The French priest Paul Gauthier (1914–2002) was a former theology professor who, after a short period as a prêtre-ouvrier (worker-priest) in Marseille, decided in 1956 to settle in Nazareth and practice his working apostolate there. For the next eleven years, and until his abrupt departure shortly after the Six-Day War in 1967, Israel became Gauthier’s home. Some years after his arrival, Gauthier was invited to the Second Vatican Council by the archbishop of Galilee. There, Gauthier led the group the “Church of the Poor,” which aimed to bring the issue of poverty and pastoral service to the forefront of Council discussions. Gauthier spent his years in Israel between two physically close but culturally and politically distant worlds. On the one hand, he lived and worked with the vulnerable Arab population of Nazareth. On the other, he was in close contact with Israel’s new Jewish society, which greatly aroused his curiosity. In addition to his friendly contact with the Israeli civilian and military authorities, who would help him foster his cooperative for Arab housing, he was attracted by the kibbutz lifestyle and was especially moved by the philosophy of the Zionist thinker and pioneer Aaron David Gordon. Gauthier believed that his experience in Nazareth and Israel, where he saw an interchange of many worlds, could shed light on the worker-priest apostolate and provide a model for priestly spirituality in a working-class environment, in its various aspects. This article analyzes the influence of the “Israel experience” on Paul Gauthier’s thought.

Historically, the Kibbutzim in Israel were established as collective, socialist communities. However, since the 1980s, the Kibbutz movement has undergone profound social processes. One of the outcomes of these processes was the privatisation of the Kibbutz. The goal of this study was to examine the relationship between the socio-legal structure of the Kibbutz (i.e. non-privatised versus privatised) and the awareness, knowledge and usage of legal planning tools for old age. Using a quantitative research method, a closed questionnaire was designed and distributed to a non-probability convenience sample, consisting of 295 respondents, of them 137 (46%) from traditional Kibbutzim and 158 (54%) from privatised Kibbutzim. Five different legal tools were examined: private pension; private long-term care insurance; advanced health-care directive, will, and organ donation. According to findings, on average, members of privatised Kibbutzim reported higher levels of awareness, knowledge and usage regarding legal planning tools for old age. These findings support other studies that point to the relationships between societal values (collectivist versus individualistic) and social policies regarding older persons – in general, and legal policies in the field of law and ageing – in specific. It is expected that a shift toward a more individualistic value-based society will increase the awareness and usage of individually based legal planning tools for old age.

In a previous longitudinal twin project a model was developed for studying heredity-environment interaction. One important environmental dimension in this model is permissiveness-restrictiveness. The purpose of the present study has therefore been to investigate perceived and imposed restrictiveness at the societal and classroom level and possible interactional effects on pupil behavior. Results are reported from grade 4 to grade 6 in Israeli kibbutzim and Swedish compulsory school. One major finding is that no systematic differences have been found between twins and controls in the two countries. In both Swedish schools and Israeli kibbutzim permissiveness-restrictiveness will vary depending upon perspective (perceived or imposed) and upon content (type of subject or rule-breaking activity). Preliminary within-pair comparisons for the Swedish twins are reported for different types of test results. In agreement with the model, logical abstract thinking as well as reading and mathematics achievement seem to be less influenced by hereditary factors in a restrictive educational setting than in a permissive one.

A model of nature-nurture interaction in school situations emanating from a longitudinal Swedish twin project is presented. This model implies that interactional effects measured by MZ-DZ within-pair comparisons over time are related to the type of behavior studied, as well as teacher and pupil influences at different levels. In a more permissive and stimulating school situation, hereditary factors are hypothesized to be more influential (decisive for behavioral variation) than in a more restrictive and nonstimulating situation. A study of such interactional effects will require longitudinal measurements of pupil behavior as well as teacher and parental influences. To acquire a variation in permissiveness/restrictiveness and stimulation/nonstimulation at the societal level, comparisons are made between twins attending grade 4-6 in compulsory schools in Sweden and twins of the same age attending Israelian Kibbutz schools.

This research compares similarities and differences between kibbutz twins and singletons on individual perceptions of extent of restriction imposed by their fathers and mothers, teachers, caretakers and peers with regard to the children's choices, plans, and actual activities. During the past two years, the parents of all kibbutz twins in Israel of age 1 to 18 have been contacted. They provided background information about themselves and their twin children. In each kibbutz, two control singletons were selected of the same sex and age for each twin pair, yielding a “quartet”. With the aid of a mapping sentence, questionnaires were constructed to help ascertain the child's role in life areas such as family, friendship, school, hobbies, work, amusement. Questionnaires with the same facet design are being administered to children (twin and singleton), mothers, fathers, teachers, and caretakers. In addition, each child is given a battery of tests — including the verbal WISC, Block Design, Raven Matrices, and Reading Comprehension. The children will be interviewed and tested in three successive years, beginning either in grade 4 or 5. Data will thus be obtained on changes in perception of permissiveness-restrictiveness and their relation to performance at ages 9 to 13. To date 9-year-olds in 14 kibbutzim have been interviewed. Analyses of responses to four questions are presented in this paper. The preliminary analyses indicate that twins and singletons have similar means and distributions with regard to the extent to which the children feel they are told what to do by either parent.

Resemblances on five cognitive tests were compared in fifty quartets of school children. Each quartet consisted of a twin pair (MZ or DZ) and a matched singleton pair from the same kibbutz peer group. Similarities of MZs and DZs on test scores essentially replicate those reported previously in other studies. The median correlation for singleton control pairs is 0.29, as compared with that of 0.26 reported in the Texas Adoption Study for unrelated children raised in the same home. In the two spatial tests, control pairs were as similar as the DZ pairs. This suggests a more powerful influence on shared environment in aspects of perceptual performance. A new structural analysis (POSAC) of individual profiles of test scores is presented. Comparison of space diagrams of MZ, DZ, and singleton pair profiles shows systematic differences in structure among the three groups, in accordance with the predicted levels of genetic influences. Such structural differences transcend mere differences in size of correlation, and may give more stringent evidence for the respective roles of genetics and environment.