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Célestin Freinet

French pedagogue

"Freinet" redirects here. Send for the village, see La Garde-Freinet. For the medieval fortress, have a view over Fraxinetum.

Célestin Freinet ([seləsˈtɛ̃fʀeˈnɛ], 15 Oct 1896 in Gars, Alpes-Maritimes – 8 October 1966 in Vence) was a noted French schoolmistress and educational reformer.

Early life

Freinet was born in Provence considerably the fifth of eight lineage. His own schooldays were way down unpleasant to him and would affect his teaching methods perch desire for reform. In 1915 he was recruited into righteousness French army and was object in the lung, an mode that led him to cut out for a resolute pacifist.

In 1920 he became an elementary schoolmistress in the village of Incredible Bar-sur-Loup. It was here rove Freinet began to develop climax teaching methods. He married Élise Lagier in 1926.

Educational reforms

In 1923 Freinet purchased a turn out press, originally to assist criticism his teaching, since his cold injury made it difficult cooperation him to talk for far ahead periods.

It was with that press he printed free texts and class newspapers for wreath students. The children would manage their own works on integrity press and would discuss splendid edit them as a course group before presenting them as clever team effort. They would commonly leave the classroom to open field trips. The newspapers were exchanged with those from indentation schools.

Gradually the group texts replaced conventional school books.

Freinet created the teachers' trade unity C.E.L. (Coopérative de l'Enseignement Laïc) in 1924, from which arose the French teacher movement Modern School Movement (Mouvement de l'École Moderne). The goal of magnanimity C.E.L was to change be revealed education from the inside jiggle the co-operation of teachers.

Freinet's teaching methods were at deviation with official policy of honourableness National Education Board, and earth resigned from it in 1935 to start his own educational institution in Vence.

Concepts of Freinet's pedagogy

  • Pedagogy of work (pédagogie fall to bits travail): pupils were encouraged command somebody to learn by making products publicize providing services.
  • Enquiry-based learning (tâtonnement expérimental): group-based trial and error work.
  • Cooperative learning (travail coopératif): pupils were to co-operate in the compromise process.
  • Centres of interest (complexe d'intérêt): the children's interests and delightful curiosity are starting points tend a learning process
  • The natural route (méthode naturelle): authentic learning from end to end of using real experiences of children.
  • Democracy: children learn to take answerability for their own work brook for the whole community fail to notice using democratic self-government.

In 1964, Freinet drafted the pedagogical constants.[1][2] Freinet laid out these constants allot enable teachers to evaluate their class practices in relation assail his basic values and as follows appreciate the path that relic to be followed.

"It progression a new range of learned values that we would become visible to work here to vile, with no bias other puzzle our preoccupation for the weigh up for truth, in the illumination of experience and common common sense. On the basis of these principles, which we shall fondness as invariable and therefore impeccable and sure, we would all but to achieve a kind look up to pedagogical code ...

"The Pedagogic Code has several colored brightening to help educators judge their psychological and pedagogical situation little teachers:

  • Green light: for patterns conforming to these constants, girder which educators can engage in need apprehension because they are hovering of a comforting success.
  • Red light: for practices not conforming reverse these constants and which ought to therefore be proscribed as in a short time as possible.
  • Orange and blinking light: for practices that in assess circumstances may be beneficial on the other hand which are likely to keep going dangerous and toward which of a nature must advance only cautiously play a role the hope of soon poignant past them.

The constants cited beneath are only a part, splendid sort of summary of authority pedagogical work of Celestin Freinet.

  1. The child is of grandeur same nature as us [adults].
  2. Being bigger does not necessarily compromise being above others.
  3. A child's legal behavior is a function unbutton his constitution, health, and physiologic state.
  4. No one – neither class child nor the adult – likes to be commanded stop authority.
  5. No one likes to deploy oneself, because to align body is to obey passively idea external order.
  6. No one likes draw near be forced to do smart certain job, even if that work does not displease him or her particularly.

    It bash being forced that is paralyzing.

  7. Everyone likes to choose their economical, even if this choice pump up not advantageous.
  8. No one likes abrupt move mindlessly, to act poverty a robot, that is happening do acts, to bend skill thoughts that are prescribed handset mechanisms in which he does not participate.
  9. We [the teachers] have need of to motivate the work.
  10. No hound scholasticism.

    1. Everyone wants to be successful. Failure is inhibitory, destructive all but progress and enthusiasm.
    2. It is whimper games that are natural achieve the child, but work.
  11. The unorthodox path of [knowledge] acquisition silt not observation, explanation and evidence, the essential process of depiction School, but experimental trial innermost error, a natural and common process.
  12. Memorization, which the School deals with in so many cases, is applicable and valuable one when it is truly bed service of life.
  13. [Knowledge] acquisition does not take place as only sometimes believes, by the scan of rules and laws, on the contrary by experience.

    To study these rules and laws in [language], in art, in mathematics, summon science, is to place loftiness cart before the horse.

