Financial education for children is not about raising them to be wealthy.
It's to teach children how to be happy with money.
If you introduce the concepts of 'giving and honesty' at the starting point of that education, you will have taken a very good first step in economic education.
--- p.20, from “Children’s Future Lies in Economic Education”

If you don't receive proper economic education from a young age, you won't be able to form a concept of money, and as a result, you will have difficulty protecting and managing money.
This is true no matter how much wealth you inherit.
They have no idea how much money they have, how to manage it efficiently, and how to make more money.
We live a life where we fit our lives around the money we have, spending it when we have it, and sometimes not spending it when we don't have it.
We often use the expression 'money-shy' in a derogatory tone.
But the money must be revealed.
If you educate your child to be aware of money and the family's financial situation from a young age, he or she will grow up to be someone who can protect, maintain, and grow his or her own money well.
--- p.24, from “Qualifications of Parents to Become ‘Economics Teachers’”

The Jewish Bar Mitzvah is the starting point for a child to prepare and plan for financial independence.
The purpose is to teach the importance of investing by investing wedding money rather than allowance money, and to allow children to manage money larger than their allowance.
During the seven years after coming of age until becoming financially independent, children learn that there is money that is "theirs but cannot be spent," and that through investments, they experience the fact that that money can grow.
And I also realize that I have to be patient until that money becomes my money.

--- p.30, from “Strict Culture and Systems for ‘Economic Independence’”

A 'goal' is a process that must be achieved one by one to achieve the ultimate goal.
On the other hand, 'purpose' is what you ultimately want to do by stepping on each goal.
If your goal is 'I want to live a worthwhile life!', then 'helping others' is your goal to achieve that goal.
Getting good test scores is just a goal.
The ultimate goal is to get good test scores, study what you want at the university you want, and grow into a great adult.
Jews see the ultimate goal of making money as 'freedom'.
The act of making money is just a goal in itself, and through it we aim to achieve the goal of 'freedom'.

--- p.49~50, from “Why Should We Earn Money?”

In a capitalist society, to make money healthily, you have no choice but to choose how money makes money.
It is not a denial of the value of sacred labor, but rather the wisdom of knowing how to 'make money efficiently.'
It's the same principle as having to study efficiently.

--- p.57, from “Should I always save money?”

Jews grow up in an environment of discussion and debate from an early age.
There is no 'right answer' in discussion and debate.
It's not about finding the right answer, it's about how creative the answer is.
There are many cases where we make mistakes when trying to find something that didn't exist before, and there are also many cases where we think something is right but it turns out to be wrong.
In the world of creativity, failure is a common occurrence.
Jewish parents also take this so for granted that they think failure is also natural.
This is where a whole new concept of failure arises.
'Failure is a new experience.'

--- p.62, from “Children who learn from failure also make a lot of money”

One of the core economic lessons of Jewish education is the experience of poverty and deprivation.
From a young age, we make them accustomed to poverty and deprivation, and we naturally accept it, so that when they come out into the world, they develop the strength to overcome any difficulties they may face.
Rather than ignoring poverty, we educate people to face it head on.
It teaches us how great a curse and suffering poverty is.
--- p.68, from “Let’s Know the Pain of Poverty”

This is the core of Jewish Havruta education.
This is a method that does not force any thoughts or judgments on the child, but only provides directions so that the child can find his or her own path.
The rest is left to the child to discover on his own through discussion, questions, and answers.

--- p.86, from “Jewish ‘Commercialism’”

You have to change your 'stereotypical thinking' to turn things around, and only then can you make money creatively.
Of course, the reversal of thinking isn't just useful for making money.
It is also the foundation for growing into an adult who can overcome countless crises and hardships that we encounter throughout life.
That kind of attitude toward life is the most valuable legacy we can give to our children as they go forth into the world.

--- p.92, from “Thinking Methods to Turn Things Around”

At the heart of Jewish spiritual culture lies the spirit of Chutzpah.
It contains the principles of Jewish education, business management, and social governance.
In a word, it is the core of the Jewish spirit.
The reason why Jews make a lot of money can also be found here.
Chutzpah means 'shameless courage, presumptuous arrogance'.
It consists of seven spirits.
▶Risk taking ▶Goal orientation ▶Breaking the mold ▶Learning from failure ▶Mixing and matching ▶Persistence ▶The right to ask questions.
If children can internalize the chutzpah spirit, they will have the opportunity to grow into great individuals in this society and even become wealthy.

--- p.100, from “The Seven Chutzpah Spirits that Make Children Rich”

The four educational methods that develop the ability to make money ultimately converge into one.
It is ‘fast, abundant, and high-quality information power.’
No one brings information.
It is discovered through abilities acquired through consistent habits and effort.
The ability to discover value in information hidden everywhere and to predict the future through that discovery.
That's the key to making money.

--- p.110, from “Four Educational Methods to Develop Money-Making Ability”

It would not be wrong to say that Jewish education is 'a discussion from beginning to end.'
Why do Jews value debate so much? In fact, the ultimate goal of debate isn't to confirm our differences, but to "cooperate based on our differences."
There is not only homogeneity but also heterogeneity between people.
If you cooperate only by looking at homogeneity, problems often arise later due to the heterogeneity that is revealed.
Discussion education is about recognizing and understanding each other's differences and cooperating on that basis.
--- p.116~117, from “Techniques of Discussion and Argument for Collaboration”

Many experts say that no matter how much the Fourth Industrial Revolution develops, one thing that artificial intelligence cannot keep up with is empathy.
The ability to deeply understand the human mind and thus develop economic empathy to address the discomfort and inadequacies felt by people is a very important skill that guarantees children's economic success.

--- p.139, from “Specific Principles and Laws of Making Money”

The first part of the story deals with unfair trade practices and disputes over the procedures of trade.
First, the person who negotiated first is the one who buys the land, but then another person suddenly appears and tells him that it is wrong to buy the land right away.
Above all, the teaching that 'you must thoroughly keep your promises' is important.
Bargaining itself is a promise not to sell to anyone else.
Therefore, it is not right to try to buy something first when someone is bargaining.
Another thing to note from this story is that we should be wary of accepting free gifts from people we don't know well.

--- p.159, from “Bargaining and Contracts are Faith and Promises”

This story concludes that there is nothing wrong with the economic practices of giving away prizes or selling things cheaply.
That is, it is sufficiently acknowledging ‘marketing’.
In modern economic activities, 'freebie marketing' and 'low-price marketing' are commonplace and do not cause any particular controversy, but thousands of years ago, in commercial transactions, such sales methods would have been controversial.
In this story, it is judged that such sales are not unfair trade, and the standard for judging this is said to be 'the interests of the consumer'.

--- p.189, “Merchant’s Profit vs.
From “Consumer Benefits”

Economics is a truly useful discipline that, once studied, can be used throughout one's life.
We can determine where we are in the economic cycle, anticipate what government policies will be implemented during this period, and determine how to manage our assets based on those policies.
Studying economics helped me realize that there are countless opportunities in the world and what I need to do to seize them.
Now, we can see where investors' money is flowing, which industries are on the rise, and which companies are driving those industries.

--- p.237, from “Mother Kim Geum-seon and Daughter Eunice’s Rich Lessons”