The Educational Goals of Hashomer Hatzair World Movement

אירופה וארצות דוברות אנגלית Europe & English speaking countries

The Educational goals of Hashomer Hatzair world movement:

Hashomer Hatzair creates an autonomous structure for youth that enables them to develop creative and meaningful ways of life.

The Boger of Hashomer Hatzair will be a humanist that believes in equality and acts according to his beliefs.

The Boger of Hashomer Hatzair will be an independent critical thinker that challenges the reality of his personal life and his surroundings.
The Boger of Hashomer Hatzair will be a person that realizes his values and creates alternative society according to the core values of the movement- Zionism, Socialism and Judaism, as part of his activity in the Shomeric community[1].

The principles of the rational – Longitudinal view – general overview

We should find place for a whole chapter regarding job description for Shaliach, Shlichon, Hanhagat ken, Bogrim, Madrichim, Va’adot, Shichvat hadracha etc.

The rational represents the central concepts and educational ideas of the movement that we educate towards. That set of ideas and concepts set the ideological basis for our life in general.

The premise is best defined with the sentence “Shomer once- Shomer forever” (Pa’am Shomer – Tamid Shomer). Hashomer Hatzair movement is not a periodic movement that only fits a specific phase in one’s life. Hashomer Hatzair youth movement educates for values that don’t lose their relevance throughout the years. The movement encourages its members to find ways to actualize their world view at any age and stage of life. Hashomer Hatzair is a movement for life- once you believe in the ideas it represents you should live your life accordingly.

Throughout the educational years in the movement the rational rotates around three pivotal levels- the personal, the group (Kvutza) and the ideological. Those pivotal levels are inseparable and they become meaningless without the others (the personal level is inspired by the group’s levels and both of them lose their meaning if the ideological basis is lacking).

The personal level:

We aspire to give the individual member in the movement the best place and conditions for his personal development so that in time he becomes able to set his own goals according to his ideological perspectives – in and out of the ken, and develop the process towards achieving the aim that was set.

In the group level we need to assure that every chaver will feel that he has the power to express his feelings, internal conflicts, thoughts and opinions. The individual should feel as an equal among equals in his immediate group.

In the Ken’s level the individual should be able to find ways to express his abilities and talent (cultural events, writing to the local newspaper, participating in activities and excursions etc.). It is our responsibility as educators to help everyone find his place in the movement and find meaning in his Shomeric doing.

In addition there are some aspects we highlight; having a critical approach to culture, commitment, responsibility, and leadership:

Having a critical approach to culture and the place of every member- developing the tools for culture and current situation critique and my role as a change agent.
Commitment- participation in activities, taking initiative and creating activities for my immediate group, and responsibility and friendly behavior around my peers.
Being a part of the Ken’s community life- taking an active role in the Va’adot and the cultural life of the movement- learning about responsibility, planning ahead, strategic planning and initiative.
Leading the ken and hadracha (madrich, va’ada coordinator, rosh ken etc.)- The chaver will take responsibility over younger members of the movement, will organize activities and the daily routine of the movement- a challenge that inspires the chaver and allows him to use the experience he got so far together with his kvutza and makes him contemplate over and over again his relation to the movement and the ideology it stands for. The chaver as a local Shomeric leader needs to deepen his knowledge and awareness of Shomeric ideology and values and choose whether to remain a leader and an educator in the movement.

The group-Kvutza level

We aspire to utilize the experience of the kvutza to the fullest. There are two approaches of dealing with the Kvutza - The kvutza as both a goal and a mean to achieve other goals.

The kvutza is a goal, because we believe in creating meaningful relationships between human beings. The kvutza has a responsibility over the society they live in (breaking the alienation and indifference we live in). The most basic level is a kind of team building, learning what inclusion and sharing means and learning how to cooperate while having a common culture - with young kvutzot we will deal with solidarity, mutual responsibility, cooperation and friendship. With older kvutzot we will deepen the practice and discussion about values, social responsibility, change, culture and critique of current situations, etc.

The kvutza is a tool because as part of our beliefs we demand from ourselves to take an active role in changing our lives and communities. To have a clear vision for a better world starting from our immediate surroundings - a kvutza can have a greater impact than an individual. Throughout the educational process we will practice and face the challenges of creating a strong kvutza that has cooperation, mutual responsibility, personal and cooperative creativity, common mission and the ability to learn and analyze concepts and situations.

The madrich has a crucial role in the Shomeric kvutza. Beyond the peulot and methods we use in our activities, the image of the madrich and the Dugma Ishit he sets are the first example for the chanichim. The relationship between the chaverim in the ken is hierarchical, based on experience, motivation and talent. The madrich will be responsible and committed both to his kvutza and to the kvutza of his chanichim and he will inspire his chanichim to act in a similar way. A madrich will aspire to have broad horizons and at the same time urge himself and his chanichim to keep asking questions, and he will create this norm among his chanichim.

