is innovative, intentional and in the context of the vision; the "planning" is mission driven; and the "results" are transformational.