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עמוד:*10
* 10 The special structure of the kibbutz, with recreational activities that were common to all and living accommodation restricted to demarcated spaces, resulted in the members' dependency on the community, in which they lived and raised their children, covering a wide range of areas . This dependency bolstered the internal supervisory system significantly, resulting in heightened oversight of his conduct in various spheres of life . Communal Education Communal education involves an educational approach whose precepts were the guiding light for raising and instructing children from kibbutzim of all ideologies . The approach was adhered to in kibbutzim up to the late 1980 s . Its chief ideologist and patron was Shmuel Golan, a member of Kibbutz Mishmar HaEmek and a psychoanalyst by profession, who specialized in his field in Berlin prior to immigrating to Israel . Communal education covered the entire growth period of the children, from their toddler years to adolescence, and was considered at the time as being a natural outcome of the egalitarian principles that were rooted in the kibbutz movement, with its myriad ideological streams . A close correspondence existed between the aims of the kibbutz as a social structure and the aims of communal education . In keeping with the principles of communal education, the children's lives revolved around three institutions : the children's house ( "beit hayeladim" ) , the parents' home, and the kibbutz . All kibbutz children lived in the children's house, slept there, and visited their parents' home once a day, in the afternoons . A key principle in communal education was non - selective education . All kibbutz children, without exception, were entitled to 12 years of schooling . Exams were not given, nor were grades assigned . The students were not even expected to sit for the matriculation exams . The intention on the part of the founding fathers of this approach was to create a new "synthesized" man in an exemplary society . The educators, handpicked by the kibbutz members, were generally the most learned among them, even being sent for training and studies for the purpose of their work . It was believed that the child's dependency on his family should not include his financial needs since such a dependency would warp his development . Responsibility for the economic welfare of kibbutz children was thus transferred from the parents to kibbutz society . The belief was that the family was not the sole or principal focal point with respect to the children's needs . Partnering with the parents in terms of these needs were the educators and the kibbutz as a whole as a just and advanced society . Even the father's roles according to communal education were interpreted differently : he was expected to devote a decent amount of time to his children, thereby forming a closer and more intimate relationship with them than a father would outside the kibbutz, with his preoccupation with making a livelihood .
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אדמוני, אריאל
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