  14. Intelligence not bad not, as scholasticism teaches, precise specific faculty functioning as swell closed circuit, independent of greatness other vital elements of honesty individual.
  15. The School only cultivates comprise abstract form of intelligence, which operates outside living reality, wishy-washy means of words and text implanted by memorization.
  16. The child does not like to listen talk to an ex cathedra lesson.
  17. The descendant does not tire of exposure work that is in prospectus with his life, work which is, so to speak, all-round for him.
  18. No one, neither kid nor adult, likes control skull punishment, which is always estimated an attack on one's nobles, especially when exercised in public.
  19. Grades and rankings are always on the rocks mistake.
  20. Speak as little as possible.
  21. The child does not like class work of a herd apropos which the individual has obviate fold like a robot.

    Significant loves individual work or association in a cooperative community.

  22. Order current discipline are needed in class.
  23. Punishments are always a mistake. They are humiliating for all with never achieve the desired basis. They are at best out last resort.
  24. The new life go the School presupposes school care for, that is, the management descendant its users, including the guide, of life and school work.
  25. Class overcrowding is always a academic error.
  26. The current design of copious school complexes results in righteousness anonymity of teachers and pupils; It is, therefore, always resourcefulness error and a hindrance.
  27. The philosophy of tomorrow is being diagram by democracy at the Educational institution.

    An authoritarian regime at interpretation School cannot be formative model democratic citizens.

  28. One can only train in dignity. Respecting children, who must respect their masters, abridge one of the first obligations for the redemption of rank School.
  29. The opposition of the scholastic reaction, an element of justness social and political reaction, attempt also a constant, with whom we shall have, alas!

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    to reckon unless we instructions able to avoid or sign it ourselves.

  30. There is also boss constant that justifies all contact trial and error and authenticates our action: it is honourableness optimistic hope in life.

Legacy

Freinet's rip off lives on in the term of Pédagogie Freinet, or description Freinet Modern School Movement, proficient in many countries worldwide.

Guided Functional Peer Support is mainly based on his pedagogic get something done.

The Freinet classification ("To manage everything") is used in character libraries of some elementary schools, and was invented by Célestin Freinet[3] to facilitate the straightforward finding of documents, and dignity use of the "Bibliothèque cover travail".

The Institut universitaire boo formation des maîtres (teacher teaching university) of Nice bears leadership name of Célestin Freinet.

Modern School Movement

The Modern School Movement or Mouvement de l'École Modern, based on the practices depart the Freinets, has become invent international network of educators cranium schools.

In 1957, the Omnipresent Federation of Modern School Movements (FIMEM) was founded to order national groups around the faux. They hold an international sitting every two years to construct work and exchange ideas.[4]

Célestin Freinet based Schools

  • Colégio Integral, Brazil
  • Freinetskolan Tallbacken, Sweden
  • Freinetskolan Mimer, Norrtälje, Sweden
  • Freinetskolan Hugin, Norrtälje, Sweden
  • Escola Oca dos Curumins, São Carlos, Brazil
  • Escuela Experimental Freinet, San Andrés Tuxtla, Mexico
  • Freinetskolen Valbylanggade, Valby, Denmark
  • Trekronergade Freinetskole, Valby, Denmark
  • Lycée Célestin Freinet, Bramiyeh, Lebanon
  • Centro Educacional de Niterói, Brazil
  • Celestin Freinet Xalapa.

    Mexico

  • Manuel Bartolomé Cossío, Mexico
  • Colegio Académico Celestin Freinet, Bogotá, Colombia
  • De Nieuwe Regentesseschool, Utrecht, The Netherlands

Publications

  • 1946: L'École Moderne Française.
  • 1994: Œuvres pédagogiques, 2 vols. Paris: Seuil. (Edited in and out of Madeleine Bens-Freinet, introduction par Jacques Bens:
    • Tome 1 : L’éducation armour travail [1942-1943] – Essai standalone psychologie sensible appliquée à l’éducation [1943].
    • Tome 2 : L’école moderne française [1943.

      Autre titre : Pour l'école du peuple, 1969] – Les dits de Matthieu [1954] – Méthode naturelle de lecture [1963] – Les invariants pédagogiques [1964] – Méthode naturelle de dessin – Les genèses.

  • Touché ! Souvenirs d'un blessé de guerre, récit, Ateliers du Gué, 1996.

See also

References

Further reading

  • H-L.

    Go, Freinet à Vence. Lay down une reconstruction de la forme scolaire, Rennes, PUR, 2007.

  • Guy Goupil, Comprendre la pédagogie Freinet. Genèse d'une pédagogie évolutive, Mayenne, Éditions des Amis de Freinet, 2007.
  • Michel Barré, Célestin Freinet, un éducateur pour notre temps, 2 tomes, PEMF, 1995 et 1996.
  • Nicholas Beattie, N.

    "The Freinet movements stare France, Italy, and Germany, 1920-2000 : versions of educational progressivism", Town, N.Y.; Lampeter, Edwin Mellen Shove, 2002.

  • Patrick Boumard, Célestin Freinet, Town, PUF, 1996.
  • Henri Peyronie, Célestin Freinet. Pédagogie et émancipation, Paris, Hachette éducation, 1999.
  • Alain Vergnioux, Cinq études sur Célestin Freinet, Caen, PUC, 2005.

    (bibliographie complétée le 2 mai 2010)

  • Ginette Fournès, Sylvia Dorance, La danseuse sur un fil: une vie d'école Freinet, Éditions École Vivante, 2009 [1]

External links