The ideological-Ethical level

We derive our approach for the two other levels from this level. This level inspires us to act in the personal level and with our kvutza. Our ideology and ethics give us the tools we use to analyze our actions and the reasons we do what we are doing - this level allows us to question the way and reasons behind what and how we choose to do what we do. This is how we try to understand and improve consciously everything we do and sometimes take for granted.

The different kvutzot will deal with the following according to the different stages:

We will deal with our commandments, with our core values: Judaism, Socialism, Zionism and other terms that deal with identity and goals in life. While dealing with this level we will tackle theoretically and practically our concepts and our dreams and we will try to create a meaningful lifestyle that is worthwhile. The educational tools we are using along the years are social interaction, discussion and experience.

While discussing an idea or a challenge that we consider meaningful or relevant we aspire to find a way to experience it. In the process of exploring an idea we will obtain the right tools to decide if it is a fitting cause and a worthy way of life or not. We will have the means to decide if we want to further explore the idea or not and if there are better ways to try or another angles to experience.

Naturally with younger kvutzot the experimental time will be bigger than the analyzing time even though we should not give it up entirely. On the other hand, older kvutzot should not dedicate their time to discussion alone and have to leave time for experiencing what they talk about as well. Experiencing is the only way to actualize what they are talking about and to understand that values that are only discussed and not practiced are hollow and meaningless – both as chanichim and as separate individuals with their own lives.

In the beginning every chanich is mainly exploring his values towards his kvutza. As the chanichim get older their reference becomes their ken and the entire movement. The ken is a microcosm of society in general - an autonomous society that has relevant power to shape its morals and daily activities, where youth educates youth, where members of society have the power to create and influence their society and environment. When the ken becomes a small model of the Shomeric lifestyle, the individual can better understand what his goals are and constantly evaluate the way he wants to live his life.

The rational – Transverse view - breakdown of the educational process[2]:

The educational program in this document is dealing with chaverim from 5th grade to 12th grade. The educational process of younger chanichim (Gili) should be added as an appendix that includes relevant contents like forming a Shomeric kvutza, brotherhood, respecting others, Hashomer Hatzair and I, and using Shomeric culture as an alternative to the postmodern reality around us – (using practical actions and not philosophical discussion that will become relevant in later stages).

Based on the Rational we will write a hadracha booklet for every age group and themed booklets (ideology, HH history, the Holocaust, Holidays etc.) that will include educational tools, methods and peulot.

Hashomer Hatzair is a World Movement that educates in different cultures and countries. What unifies us is our ideology, heritage and traditions. Together with the Hanhaga Haelionah, every country should find a suitable way (a meaningful process that is based on Hashomer Hatzair’s ideology and coordinated with the world movement) of using our symbols and celebrating our traditions in a manner that keeps the balance between the local movement and the world movement.

5th-6th grade- The Shomeric kvutza-

Goal: forming the Shomeric kvutza and basic Shomeric identity.

My kvutza-

Integrated and stable Shomeric kvutza – Socially and in number.
Creating mutual trust among the kvutza members.
The power of kvutza- Synergy.

Interpersonal relationships-

Stereotypes and prejudice in society- accepting the other.
Understanding the special relationships between the different members of the ken (madrich, chanich, other kvutzot, etc.)
Gender equality.
Patience and tolerance.
Polite talk and speech.

Cultural Judaism-

Jewish holidays- origins and main traditions.
Hebrew- Songs, Israeli dances.

Israel
Basic history and geography of Israel (important chapters and places).

6th grade - further contents –

Goal: going through a meaningful process that introduces the chanichim to Hashomer Hatzair’s ideology and traditions.

Kvutza building-

Building formal and non-formal structures in the kvutza (traditions, responsibilities etc.).
Advanced process on synergy and kvutza forming.
Tzofiut (scouting) as a tool.

What actually is HH youth movement?

Learning and debating over the 10 commandments.
Symbols and ceremonies - meanings, traditions, relevance and ethos.

Cultural Judaism

Jewish holidays - deeper understanding of the holidays and celebrations of chosen events in the Jewish calendar.

Australia –Austria - Belarus – Belgium – Bulgaria – France – Holland - Hungary – Italy – Switzerland – Ukraine

אירופה וארצות דוברות אנגלית Europe & English speaking countries

7th grade- Companionship-

Goal: strengthening the companionship in the kvutza.

Kvutza building

Circles of belonging (Family, Kvutza, Ken, Community, People, Nation, Mankind and others).
A common project (messima) that interacts with the ken - an aspect that is important and will become a first major project for the kvutza in general and as a part of the Bat/Bar mitzvah year.

What is HH?

HH around the world.
Jewish history (local and general).
The history of HH.
Kibbutzim and Shomeric life style.
10 commandments.
Zionism, Socialism and Judaism.
“Kupa” and mutual responsibility.

