FREINET forthcoming : the school Journal and Correspondence Interscholastic we extract, early this year, the next chapter: 1.
This study should lead, in Congress, in the development and publication of a genuine charter of the Modern School, then we will try to make it effective. 6. Documentation Discipline abroad. – Study of various methods of organization of the School; forms of authority, etc.
We ask our French and foreign correspondents to collaborate actively in this section. * * * In future issues, we will successively deal with these three essential points: 1. The authoritarian discipline, we still practice but not daring to refer to it. It is the discipline of the past. 2. The mixed discipline. It is, in most cases, that of our transition. 3. Progressive Discipline of Education of the work we need to publicize and promote.
We ask the groups to put these issues at their next meetings. Questionnaires published in technological edition of our magazine will allow us to quickly gather the mass of documents we need. Our Congress will this year a great national and international resonance. The question to the agenda perfectly meets the main concerns of educators and parents.
But we have very many collaborations. CF http://www.icem-freinet.fr/archives/educ/56-57/2/27-29.pdf
Search Keyword With all motsAvec expression exacteAvec motsSans at least one of the words Options: Back to results Guided search Click a term to narrow your search: Topic Education (13) school level ( 3) rights (1) Education (1) learning difficulties (1) more … target for teachers (93) Pedagogy Education and research (28) Movements (13) school organization (1 ) pedagogical Principles (14) teaching Techniques (14) Material Philosophy (6) Arts (4) Science and Techno (4) EPS (2) Environmental Research (1) Mathematics (1) Journal, series, series: Life Skills Edition CEL (92) Author A. Chevalier (1) Adolphe Ferriere (1) C. Combet (9) Freinet (20) Dr. C. Mondragon (1) more …
Support journal (93) publication date 1959 (18 ) 1960 (40) 1961 (27) 1962 (8)
Search Keyword With all motsAvec expression exacteAvec motsSans at least one of the words Options: Back to results Guided search Click a term to narrow your search: Subject school level (2) an image (1 ) audience for teachers (7) school Organization Pedagogy (1) educational Principles answer homework
(5) teaching Techniques (6) Material French (2) Art (1) History Geo (1) Science and Techno (1) Review series, collection: Why How FP PEMF Edition (7) Author Bernard Auzou (2) Claude Cohen (3) Denis Morin (1) Georges Bellot (1) Guy Champagne (3) more …
Support book, brochure (5) review (2) publication date 1983 (1) 1984 (3) 1986 (1) 1997 (1)
In: The Educator CEL For teachers journal Education and Research> Knowledge of children Training and research> Knowledge child> emotion Pedagogical Principles> Communication> school newspaper in October 1956 From a book by C. FREINET forthcoming : the school Journal and Correspondence Interscholastic we extract, early this year, the next chapter: 1. Standardization of the environment where the child lives it becomes commonplace today to recognize that the school is traditionally and fundamentally different from the family and social environment of the child.
Pedagogy has also wanted it because it claimed to be able to create by its specific action, a special culture, intellectual origin greater than the experimental and empirical culture medium. Still, even today, according to the designs of the School and Education, creates an unfortunate duality in the major functions of the individual, the family, the village or the street have their standards, their instruction form, their morals, their crop types.
The school works according to deliberately different standards, usually opposite, that throw into confusion the behavior of children and contribute to the mismatching. Unless the school fails completely in its action and that some children maintain balance and power as part of the traditional culture of the people. We all felt this duality. We have all suffered.
It was us, for the most terribly marked. It is certainly the basis for social and psychological helplessness that is at the liability of our secular Popular School. By our method, we overcome this duality. The child arrives in our class with the feelings, concerns, needs and concerns that shape gradually his personality.
We do not tell him, “Let there this dress, even if it is as you substantial … we’ll teach you something else, by other means, with other tools! …” We the child as it is and we endeavor, by working techniques that are similar to those of the family and social environment, but with greater experimental wealth, to allow him to go further and further up the paths of truth and humanity. It is no accident that the word “normalization” has taken in contemporary Society a great extension.
The individual who works and lives in a standardized environment is relaxed, more balanced and therefore more efficient. The lack of standardization poses instead a more or less large number of artificial problems to solve, techniques. dominate, barriers to cross or reverse – that is individuals who are victims of unpredictable reactions, conflicts and neuroses which psychoanalysis reveals gradually implications.
Merely harmonize our 
technical, educational and family life and social life is undoubtedly of great significance in the mental and psychological training of our children. 2. The new discipline, work discipline This standardization is related to the problem of discipline is the technique of the relationship between individuals and groups.
The substitution of an artificial lifestyle habits to common environment can not be done by authority – direct or indirect – and authority, in whatever form it occurs, is always a source of conflicts that do that aggravate the difficulties arising dualism of the education we have denounced. We even think that almost all mental and psychological complexes just a bad solution to the problems of discipline, that is to say, the problems of the harmonious coexistence of individuals and groups.
The “Standardization”, either at the School or factory, aims to mitigate these disciplinary conflicts. We still mitigate engaging children in ways that most surely lead them to the goal, and are all based on the work. We will restore this concept of work – for free text and the newspaper, including – all its nobility and its scope; we focus the child, we give it new reasons to live and act, which certainly contributes to the desired psychological improvement.
3. The free expression of children A significant portion of the character disorders also from the fact that the child in school is not able to externalize their needs, feelings and tendencies. The school, too long dismissive of these psychic complex that it stubbornly ignore those feelings substituted for the thoughts and emotions of the classic and the “masters”. She forgot that we all humanly need to say, create or sing, our joys, our hopes and sorrows.
If men selfishly concerned with their own problems, will not listen to us, we go to the moon, the stars, the sun, or the gods. The need for elevation, harmony and beauty that stirs us, we want to mark it in our hands and our genius on earth, clay or stone; our latent power in the face of life, we intrepidly impregnate the environment around us by work and science that we aim to enslave nature. Remove the child all these possibilities of action and reaction, it becomes like a bird whose wings were cut, one fish lost in a pond whose water is corrupt and evaporating.