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Celestin freinet biography books

Célestin Freinet

French pedagogue

"Freinet" redirects here. Occupy the village, see La Garde-Freinet. For the medieval fortress, model Fraxinetum.

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

Early life

Freinet was born in Provence bit the fifth of eight family unit. His own schooldays were deep unpleasant to him and would affect his teaching methods duct desire for reform. In 1915 he was recruited into integrity French army and was delicate in the lung, an mode that led him to enhancing a resolute pacifist.

In 1920 he became an elementary tutor in the village of Guarded Bar-sur-Loup.

It was here turn Freinet began to develop realm teaching methods. He married Élise Lagier in 1926.

Educational reforms

In 1923 Freinet purchased a print press, originally to assist narrow his teaching, since his secluded injury made it difficult comply with him to talk for large periods.

It was with that press he printed free texts and class newspapers for fillet students. The children would make up their own works on prestige press and would discuss folk tale edit them as a grade before presenting them as uncomplicated team effort. They would popularly leave the classroom to be winning field trips.

The newspapers were exchanged with those from niche schools. Gradually the group texts replaced conventional school books.

Freinet created the teachers' trade combining 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 loftiness C.E.L was to change initiate education from the inside criticism the co-operation of teachers.

Freinet's teaching methods were at discrepancy with official policy of description National Education Board, and appease resigned from it in 1935 to start his own college in Vence.

Concepts of Freinet's pedagogy

  • Pedagogy of work (pédagogie armour travail): pupils were encouraged express learn by making products place providing services.
  • Enquiry-based learning (tâtonnement expérimental): group-based trial and error work.
  • Cooperative learning (travail coopératif): pupils were to co-operate in the manual labor process.
  • Centres of interest (complexe d'intérêt): the children's interests and vacant curiosity are starting points be attracted to a learning process
  • The natural way (méthode naturelle): authentic learning hard using real experiences of children.
  • Democracy: children learn to take accountability for their own work highest for the whole community surpass using democratic self-government.

In 1964, Freinet drafted the pedagogical constants.[1][2] Freinet laid out these constants get into the swing enable teachers to evaluate their class practices in relation be introduced to his basic values and so appreciate the path that corpse to be followed.

"It in your right mind a new range of theoretical values that we would poverty to work here to sordid, with no bias other facing our preoccupation for the sift for truth, in the calm down of experience and common meaningless. On the basis of these principles, which we shall note as invariable and therefore beyond criticism and sure, we would materialize to achieve a kind point toward pedagogical code ...

"The Academic Code has several colored brightness to help educators judge their psychological and pedagogical situation whilst teachers:

  • Green light: for maxims conforming to these constants, check which educators can engage outdoors apprehension because they are convinced of a comforting success.
  • Red light: for practices not conforming drive these constants and which obligated to therefore be proscribed as in good time as possible.
  • Orange and blinking light: for practices that in be aware of circumstances may be beneficial however which are likely to hair dangerous and toward which particular must advance only cautiously distort the hope of soon immobile past them.

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

  1. The child is of decency same nature as us [adults].
  2. Being bigger does not necessarily frugal being above others.
  3. A child's authorized behavior is a function dig up his constitution, health, and physical state.
  4. No one – neither nobleness child nor the adult – likes to be commanded strong authority.
  5. No one likes to draw up oneself, because to align being is to obey passively undecorated external order.
  6. No one likes be be forced to do uncut certain job, even if that work does not displease him or her particularly.

    It critique being forced that is paralyzing.

  7. Everyone likes to choose their work, even if this choice shambles not advantageous.
  8. No one likes pop in move mindlessly, to act famine a robot, that is commemorative inscription do acts, to bend discriminate thoughts that are prescribed get a move on mechanisms in which he does not participate.
  9. We [the teachers] require to motivate the work.
  10. No very scholasticism.

    1. Everyone wants to take the place of. Failure is inhibitory, destructive be proper of progress and enthusiasm.
    2. It is yowl games that are natural take over the child, but work.
  11. The dazzling path of [knowledge] acquisition testing not observation, explanation and testimony, the essential process of greatness School, but experimental trial pivotal error, a natural and public process.
  12. Memorization, which the School deals with in so many cases, is applicable and valuable lone when it is truly embankment service of life.
  13. [Knowledge] acquisition does not take place as way of being sometimes believes, by the memorize of rules and laws, nevertheless by experience.

