The document examines the evolution of kibbutzim in Israel. The author suggests that a primary factor in the kibbutz development is the nature and structure of Israeli modernization efforts. The efforts encompass national ideology, industrialization, and legitimization of certain forms of social interaction. This mode of modernization stands in…

The six articles contained in this document review the implications for education of the ideas of the group known as the social reconstructionists. In "Social Reconstructionism: A Critical Look," Robert Koole briefly discusses the contributions of social reconstructionists to the issue of the role of schooling and their influence on…

Examines the response of children in the Golan Heights to the ambiguous situation during the continuing peace talks between Israel and Syria concerning a possible evacuation of the region's settlers. Results suggest that social support, defensiveness, religion, and living in smaller settlements predicted better coping, whereas less social support…

This brief report discusses the development of mass participation in the provision of preschool education for 769 children of 3 to 6 years of age in Tan Tien-- a pilot commune located in the Red River Delta, Hai Hung province, North Vietnam. Tan Tien commune is described and the targets of the preschool movement are indicated. Phases of the…

The kibbutz is presented as an example of a constructive microcommunity in which a special relationship exists with education. A model, to serve as a basis for analyzing the kibbutz school, has three main categories: (1) school provides services for the whole community; (2) school is assisted by the community; and (3) community has expectations…

Increase in the number of individuals pursuing postsecondary schooling involves economic and social costs to the kibbutz. "Educational revolution" in the kibbutz refers to growing aspirations of the kibbutzim toward higher education. Measures taken by the kibbutz movement and individual kibbutzim to counteract the problems created by the…

In a recent survey, various methods used by kibbutz teachers in evaluating student academic progress included: (1) formative vs. summative evaluation; (2) goal-related evaluation; (3) individualized evaluation vs. uniform standard evaluation; and (4) informal evaluation. (JN)

An examination of the relationship between higher education and the kibbutz economy investigated the importance of individual self-development. As the kibbutz economy has become increasingly industrialized, the issue of higher education creates generational conflict and conflict in terms of a balance between social reproduction and individual…

The approximately 15,000 Hutterites living in the United States and Canada have a long history of development. Their founder, Jacob Hutter, became a martyr in 1536 in what is now Czechoslovakia. From Czechoslovakia, the Hutterites moved to the Ukraine in 1770 and to the United States in 1874. Hutterite philosophy emphasizes both modern and…

Asserts that social and economic changes have weakened the essential ideals of kibbutz education. Previously these ideals facilitated a prosocial orientation, emotional moderation, and a strong sense of belonging. Although modern changes may be incompatible with traditional kibbutz education, they serve the current generation's emotional needs.…

Explains how the ideals of the Jewish tradition, Socialist Zionism, and progressive education made education for work central in the kibbutz. Clarifies the role of education for work in the self-realization process of the kibbutz. Concludes with an examination of current attitudes towards this process and its effectiveness. (MJP)

Analyzes kibbutz adolescents' behavior at four biographical stages: voluntary community service, military service, leave of absence from the kibbutz, and higher education. Determines a distinct association between the socializing agents in the kibbutz and the development of democratic values. (MJP)

Examines the question of how, and if, kibbutz social values are transmitted through kibbutz studies curricula. Determined that the accepted attitude of instructors (neutral and objective) was at odds with the inherent socialization of the kibbutz's mission. Includes a brief history of kibbutz development. (MJP)