Linked with Bahia Hariri – Lebanon.

A 382 pages pdf-text, published by PDHRE People’s Movement for Human Rights Learning, June 20, 2006.

An exerpt from page 323: … Gradually, three major modes of education developed in the Kibbutz movement, all aimed at enabling the child of the Kibbutz to deal with, and be active within a larger society whose rules were changing. Common to all those modes was the belief that it is unnecessary to exercise power and authority to reach children and to enable the growth of a human being able to function in the new society.


Focused on the psychology of adolescence, an age in which the human being is mature enough to live his vision, his critique of the state of affairs, without succumbing to routine and accepting as normative the maladies of the society of the grown-ups. Such reliance on the psychology of adolescence necessitates separation from the Kibbutz of the adult parents. Such a school should create an independent and critical community of young adolescents, a situation that reproduced the creative tension found in the world of the Youth Movement.


Aimed at developing a human being capable of revolting against conformity and of integrating into a society of human rights through freedom, equality and fraternity, wished to do so through direct and full participation of the children’s community in the
adult society. The idea was to establish educational institutes within the various kibbutzim. Those schools were intimately involved in the life of the community and interaction with its members was considered a part of the educational process. Inner democracy should be developed, but also a tradition of the study of historically-rooted cultural values going back for generations, all the while building the culture of revolution, social radicalism. The example of the veterans, the actual building of the Kibbutz, the respect for and importance of the manual laborer all will all create dentification of the children with the idea and the challenge of the Kibbutz.


Aimed at internalizing the contents of modern, scientific, universal culture to be transmitted as an open message, as a legacy: it argues that these contained in themselves the idea of Man (Human Being) and society; in themselves, these contents will stand in contradiction to the existing regime in society, and the students will naturally feel this contradiction. This mode of teaching is based on the principle of free choice and science as principles leading to the adoption of a way of life based on the intrinsic value of equality. One should therefore gather the best teachers in area-schools that will be not ideological but strictly focused on intellectual proficiency and knowledge … (full text).

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