There has been a tendency in the past to define the meaning of Jewish education almost entirely in terms of group values like survival and transmission of heritage along with the preservation of culture and religion and maintaining social institutions. There has also been a constant crescendo in the demands that Jewish education be made, more interesting by demonstrating its personal values to children and parents. However, one of the major issues in this demand is that the Jewish community has achieved a general recognition of the need to define Jewish education in psychological terms of personality. This concern is essential for the present and the future if the community is to correct the one-sided sociological overemphasis on group values with its concomitant thinking of education solely in terms of curriculum, conceived as specific materials, which the group wishes to transmit. This piece explores the issue within this context in addition to providing suggestions for addressing this issue.