The Secret of the Movement's Strength - Zivia Lubetkin

                The second question is from where did the pioneer movement derive its strength? The Zionist pioneering youth movements took on the responsibility of all Jewish public life, a bit too late perhaps, during the most difficult days. I believe that one does not have to probe too far to find the answer. It would be wrong, painfully wrong, to assume that the resistance displayed by the youth during the stormy days of destruction was the response of a few individuals, of Yitschak, or Zivia, or Mordechai, or Frumka. We have lived and still live with the conviction that our fate would have been very different had we not been members of the Movement, if we had not absorbed the values that it gave us from childhood.

                This is the real secret of the movement’s strength. The Movement always knew how to demand everything from its members. The Movement’s goal had always been to educate a new kind of man, capable of enduring the most adverse conditions and difficult times while standing up for the emancipation of our people, of the Jew, of mankind. It was our movement education which gave us the strength to endure.

                I don’t know if I succeeded in describing how much we tried to live up to those values. I did mention how we were almost obsessed at times with preserving the unblemished personal morality of each of our members as individuals, and of the movement as a whole….

               What gave us this moral strength? We were able to endure the life in the ghetto because we knew that we were a collective, a movement. Each of us knew that he wasn’t alone. Every other Jew faced his fate alone, one man before the overpowering, invincible enemy. From the very first moment until the bitter end, we stood together as a collective, as a movement. The feeling that there was a movement, a community of people who cared about each other, who shared ideas and values in common, made it possible for each of us to do what we did. The greatest tragedy was that the Jews did not know what to do. From the very first days of demoralisation in the ghetto until the final days of destruction and death, they did not know what to do. We knew. Our movement values showed us our goals and how to achieve them. This was the source of the strength to live. It is the very same source which keeps the survivors alive even today.

On the Difference Between Revolutionary Service and Community Service - Nikitah Okembe Imana

               There are essentially three distinctions to be made in differentiating between revolutionary service and community service. The first is to examine the modus operandi of the organization to see if it is self-replicating or self-eliminating. Community service organizations, for the most part, function with an eye towards maintaining a foothold in the communities they serve, in a sense, to legitimate their own role. This is self-regarding and it results in the creation of a proverbial service or "vanguard" elite that hoards the organizational training and resources over the heads of the "masses." The problem with this model, in addition to the fact that it is undemocratic, is that it can never truly lead to revolution, for the relevant populations remain perpetual subjects of liberation rather than initiators of liberation, and a revolution cannot come from the top and the bottom.
                Revolutionary service, in stark contrast, emphasizes the dissemination of the methods, resources, and techniques of revolutionary organization to the population it desires to liberate from some type of oppression. Consequently,   revolutionary organizations and their leaders are always to be perceived as short-term facilitators for the community's liberation. This requires a sacrifice in terms of ego and individual aspirations to become a member of some revolutionary elite. The motivation behind this temporal nature of a revolutionary organization lies in the corruption inherent in power relationships. This effect can only be minimized by minimizing in turn the amount of time any particular organization or individual has a monopoly on the implements of revolutions. Accordingly, the best revolutionary organizations are those that emphasize tool-building projects like the development of alternative, independent, and non-exploitive economic ventures, literacy and community-regarding education for all, alternative media, etc.
                The second difference between the two forms of interaction is between outreach and in-reach. Outreach results as a consequence of the community service perspective whenever the "vanguard," by virtue of its monopoly of the tools of the revolution, begins to distinguish between itself and the population it is attempting to serve. Whether you agree with their economic theories or not, Marx & Engels hit the nail on the head in "The Communist Manifesto" when they said that the true communist agitator could have no interest apart from the proletariat, the class he/she sought to the tools of revolution. The revolutionary ideology, the physical movement, and the human resources must be constituted and operated by the population itself.
                The third and final distinction between revolutionary service and community service is drawn out of the second. The community servant and the "true" revolutionary inevitably have different views about the outcome of their work. The best case scenario for the former is that he or she be able to perpetually institutionalized a response to the needs of the population being served. Even if systematic change renders this desire meaningless, the community servant takes pride in the act of service. As such, the enthusiasm of community servant is cyclical and their actions tend to lack unity of purpose. There is no dominant goal that integrates them. For the revolutionary, however, the revolution is perceived as inevitable, needing only the sufficient distribution of the tools. As such, revolutionary organizations tend to thrive "underground" despite cyclical fluctuations in popular "liberal" opinion, and have a much higher degree of understanding of purpose between individual actions, in relation to the actions of the whole group, and in relation to the relevant population.
                Given the rising tide of fascism in the United States, I believe that it will be critical for the liberal establishment not to become co-opted as were some French and Austrians in WWII, nor to try to reform the system which will bring only brutal repression. We must strike the beast that is the system where it lives, in the hearts and minds of the masses of people and to do that we must be revolutionaries and not just community servants.

On Educating Children - Janusz Korczak

Understanding their vulnerability: Children have little power and are therefore easily exploited and disempowered. This leads to a need for a pedagogy of "Stewardship" and the need to create a safe space for children to express themselves without the fear of being exploited.

Understanding their uniqueness: This is the key to nurturing children. We need to understand the spark in each child, respect the mystery in each child and therefore, while we try to understand and work with their uniqueness we should not try to reduce each young person to a totally understood human being. We need to lead each child to where they need to go. It is not about "making you into something" rather about helping "make you what you can make of yourself."

Understanding meaning making: Children are involved in a process of making meaning of their selves, their surroundings, their community, and their world. Educators have the power to shape the narrative within which this meaning making takes place.

Understanding community: To enable all the above to happen, it is important to create a community for these to happen and to enable the educators to ask the central questions: Who is the child? What is their greatest gift? What do they fear? How can we make them feel valued?

On Education - David Cohen

At the moment that the decision to take this action came to fruition in my heart, I knew that the organizational and educational path that would bring them to us was not to try to raise them up, but rather to descend to them, to join them, live with them and  with them to ascend.

This was my educational method, for raising garinim (seeds) – hardcore groups from within the neighborhoods, not to call them to come to HaNoar HaOved, but rather, to truly bring HaNoar HaOved to them.

I enlisted alongside the first ones, the founders, the living spirit and the force directing the operation, and with them, as an assistant for them; and together we started to set the foundations and to create the tools for this enterprise.