A Non-Denominational Jewish School

The exterior of the forthcoming Davis School in Chicago.

I’m not sure what to make of a new Jewish high school in Chicago. The Davis School is still under construction in a pricey area of downtown Chicago. The stated purpose of this school, according to its board of trustees, is the following:

“Davis Chicago is committed to creating an academically rigorous, values-driven Jewish high school that prepares students for top universities, meaningful Jewish engagement, and leadership in the broader world.”

Added by the newly hired head of school, Richard H. Cuenca is the following:

“It’s going to be an unbelievable opportunity for the Jewish community and the greater Chicago community to be able to add another asset to this amazing city,” and it “will feature a mix of mandatory secular and Jewish curriculum with the goal of instilling ‘Jewish pride, support for the State of Israel, [and a] strong connection to their Jewish identity’ in its students.”

This new school will be the only non-Orthodox high school within city limits.

It appears from the description that this is a non-denominational school, which I suppose means that there will not be any doctrinaire denominational theology being taught there. From an Orthodox perspective, that is a lot better than what a Conservative or Reform school might teach their students about Jewish belief and practice. On the other hand, they will not be teaching Orthodox theology either, leaving a very important part of Judaism a mystery to students seeking to understand the theological basis of their faith.

This school is obviously designed for secular Jews who are not necessarily affiliated with any denomination. Or even if they are, they may simply be seeking a strong college preparatory school that will give them some knowledge about – and pride in their religion. And by extension, the State of Israel.

This is why I am conflicted. On the one hand, I’m not sure that teaching secular Jewish youth to have pride in Judaism without understanding the essential beliefs and practices that define it amounts to pride in anything substantive. If, for example, the curriculum teaches them to take pride in Jewish culture; or defines Judaism primarily as a set of progressive values - are they really learning how to be Jews...

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