They, at the top; culture and philosophy are expressed by their voices; us, we are the primary able perhaps to work with efficiency of our hands, but powerless to lift us up to the spirit, which gives meaning to our efforts. We are technicians practitioners. They are, themselves, the intellectuals. They talk about “method”; we would not have that technology.
And it is always with some contempt they accuse minor aspect, without thinking it has been, since the origin of man, the constructive element of progress. In 1928, we wrote in our magazine an article entitled “Towards a new education method for the popular schools.” We said: “Our study on the content of the current methods shows the need for a master plan, a method of education that will show to the various methods of instruction and education, incorrectly called methods and we call techniques, the way forward if we do not want to waste our efforts. “And, discussing our ideas about the difference between techniques and methods, Rene Duthil we wrote then:” Your distinction between technical and method seems to me essential.
The techniques are the methods found to meet the multiple needs of the child, so there is a maximum number of techniques. This is also why we often mean by that term writing, arithmetic, reading, true techniques for the child to express and communicate his thoughts. As for the methods, one must understand by that the optimum implementation of technical discoveries.
We are here well agree, this field singularly cleared. To summarize: – As a base, the knowledge of the child; – As goal: satisfaction and education of the child’s needs; – As a means: harmoniously situated within the technical methods .. “And he added:” The method? You are the draw, and your book more textbooks prevail. “The” Method Freinet “harmonious educational work design according to Freinet techniques, has now taken shape.
It is psychologically based (sensitive psychology test, experience t tonnee, natural methods, affectivity and art); it is experimentally founded by the countless and consistent results in practice in thousands of schools, with millions of children; it is based socially, by the resonances of our teaching on the formation and action of active and aware citizens could definitely take their part in the work cooperative. It is based pedagogically by the place that most of our techniques now play in the French and international education.
It is humanly and philosophically founded by the essential processes which we have shown the importance in people’s behavior: interest, motivation, creative, emotional, artistic feeling, natural processes of acquisitions, balance and harmony, common sense and sociability all concepts that radically beyond our usual concerns of educators to reach and influence the organization itself and the destiny of our lives, the lives and the future of our children. So we talk now of: – Freinet techniques for the design and details of the new work we advocate, with the tools discovered or to be discovered, and we will increasingly available to children, however, these techniques them- themselves are valid only if they are growing and widespread in the essential spirit of our Teaching method, method of our life. – We will have a large part in our research and our work, this method Freinet, we must clarify the full implications, and acquires, by its nature, qualities of generality and continuity that give it its historical value and human.
For this distinction between the two stages of our educational work, we draw a practical way our own agenda. Educator Our work will continue research and development of our tools, technical use of these tools as part of our Freinet method. It will be really our Educator Freinet techniques.
Our monthly magazine will Educator Freinet method that, beyond technique, study the spirit in which must be designed and made the changes that we recommend for education to varying degrees at the School, across the School and out of the school. We will insist, so in our courses and our discussions on the complementary nature of this twofold aspect of our work on this hierarchy of design and action that will allow us to better classify the problems to better resolve. *** A new stage begins.
It requires even more than in the past, intelligent and dedicated conjunction of good workers of our movement, the militant understanding of everyone, educators and parents of students who are attached, by nature and by function, continuous and decisive progress our secular school. http://www.icem-freinet.fr/archives/educ/55-56/25/3-4.pdf
In: Youth Literature The Educator CEL For teachers review in June 1956 http://www.icem-freinet.fr/archives/educ/55-56/25/5-6.pdf
1 to 10 from 43 results Tools to find, use, transmit information in: Teaching Building East edited by a Departmental Group to review teachers teaching techniques> presentation, child educational techniques of conference> retrieval April 1983 Author: Charles Galichet more Questions in surveys: teaching Building East https://homeworkmarket.me/
edited by a Departmental Group to review teachers teaching techniques> presentation, child educational techniques of conference> literature August 1975 Author: Bernard Gaume more surveys, file No. 20 in: teaching Building East edited by a Departmental Group to review teachers teaching techniques> presentation, child educational techniques of conference> literature January 1972 Authors: Christian Bermon Georges Garret , Lemonnier Lucien Buessler, Michael Good tier, Ottmann and Paul Lamboley More How to practically address our technical In: The Educator CEL For teachers review teaching techniques> exposed children conference in January 1955 Here we will gradually update our various techniques, such that ‘they are used practically in our schools: free text, printing at the school, school newspaper and exchanges, educational use of interest complex, natural reading, FSC, BT, etc.
Author Freinet Read more from the exposure to exposure In: Teaching Building East edited by a Departmental Group to review teachers teaching techniques> exposed children conference in October 1977 Author: Armand Tosser More Conference children in transition in class: teaching Building East edited by a Departmental Group to review teachers teaching techniques> exposed children conference in February 1968 Author: Jose Perreira more through newsletters work in regional and departmental groups: educational Building East edited by a departmental Group to review teachers teaching Principles> communication> correspondence teaching techniques> presentation, child educational techniques of conference> free text January 1968 Read more Conference of child in transition class: Teaching Building East edited by a Departmental Group to review teachers teaching techniques> exposed children conference in February 1967 Author: Gaby Sarazin More Conference children in transition class In: Teaching Building East edited by a Departmental Group For teachers review instructional techniques> exposed children conference in March 1968 Author: Jose Perreira more Conference children in transition class in: teaching Building East edited by a Departmental Group to review teachers teaching techniques> presentation children conference in March 1967 Author: Gaby Sarazin Read more 1 2 3 4 5 next> last »
3 Results And the math … (cycles 2 and Cycle 3) a 10-item questionnaire In: Teaching Building East edited by a Departmental Group For teachers teaching maths review Principles> term-creation pedagogical techniques> calculation living pedagogical principles> experimental trial and error Training and research> knowledge of children> mental representations pedagogical techniques> mathematical creation in August 2004 Author: CPE more consideration of initial mental representations of children and free expression in: the Educator PEMF for teachers review educational principles> term-creation Training and research> knowledge of children> mental representations May 1988 Author: Pierre Guerin more Importance of initial mental representations in a learning process and free expression in: the New Educator PEMF P materials our teachers book, pamphlet teaching techniques> Learning educational principles> term-creation pedagogical principles> Experimental Training and research groping> knowledge of the child> mental representations May 1988 documents The New Educator 196 Importance of initial mental representations in learning process and free expression Author: Pierre Guerin Read more 1 attachment
In: The Educator CEL For teachers review in June 1956 Breviary THE MATHIEU DE DITS Modern School Stop false progress! Our children soon resemble those trees, tight among the foliage of the forest, climb very quickly and very high, skeletal and frail, looking for a ray of sunshine over the branches of the big oak trees.