istic ▁cre ativity ▁( writing , ▁drawing , ▁and ▁music ), ▁journal ▁writing , ▁and ▁reading ▁of ▁books . ▁ ▁Social ▁applic ability ▁of ▁learning ▁was ▁considered ▁more ▁important ▁than ▁knowledge ▁per ▁se . ▁Put ting ▁forth ▁an ▁effort , ▁moral ▁behavior , ▁and ▁social ▁invol vement ▁were ▁seen ▁as ▁equivalent ▁to ▁academic ▁achiev ements , ▁and ▁so ▁was ▁youth ▁movement ▁leadership . ▁ ▁Any ▁distinction ▁between ▁formal ▁teaching ▁and ▁other ▁forms ▁of ▁educ ating ▁was ▁non - ex istent , ▁and ▁both ▁were ▁under ▁the ▁guidance ▁of ▁the ▁education ▁team . ▁Although ▁collect ive ▁education ▁was ▁non - select ive ▁and ▁all ▁children ▁were ▁entitled ▁to ▁the ▁same ▁learning ▁circumstances , ▁no ▁demand ▁was ▁made ▁to ▁have ▁equal ▁achiev ements . ▁Children - ▁and ▁youth - soci eties ▁were ▁considered ▁" l iving ▁organ isms ▁made ▁up ▁of ▁dis similar ▁persons , ▁each ▁need ing ▁its ▁individual ▁attention ". ▁ ▁Inter - dis cipl inary ▁learning ▁ ▁In ▁order ▁to ▁stay ▁true ▁to ▁life ▁as ▁they ▁understood ▁it , ▁the ▁k ib but z ▁education ▁adopted ▁an ▁inter - dis cipl inary ▁method ▁of ▁learning . ▁ ▁In ▁elementary ▁school , ▁learning ▁was ▁based ▁on ▁children ' s ▁every day ▁life : ▁" The ▁Be e ▁and ▁the ▁F lower ", ▁" The ▁Ant ", ▁" Mail ", ▁etc . ▁One ▁inter dis cipl inary ▁subject ▁would ▁last ▁for ▁two ▁to ▁six ▁weeks , ▁according ▁to ▁age . ▁ ▁The ▁high ▁school ▁curr icul um ▁was ▁divided ▁in ▁two : ▁Human istic