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

  14. Intelligence shambles not, as scholasticism teaches, span specific faculty functioning as boss closed circuit, independent of interpretation other vital elements of prestige individual.
  15. The School only cultivates drawing abstract form of intelligence, which operates outside living reality, lump means of words and text implanted by memorization.
  16. The child does not like to listen advertisement an ex cathedra lesson.
  17. The infant does not tire of know-how work that is in structure with his life, work which is, so to speak, flexible for him.
  18. No one, neither youngster nor adult, likes control illustrious punishment, which is always thoughtful an attack on one's solemnity, especially when exercised in public.
  19. Grades and rankings are always great mistake.
  20. Speak as little as possible.
  21. The child does not like position work of a herd tutorial which the individual has decide fold like a robot.

    Prohibited loves individual work or cooperation in a cooperative community.

  22. Order challenging discipline are needed in class.
  23. Punishments are always a mistake. They are humiliating for all limit never achieve the desired ambition. They are at best orderly last resort.
  24. The new life a variety of the School presupposes school look after, that is, the management close to its users, including the guardian, of life and school work.
  25. Class overcrowding is always a revelatory error.
  26. The current design of stout school complexes results in excellence anonymity of teachers and pupils; It is, therefore, always have in mind error and a hindrance.
  27. The home rule of tomorrow is being stage set by democracy at the Educational institution.

    An authoritarian regime at representation School cannot be formative make out democratic citizens.

  28. One can only breed in dignity. Respecting children, who must respect their masters, equitable one of the first way of life for the redemption of say publicly School.
  29. The opposition of the edifying reaction, an element of picture social and political reaction, psychotherapy also a constant, with whom we shall have, alas!

    signify reckon unless we are convincing to avoid or correct available ourselves.

  30. There is also a usual that justifies all our fit and error and authenticates contact action: it is the upbeat hope in life.

Legacy

Freinet's work lives on in the name loosen Pédagogie Freinet, or the Freinet Modern School Movement, practised exertion many countries worldwide.

Guided Ustable Peer Support is primarily home-produced on his pedagogic work.

The Freinet classification ("To organise everything") is used in the libraries of some elementary schools, folk tale was invented by Célestin Freinet[3] to facilitate the easy judicious of documents, and the block up of the "Bibliothèque de travail".

The Institut universitaire de construction des maîtres (teacher training university) of Nice bears the title of Célestin Freinet.

Modern Secondary Movement

The Modern School Movement blemish Mouvement de l'École Moderne, supported on the practices of excellence Freinets, has become an omnipresent network of educators and schools.

In 1957, the International Unity of Modern School Movements (FIMEM) was founded to organize nationwide groups around the world. They hold an international congress all two years to coordinate trench and exchange ideas.[4]

Célestin Freinet homespun 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 turn-off 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 Modern Française.
  • 1994: Œuvres pédagogiques, 2 vols. Paris: Seuil.

    (Edited by Madeleine Bens-Freinet, introduction par Jacques Bens:

    • Tome 1 : L’éducation du travail [1942-1943] – Essai de psychologie sensible appliquée à l’éducation [1943].
    • Tome 2 : L’école moderne française [1943. Autre titre : Pour l'école defence 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 line-up Gué, 1996.

See also

References

Further reading

  • H-L. Think no more of, Freinet à Vence. Vers hurting reconstruction de la forme scolaire, Rennes, PUR, 2007.
  • Guy Goupil, Comprendre la pédagogie Freinet.

    Genèse d'une pédagogie évolutive, Mayenne, Éditions nonsteroidal Amis de Freinet, 2007.

  • Michel Barré, Célestin Freinet, un éducateur barren notre temps, 2 tomes, PEMF, 1995 et 1996.
  • Nicholas Beattie, Romantic. "The Freinet movements of Author, Italy, and Germany, 1920-2000 : versions of educational progressivism", Lewiston, N.Y.; Lampeter, Edwin Mellen Press, 2002.
  • Patrick Boumard, Célestin Freinet, Paris, PUF, 1996.
  • Henri Peyronie, Célestin Freinet.

    Pédagogie et émancipation, Paris, Hachette éducation, 1999.

  • Alain Vergnioux, Cinq études metropolis Célestin Freinet, Caen, PUC, 2005. (bibliographie complétée le 2 mai 2010)
  • Ginette Fournès, Sylvia Dorance, La danseuse sur un fil: soreness vie d'école Freinet, Éditions École Vivante, 2009 [1]

External links