Benjamin J. Lough and Margaret M. C. Thomas

Abstract：This study assesses whether more frequent participation in Jewish activist learning events is associated with higher levels of engagement in social justice-related

activities and conceptions of Jewish identity. The study design was cross-sectional and comparative. An online survey was completed by 165 participants in an activist learning program. Results indicated higher levels of social justice engagement, local engagement, ethical consumption and, Jewish social justice. However, there was no significant increase in Jewish identity. Results differed depending on the frequency of participation. Findings suggest that activist learning programs may be an effective method for teaching and promoting social justice engagement.

Keywords：social justice, engagement, Jewish, activism

总结：这项研究评估了犹太活动家学习活动更频繁的参与是否与社会正义有关。以及更高级别的参与和犹太人身份的概念。该研究的设计是剖析比较。在线调查是由165个参与者的积极分子学习计划完成。结果显示了更高层次的社会公正的参与，地方参与，道德消费和犹太社会正义。然而，在犹太人的身份没有显著增加。结果差异取决于参与的频率。研究结果表明，活跃的学习计划可能是一种进行教学的有效方法，能促进​​社会公正的参与。

来源：Journal of Experiential Education