| This paper offers a comprehensive model and a definition for the community school.;In chapter I the theory and reality of the associations between shcool, family and state are examined. Past and present philosophers and educators from Israel, the U.S. and U.S.S.R. are cited.;Lack of communication between school, parents and community is characteristic in all countries. The "community school" seems to be the solution.;Community school definitions are given in Chapter II, and reasons for and against having an accepted definition. The distinction between community school and community education, the misunderstanding caused by lack of definitions, the issue of whether "community school" is an "addition" or "integrated" within an over all philosophy, and "the syndrome of community affinity" all are discussed in this chapter.;Nine major areas typical of the community school are suggested as a criterion "tool" for these definitions in Chapter III.;These complex areas are analyzed by using experience, school visits and literature, and problems and solutions are discussed.;In Chapter IV, fifteen definitions are examined with reference to their inclusion of the nine areas. This examination and two others confirm the "tool".;In Chapter V, a definition reflecting the nine areas and a vew of the ideal community school are offered. Subjects discussed are sharing of responsibilities, institutions of the community school, partnership of school and community, manpower, training, finance, curriculum, and management.;Also discussed are the geographical, emotional and social meanings of the concept "community".;At the end of this paper we suggest how to start and operate a community school.;The ideal model presented here is directed especially towards application in Israel. It is relevant and adaptable to other settings and to communal contexts for Jewish Education in the Diaspora. |
