Overall, I learned more about my own religious development and KU’s Jewish student’s religious development through this project. Going into the project I did have some assumptions about this group. Some of my assumptions were associated with Orthodox Jews who wear a Yakima and prayer shawl were worn at all times. I assumed they would be very strict followers of their religion and that they would have strong traditions. However, other than this I had very few assumptions about these student groups. I wasn’t aware of the different clubs on campus or their different meanings. I knew that students would be in different developmental stage and at different disciplines levels when following this religion. I assumed this because that is true of most religions. Some students practice often and others rarely practice, but still identify
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As I immersed myself with orthodox Jews I learned that their traditions were even stronger than I had assumed. They had very strong beliefs about gender roles, their religious text, and actions during certain holidays. For example, during Shabbat, over the weekend, no one in the family was allowed to carry anything outside of their home, including their little children. All of these practices had direct correlation to the Torah and a strong historical reasoning.
When looking into this group of students and focused on student development, I immediately went to chapter 9 in our textbook for faith and spiritual development theories (Patton, Renn, Guido, Quaye, Forney, & Evans, 2016). These theories can be applied to the students I worked with over the project. I did get to know some of these students and I can see how the events I went to further developed the students. However, to truly apply these theories entirely, I would have to know and understand the student’s upbringing in their faith, and where they currently see themselves in their religion. These topics were not discussed during my immersion project events. However, I can
As I immersed myself with orthodox Jews I learned that their traditions were even stronger than I had assumed. They had very strong beliefs about gender roles, their religious text, and actions during certain holidays. For example, during Shabbat, over the weekend, no one in the family was allowed to carry anything outside of their home, including their little children. All of these practices had direct correlation to the Torah and a strong historical reasoning.
When looking into this group of students and focused on student development, I immediately went to chapter 9 in our textbook for faith and spiritual development theories (Patton, Renn, Guido, Quaye, Forney, & Evans, 2016). These theories can be applied to the students I worked with over the project. I did get to know some of these students and I can see how the events I went to further developed the students. However, to truly apply these theories entirely, I would have to know and understand the student’s upbringing in their faith, and where they currently see themselves in their religion. These topics were not discussed during my immersion project events. However, I can