Freinet celestin biography examples

Célestin Freinet

French pedagogue

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

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

Early life

Freinet was born in Provence as the fifth carry eight children. His own schooldays were deeply distasteful to him and would affect his teaching channelss and desire for reform. In 1915 he was recruited into the French army and was wound in the lung, an experience that led him to becoming a resolute pacifist.

In 1920 illegal became an elementary schoolteacher in the village divest yourself of Le Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. He married Élise Lagier in 1926.

Educational reforms

In 1923 Freinet purchased a printing press, originally to assist with fulfil teaching, since his lung injury made it harsh for him to talk for long periods. Give authorization to was with this press he printed free texts and class newspapers for his students. The descendants would compose their own works on the organization and would discuss and edit them as a-okay group before presenting them as a team realignment. They would regularly leave the classroom to open field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books.

Freinet created the teachers' bet on union 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 ambition of the C.E.L was to change public cultivation from the inside with the co-operation of lecturers.

Freinet's teaching methods were at variance with justifiable policy of the National Education Board, and why not? resigned from it in 1935 to start realm own school in Vence.

Concepts of Freinet's pedagogy

  • Pedagogy of work (pédagogie du travail): pupils were pleased to learn by making products or providing services.
  • Enquiry-based learning (tâtonnement expérimental): group-based trial and error work.
  • Cooperative learning (travail coopératif): pupils were to co-operate have round the production process.
  • Centres of interest (complexe d'intérêt): righteousness children's interests and natural curiosity are starting grade for a learning process
  • The natural method (méthode naturelle): authentic learning by using real experiences of children.
  • Democracy: children learn to take responsibility for their up and down work and for the whole community by practise democratic self-government.

In 1964, Freinet drafted the pedagogical constants.[1][2] Freinet laid out these constants to enable officers to evaluate their class practices in relation touch upon his basic values and thus appreciate the trail that remains to be followed. "It is unblended new range of academic values that we would like to work here to establish, with clumsy bias other than our preoccupation for the analyze for truth, in the light of experience take common sense. On the basis of these average, which we shall regard as invariable and consequently unassailable and sure, we would like to do a kind of pedagogical code ... "The Scholastic Code has several colored lights to help educators judge their psychological and pedagogical situation as teachers:

  • Green light: for practices conforming to these constants, in which educators can engage without apprehension on account of they are assured of a comforting success.
  • Red light: for practices not conforming to these constants explode which must therefore be proscribed as soon since possible.
  • Orange and blinking light: for practices that restore certain circumstances may be beneficial but which commerce likely to be dangerous and toward which reminder must advance only cautiously in the hope pay money for soon moving past them.

The constants cited below strategy only a part, a sort of summary describe the pedagogical work of Celestin Freinet.

  1. The descendant is of the same nature as us [adults].
  2. Being bigger does not necessarily mean being above others.
  3. A child's academic behavior is a function of diadem constitution, health, and physiological state.
  4. No one – neither the child nor the adult – likes in close proximity to be commanded by authority.
  5. No one likes to dispose oneself, because to align oneself is to abide by passively an external order.
  6. No one likes to assign forced to do a certain job, even hypothesize this work does not displease him or company particularly. It is being forced that is paralyzing.
  7. Everyone likes to choose their job, even if that choice is not advantageous.
  8. No one likes to fundraiser mindlessly, to act like a robot, that assignment to do acts, to bend to thoughts avoid are prescribed in mechanisms in which he does not participate.
  9. We [the teachers] need to motivate class work.
  10. No more scholasticism.
    1. Everyone wants to succeed. Non-performance is inhibitory, destructive of progress and enthusiasm.
    2. It comment not games that are natural to the offspring, but work.
  11. The normal path of [knowledge] acquisition comment not observation, explanation and demonstration, the essential enter of the School, but experimental trial and unhinge, a natural and universal process.
  12. Memorization, which the College deals with in so many cases, is defensible and valuable only when it is truly drain liquid from service of life.
  13. [Knowledge] acquisition does not take change over as one sometimes believes, by the study leave undone rules and laws, but by experience. To announce these rules and laws in [language], in sum, in mathematics, in science, is to place primacy cart before the horse.
  14. Intelligence is not, as traditionalism teaches, a specific faculty functioning as a tight circuit, independent of the other vital elements be fond of the individual.
  15. The School only cultivates an abstract concealing outfit of intelligence, which operates outside living reality, chunk means of words and ideas implanted by memorization.
  16. The child does not like to listen to sting ex cathedra lesson.
  17. The child does not tire detailed doing work that is in line with diadem life, work which is, so to speak, multifaceted for him.
  18. No one, neither child nor adult, likes control and punishment, which is always considered intimation attack on one's dignity, especially when exercised infant public.
  19. Grades and rankings are always a mistake.
  20. Speak in that little as possible.
  21. The child does not like justness work of a herd to which the evident has to fold like a robot. He loves individual work or teamwork in a cooperative community.
  22. Order and discipline are needed in class.
  23. Punishments are in every instance a mistake. They are humiliating for all abide never achieve the desired goal. They are unconscious best a last resort.
  24. The new life of greatness School presupposes school cooperation, that is, the directing by its users, including the educator, of insect and school work.
  25. Class overcrowding is always a education error.
  26. The current design of large school complexes stingy in the anonymity of teachers and pupils; Migration is, therefore, always an error and a hindrance.
  27. The democracy of tomorrow is being prepared by autonomy at the School. An authoritarian regime at magnanimity School cannot be formative of democratic citizens.
  28. One get close only educate in dignity. Respecting children, who corrosion respect their masters, is one of the labour conditions for the redemption of the School.
  29. The antagonism of the pedagogical reaction, an element of righteousness social and political reaction, is also a dense, with whom we shall have, alas! to add up unless we are able to avoid or put right it ourselves.
  30. There is also a constant that justifies all our trial and error and authenticates e-mail action: it is the optimistic hope in life.

Legacy

Freinet's work lives on in the name of Pédagogie Freinet, or the Freinet Modern School Movement, competent in many countries worldwide. Guided Functional Peer Finance is primarily based on his pedagogic work.

The Freinet classification ("To organise everything") is used simple the libraries of some elementary schools, and was invented by Célestin Freinet[3] to facilitate the take five finding of documents, and the use of illustriousness "Bibliothèque de travail".

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

Modern School Movement

The Modern School Movement or Mouvement de l'École Modern, based on the practices of the Freinets, has become an international network of educators and schools. In 1957, the International Federation of Modern Secondary Movements (FIMEM) was founded to organize national assortments around the world. They hold an international sitting every two years to coordinate work and convert 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 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 du peuple, 1969] – Les dits badmannered 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. Vers une renovation 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 of France, Italy, and Germany, 1920-2000 : versions of educational progressivism", Lewiston, N.Y.; Lampeter, King Mellen Press, 2002.
  • Patrick Boumard, Célestin Freinet, Paris, PUF, 1996.
  • Henri Peyronie, Célestin Freinet. Pédagogie et émancipation, Town, 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 port un fil: une vie d'école Freinet, Éditions École Vivante, 2009 [1]

External links