Article published on student spiritual changes and struggles since the start of the Israel-Hamas war

The Albert and Jessie Danielsen Institute is very excited to announce the publication of its second study on student formation in collaboration with Hebrew College Rabbinical School (article attached; abstract below). Researcher and Staff Psychologist, Dr. Judith A. Gerstenblith, and Doctoral Candidate, Cantor Laura B. Stein, led the qualitative longitudinal analyses of student spiritual changes and struggles in the year following the start of the Israel-Hamas war. Danielsen collaborator, Dr. Peter J. Jankowski added quantitative analyses of changes over time to round out the mixed method approach. The qualitative data adds rich texture to the growing literature on spiritual struggles to document differing ways students process deep spiritual and existential challenges. The authors also found quantitative support for the role of intellectual humility and differentiation in formation processes in this context. This project was supported by grants from the Covenant Foundation and the Peale Foundation.

Gerstenblith, J.A., Stein, L.B., Sandage, S.J., Jankowski, P.J., Klein, D.S., & Tanchel, S. (2026). “Holding preciousness and brokenness”: Spiritual changes and struggles in rabbinical students during the Israel-Hamas war following October 7. Pastoral Psychology. https://doi.org/10.1007/s11089-026-01324-9

Abstract 

Seminary students typically experience a range of spiritual formation processes, including struggles, deconstruction, and growth, shaped in part by cultural and sociopolitical con texts. Following the outbreak of the Israel-Hamas war on October 7, 2023, we conducted a longitudinal, concurrent mixed methods study to investigate rabbinical students’ experiences during this grave historical moment. We qualitatively surveyed students about their experiences of spiritual change and struggle, using reflexive thematic analysis to code and interpret the data. In addition, we quantitatively tracked changes in their spiritual struggles over the academic year and explored the influence of intellectual humility and differentiation as protective factors using a latent growth model. As students contended with the implications of the war and considered their next steps as emerging Jewish leaders, they acknowledged a declining sense of relational safety, concerns about leading divided communities, and internal tension between identifying with and disconnecting from local and global Jewish communities. Despite these challenges, they skillfully held the dialectic of pain, grief, and existential fear with hope, adaptation, and accountability, with theological wrestling giving way to some meaningful shifts in spiritual beliefs and practices. Those with higher levels of regulatory strength, both in terms of differentiation and intellectual humility, reported lower initial spiritual struggles. Overall, spiritual struggles decreased throughout the year, alongside increased reflective capacity. Future research directions and practical implications for Jewish seminary education are discussed, including continued mixed methods approaches, further construct validation in Jewish samples, and intentional investment in tailored spiritual formation guidance for Jewish seminary students