This review would collect suggestions, plans, she would be the organ of expression of its own players, the crucible of educational research from which would leave the leaves of modular manual. ” CONCLUSION OF THE INQUIRY: We must rethink the textbook. We must also think “for documentation works, which currently exist only for adults; Colin collection and “What do I know?”.
This would be good popular books, knowledge of the world, I would say, if you title was not already taken. “The program of the collection that I imagine could marry, gradually and intelligently, real curiosities, legitimate obsessions sometimes anxieties of students from ten to twenty years. You’d swear, at first, that everything would be done honestly.
I think we would meet a success that, far from damaging the studies would extraordinarily strengthen the interest offered by the physics course, astronomy, mathematics, literature. It would appear there a category of non-standard textbooks, beyond perhaps the classification you proposed, but which would be promised a rich future. ” This collection, the author does not know is, for children from ten to fourteen years, the Library of Labor that could continue with a slightly different content, beyond this age.
The idea, as we see, is in the air. The realization would certainly be possible at short notice. * It is not in our power to decide in embodiments that are not within our control. But it would be interesting for all our techniques, our tools and publications, found in the CC and second degree an extension would help to change the school climate and thus strengthen our patient campaign to modernize our teaching, C. F REINET (1) See Workbook! ‘Secondary education, No.
15/10 / 60. http://www.icem-freinet.fr/archives/educ/60-61/4-novembre60/4-6.pdf
In: The Educator CEL For teachers review in November 1960 LAST TIME About a recent ministerial circular C. FREINET We were moved by a Press Release, certainly inspired, if not dictated by the direction of the first degree and giving the essential to a circular from Mr Lebettre, which we had to learn a few days later. “This decision, said the release, began a major shift in primary education, where for ten years, experiences and educational innovations were developed, trying firstly to remove their austerity character studies, and, secondly, making fashion teaching methods such as environmental studies, visiting museums, the considerable expansion of the audiovisual media, which had the effect of reducing to as the allotted time for numerical exercises, dictation and analysis. ” We will analyze the circular itself in the next issue of The Educator and we’ll see if Mr.
Lebettre particular may contradict as radically Montaigne, reversing the terms of his axiom: “Knowing by heart is not know,” which will now result in the French pedagogy “by the heart is the most authentic form and most durable of knowledge.” In an interview published in The Education of 3 November, Mr Lebettre aggravates the circular, saying it is a return to the past, that is to say, a dangerous aspect of the pedagogical reaction. Suffice it now to note that: 1. Mr.
Lebettre thinks “it is wiser to return to methods that have been proven.” However, these methods have not changed. In 90% of classes, they are exactly what they were at the beginning of the century, more or less modernized sector affecting only 10% of classes. The catastrophic situation in which M Lebettre claims remedy is indeed the result of the sovereign formal education.
The French school has not alas to return. She has to stay there if possible by annihilating the core of modern researchers working more or less clandestinely. But it is unclear how then something could change, 2. Ministerial decisions necessarily involve a return to old authoritarian discipline practices.
Forcing the child to force the homework and lessons involves the use of sanctions, more or less barbaric punishments still in use in most classes of our country, the return to spanking, the return to teaching in harmony with police beatings and torture from the military. All the laity, all democrats must protest vigorously. France deserves better than that.
In the same issue of The National Education Michel Debre shows us the path of protest and resistance. In the speech 10 October 1960 on the top promotion work, Debre says: “I think not shock anyone by saying that the old mechanisms and those of Education in particular, are not suitable …
We tend to think that our education system is marked by traditionalism and reflects a misunderstanding technical, political and human social promotion “. And protesting, we do sum that follow the advice of Michel Debre, “It is a constant effort, and the refusal to comply with the orthodoxy that will develop in the context of what exists, promotion social. ” C. FREINET. http://www.icem-freinet.fr/archives/educ/60-61/4-novembre60/3.pdf
In: The Educator CEL For teachers review educational principles> Child Rights in November 1960 The question arises for the School as she posed for the people.
After having been so long enslaved, various African, shaken by an irresistible wind of democracy, ask, require, take their natural right to self-determination. And colonialists pretend to be frightened, “These men are not educated enough, not enough trained to the exercise of freedom to be left to govern democratically, see what happens in the Congo! homeworkmarket
“. What they also fear is less a faulty exercise of freedom that a radical rethinking of the relationship between masters and slaves, between colonized and colonialists could compromise and soon to destroy their unjust privileges.
The story is nevertheless there, decisive: the colonized peoples have remained a hundred years and more under the control of their masters and they were no more ripe for self-determination as the earliest days of slavery. They were probably even less by the sometimes chaotic and perilous grip of political and social organization, they travel in a few months – or in a few years – that path which we do not consider them worthy.
And my faith, India, Indonesia, China, Tunisia, Guinea, Sudan and Cuba also carry out their business despite human hazards, that old European governments or Anglo-Saxon who claimed to be their the law. It is through the exercise of their rights, not slavery that citizens of these liberated countries accessing the dignity of men and freedom of citizens * The analogy is almost complete with our children.
Because they are not able, initially, to organize freely, judged need, authority, directing and controlling. There is less concern in teaching how, by what means and how often the students in a class are able to take responsibility and to decide their working conditions and life to determine how to obey them, the prepare to studies they say they need but they do not see the object; force them to follow, imitate and copy And we hope that one day a magic wand these children will become slaves free men, these copiers will be creative and will try these artists and masters. If the wand does not miraculously plays if children accidentally left open only know qu’anarchiquement enjoy the fresh air and the intoxicating space, like those unleashed foals frolicking random whims, while authoritarian rulers have beautiful game to exclaim as the colonialists, “See the good use they make of this freedom regained! Are not you better prepare methodically for the exercise of their rights and liberate after, when they know? “.