Cultural Judaism

Bat/Bar mitzvah year.
The connection between the movement’s culture and Judaism.
Tikun adam – Tikun Olam.
Hebrew - Hatikva, Techezakna, and other songs in Hebrew.

-Circles of belonging - Who am I? What is my role in the world? What are my relationships with my peers, to the society I live in?

- Shomeric lifestyle - dealing with the effects of culture (e.g. smoking, drugs, alcohol, sexualization of culture, alienation and more)

Bat/Bar mitzvah year - The chaverim will take on a series of missions and challenges as part of their studies and preparation during their Bat/Bar mitzvah year in various fields such as; community, ecology, heritage, family, the movement, culture and society and deepening the understanding of the humanistic point of view of Judaism

8th grade – Community-

Goal: strengthening the connection to the community and starting to explore the idea of communal lifestyle.

Knowing the community I live in

The social and cultural variety that exists in my community.
My place in my community.

Hashomer Hatzair

Holocaust - History, uprising and ethos.
10 commandments.
Zionism, Socialism and Judaism.
The application of our ideology in our day to day life.
The role of HH throughout history in Jewish communities around the world.
Hashomer Hatzair as alternative community – “Kehilatenu”.

Cultural Judaism

The meaning of being a part of a cultural/national minority.
Israel in my life.
Taking active part in the local community activities.

Getting ready to lead the “Gutz” (young kvutzot up to 9th grade including).
Responsibility and commitment as part of my life in the movement.

-Organizing an event for the entire ken.

-A Common project (Messima) for the kvutza that involves action in the community and their city.

9th grade - getting ready to become a Shomeric leader (Hadracha, Tafkid etc.)-

Goal: thorough learning of the movement’s ideology, practical basic experience in leadership.

1.HH ideology-

becoming politically aware and active in our surroundings
10 commandments.
Zionism, Socialism and Judaism.
The application of our ideology in our day to day life.
Our connection to our country (local and Israel).
Knowing major scholars and thinkers who affect the movement.

2.Cultural Judaism

Celebrating your culture as a minority.
Kvutza traditions (kabalot shabat, holidays/ intimate evenings etc.)
Secular Judaism and Traditional Judaism.
Hebrew- studying Hebrew by levels and strengthening the connection to the language.

3.Shichvat hadracha

My kvutza as Shichvat hadracha.
My role in the ken and my vision.
What is responsibility?
Active members in Va’adot.
Basic training as Madrichim

Hadracha process - The madrich (image and dugma ishit), History, Methods, European Hadracha seminar.

-Practical Hadracha training.

-Co-Leading va’adat Gutz.

-Leading Yom Atzmai.

-Organizing a holiday for the entire ken.

“Gub” (chaverim from 10th grade and above)

The adjustment of the rational in this chapter is crucial and sensitive. The proposal written here is a general idea that has to be adjusted to the local schooling system and slowly changing traditions.

10th grade – preparation for Hadracha

Shomeric leadership and “Dugma Ishit”- being a role model.

Shomeric lifestyle - dealing with the effects of culture (e.g. smoking, drugs, alcohol, sexualization of culture, alienation and more)
Analyzing the role of HH in communities around the world and in my community.
The administrative structure of my community.

Cultural Judaism

Studying a chosen holiday including its special reflection on us as shomrim and organizing its celebration in the ken.
Beit midrash – learning and analyzing texts together.
Hebrew - studying Hebrew by levels and strengthening the connection to the language.

HH values -

The 3 core values in our daily life.
The unique combination of international socialism and Zionism.
Becoming politically aware and active in the world (Israel etc.)

11th grade - leading the ken

Hadracha-

Every member has a role and responsibility in the ken.
Holocaust - History, uprising and ethos.
Peulot toward hagshama and shnat hachshara
Hadracha for Bogrim - every madrich is a chanich as well.

Kvutza - hadracha la shichvat hadracha – kvutza processes
Leading the ken

Leading the ken as a kvutza - including reflection time.
Rikuz va’adot - leading the va’adot.
“livui”- every chaver-tafkid will have a personal or team meeting with Shaliach or Shlichon to analyze and feedback their performance in order to improve and help them reach their goals.

-Masa lepolin.

-Kvutza’s common mission- Hadracha and tafkidim.

12th grade – Hagshama

Shnat Hachshara

Personal self-realization and hagshma as kvutza.
Garin seminar.
Peulot with shnat graduates.
The life of magshim- life after the youth movement.

Hagshama-

Alternative society.
Activism and politics.
The life of magshim- life after the youth movement.

Aliya

Israel – Home sweet home?
IDF and sherut leumi.
Alternative societies in Israel – Kibbutz, urban kibbutz, communa.
Social work in Israel

Cultural Judaism

Jewish life in your way
Jewish life cycle.

Kvutza

hadracha la shichvat hadracha