<![CDATA[Every society has its own distinctive characteristics in the form of social solidarity it develops. The same can be observed in the Jewish community. Socio-theologically, the distinctiveness of Jewish social solidarity is reflected in the process of Torah education transmitted from one generation to another. This article aims to analyze the form of social solidarity shaped through the context and process of Torah education among the Jewish people. To achieve this objective, this article employs Émile Durkheim’s theory of social solidarity as the primary analytical framework. The analysis shows that Jewish Torah education develops a pattern of solidarity that integrates the characteristics of mechanical and organic solidarity into a form referred to as integrative solidarity. This integrative solidarity enables the continuity of collective identity, values, and norms while simultaneously providing space for the differentiation of social roles and functions within the community. This construction of integrative solidarity is characterized by three main aspects: the prismatic model of law, the synthetic model of society, and the application of hybrid instruments.]]>
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