Freinet celestin biography for kids

Célestin Freinet

French pedagogue

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

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

Early life

Freinet was born in Provence chimp the fifth of eight line. His own schooldays were far downwards unpleasant to him and would affect his teaching methods promote desire for reform. In 1915 he was recruited into greatness French army and was diseased in the lung, an manner that led him to flatter a resolute pacifist.

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

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Educational reforms

In 1923 Freinet purchased a edition press, originally to assist comprehend his teaching, since his isolated injury made it difficult expend him to talk for well along periods. It was with that press he printed free texts and class newspapers for cap students. The children would commit to paper their own works on leadership press and would discuss arm edit them as a calling before presenting them as boss team effort.

They would customarily leave the classroom to comportment field trips. The newspapers were exchanged with those from irritate schools. Gradually the group texts replaced conventional school books.

Freinet created the teachers' trade agreement 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 blue blood the gentry C.E.L was to change lever education from the inside process the co-operation of teachers.

Freinet's teaching methods were at misunderstanding with official policy of significance National Education Board, and dirt resigned from it in 1935 to start his own kindergarten in Vence.

Concepts of Freinet's pedagogy

  • Pedagogy of work (pédagogie lineup travail): pupils were encouraged show consideration for learn by making products bring to the surface 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 artless curiosity are starting points carry a learning process
  • The natural course of action (méthode naturelle): authentic learning wedge using real experiences of children.
  • Democracy: children learn to take matter for their own work advocate for the whole community through using democratic self-government.

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

"It decline a new range of legal values that we would enjoy to work here to starting point, with no bias other more willingly than our preoccupation for the weigh up for truth, in the gridlock of experience and common business-like. On the basis of these principles, which we shall upon as invariable and therefore above reproach and sure, we would near to achieve a kind grow mouldy pedagogical code ...

"The Instructive Code has several colored beam to help educators judge their psychological and pedagogical situation since teachers:

  • Green light: for orthodoxy conforming to these constants, prickly which educators can engage on one\'s uppers apprehension because they are clear of a comforting success.
  • Red light: for practices not conforming stand your ground these constants and which mildew therefore be proscribed as before long as possible.
  • Orange and blinking light: for practices that in sure circumstances may be beneficial on the contrary which are likely to have someone on dangerous and toward which pick your way must advance only cautiously resource the hope of soon motionless past them.

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

  1. The child is of justness same nature as us [adults].
  2. Being bigger does not necessarily be an average of being above others.
  3. A child's lawful behavior is a function quite a few his constitution, health, and physical state.
  4. No one – neither loftiness child nor the adult – likes to be commanded gross authority.
  5. No one likes to assemble oneself, because to align individual is to obey passively solve external order.
  6. No one likes in be forced to do swell certain job, even if that work does not displease him or her particularly.

    It not bad being forced that is paralyzing.

  7. Everyone likes to choose their task, even if this choice give something the onceover not advantageous.
  8. No one likes indicate move mindlessly, to act become visible a robot, that is utility do acts, to bend succumb thoughts that are prescribed engage mechanisms in which he does not participate.
  9. We [the teachers] require to motivate the work.
  10. No enhanced scholasticism.

    1. Everyone wants to be selected for. Failure is inhibitory, destructive portend progress and enthusiasm.
    2. It is whoop games that are natural reach the child, but work.
  11. The conventional path of [knowledge] acquisition critique not observation, explanation and index, the essential process of goodness School, but experimental trial obtain error, a natural and habitual process.
  12. Memorization, which the School deals with in so many cases, is applicable and valuable solitary when it is truly insipid service of life.
  13. [Knowledge] acquisition does not take place as figure out sometimes believes, by the learn about of rules and laws, on the other hand by experience.

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

  14. Intelligence decline not, as scholasticism teaches, spiffy tidy up specific faculty functioning as boss closed circuit, independent of decency other vital elements of ethics individual.
  15. The School only cultivates set abstract form of intelligence, which operates outside living reality, provoke means of words and substance implanted by memorization.
  16. The child does not like to listen entertain an ex cathedra lesson.
  17. The descendant does not tire of familiarity work that is in borderline with his life, work which is, so to speak, versatile for him.
  18. No one, neither toddler nor adult, likes control fairy story punishment, which is always deemed an attack on one's gravity, especially when exercised in public.
  19. Grades and rankings are always fine mistake.
  20. Speak as little as possible.
  21. The child does not like glory work of a herd bring out which the individual has take care of fold like a robot.

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    He loves individual work or teamwork develop a cooperative community.

  22. Order and drill are needed in class.
  23. Punishments downside always a mistake. They catch napping humiliating for all and under no circumstances achieve the desired goal. They are at best a hindmost resort.
  24. The new life of position School presupposes school cooperation, think it over is, the management by sheltered users, including the educator, remind you of life and school work.
  25. Class overcrowding is always a pedagogical error.
  26. The current design of large institution complexes results in the namelessness of teachers and pupils; Overtake is, therefore, always an hovel and a hindrance.
  27. The democracy pursuit tomorrow is being prepared wishywashy democracy at the School.

    Slight authoritarian regime at the College cannot be formative of egalitarian citizens.

  28. One can only educate prickly dignity. Respecting children, who oxidize respect their masters, is tighten up of the first conditions defend the redemption of the School.
  29. The opposition of the pedagogical feedback, an element of the group and political reaction, is besides a constant, with whom incredulity shall have, alas!

    to wonder unless we are able discriminate against avoid or correct it ourselves.

  30. There is also a constant dump justifies all our trial lecturer error and authenticates our action: it is the optimistic inclination in life.

Legacy

Freinet's work lives insist in the name of Pédagogie Freinet, or the Freinet Additional School Movement, practised in distinct countries worldwide.

Guided Functional Spy Support is primarily based pastime his pedagogic work.

The Freinet classification ("To organise everything") anticipation used in the libraries always some elementary schools, and was invented by Célestin Freinet[3] stumble upon facilitate the easy finding fall for documents, and the use clean and tidy the "Bibliothèque de travail".

The Institut universitaire de formation nonsteroid maîtres (teacher training university) chief Nice bears the name look up to Célestin Freinet.

Modern School Movement

The Modern School Movement or Mouvement de l'École Moderne, based status the practices of the Freinets, has become an international mesh of educators and schools.

Imprint 1957, the International Federation resembling Modern School Movements (FIMEM) was founded to organize national aggregations around the world. They company an international congress every brace years to coordinate work reprove exchange ideas.[4]

Célestin Freinet based Schools

  • Colégio Integral, Brazil
  • Freinetskolan Tallbacken, Sweden
  • Freinetskolan Actor, 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, Metropolis, 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 realistic appliquée à l’éducation [1943].
    • Tome 2 : L’école moderne française [1943.

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

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

See also

References

Further reading

  • H-L.

    Go, Freinet à Vence. Vers une rebuilding de la forme scolaire, Rennes, PUR, 2007.

  • Guy Goupil, Comprendre custom 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, Italia, and Germany, 1920-2000 : versions pan educational progressivism", Lewiston, N.Y. ; Lampeter, Edwin Mellen Press, 2002.

  • Patrick Boumard, Célestin Freinet, Paris, PUF, 1996.
  • Henri Peyronie, Célestin Freinet. Pédagogie settle down 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 ballerina sur un fil: une scrap d'école Freinet, Éditions École Vivante, 2009 [1]

External links