When Yoga is Kosher but Kabbalah is Not: Spirituality and Cultural Appropriation in Jewish Education STUART Z. CHARME ´ This article argues that the traditional boundaries of Jewish education have been challenged by the appropriation of eastern spiritual ideas and practices by many Jews, and the introduction of Jewish mystical ideas to non-Jewish audiences. The reinvention of yoga from a Hindu spiritual tradition to a commonly found element in synagogue-based Jewish education illustrates the flexi- bility of Jewish tradition to absorb foreign religious ideas and make them an authentic part of Jewish education. It also reflects a shift in emphasis in Jewish education from particularistic religion and ethnicity to a focus on universalism and spirituality. The case of yoga is contrasted with the popularization of the Jewish mystical tradition of kabbalah as a universal spiritual method for a general audience by the Kabbalah Center. In this case, rabbis teaching unquestionably Jewish texts outside the context of Jewish religion or ethnicity have raised doubts about its ultimate Jewish authenticity. KEYWORDS authenticity, Jewish education, Kabbalah, Yoga Because Jewish identity is an amalgam of religion, culture, and ethnicity, Jewish education in the United States has traditionally had a variety of goals and purposes. It seeks to implant a sense of group identity and belonging to the Jewish people that are deemed indispensable for group survival. It also seeks to socialize Jewish children and adults into a religious and ethical worldview as well as a system of religious practice. These two tasks have traditionally implied a particular set of expectations regarding both the content and target audience for Jewish education. In its simplest terms, Jewish education means Jews studying Jewish history, culture, and religion Stuart Z. Charme ´ is Professor of Religion at Rutgers University, Camden. His current research concerns questions of Jewish identity and authenticity in the contemporary world. E-mail: scharme@rutgers.edu Religion & Education, 41:273–289, 2014 Copyright # Taylor & Francis Group, LLC ISSN: 1550-7394 print=1949-8381 online DOI: 10.1080/15507394.2014.888905 273