Development, Learning, and Community

How can the balance between community cohesion and group differences be achieved in diverse settings? What are the educational implications of an approach to identity development rooted in contemporary developmental theories that posit the interaction among cognition, affect, and behavior? How can the ¿formal¿ and ¿informal¿ offerings of a school coalesce to address these broadly conceived identity outcomes, and what are the challenges in doing so? Utilizing data from a study of pluralistic Jewish high schools, Development, Learning and Community illustrates the complex and often challenging interplay between the cognitive and socio-affective elements of education in these schools, with a parallel intersection between what might be considered ¿formal¿ and ¿informal¿ approaches.