5. The proliferation of approaches to the same problem by refusing the artificial boundaries between disciplines, promoting interdisciplinary overlaps the contrary.

but nothing has fundamentally changed. Commenting on the conference he helped organize, Gaston Mialaret in Education gives his first impressions. They do not lack flavor. “Currently many young educators are bonesetters The problem for me is that there is now a need to train educators scientifically …

To these educators prepared for their function, j ‘therefore opposes the healer who, with a certain sense, a certain intuition, arrive … to do what they can. ” At the rate where advance “science” (from what I could judge at the Congress), these young educators will be scientifically trained in the eighty, maybe a hundred years. Moreover it might be instructive to know under what conditions the assistant teachers {interesting variety of “healer”) are recruited without basic vocational training, no job security, which may be returned at any time, without compensation dismissal …

But this is not the “scientific” is political! But it is hardly discussed in Congress … “How many there are good teachers who have never been trained (meaning, very few) … We reduce the number of failures when young people have adequate teacher training … “. One wonders why so many young colleagues from the Colleges of Education and CPR (where in principle they received an “adequate” education) come to Freinet internships complaining bitterly of not knowing hold a class, not knowing teach or worse bored teaching … at a young researcher who was surprised a little naive to the harshness with which we respond in this congress I had to explain a little what meant our courses, especially for teachers out of EN Distorted by a “scientific” teaching that claims that such a thing should be done in such a way, these teachers have lost confidence in them and the elementary ability to respond in a new way to a new situation.

Moreover we so told them that if they were a little smarter they become P.E.G.C. ! As a result, those who remain teachers feel frustrated. The course aims to restore their dignity. But this obviously is a big word and then, it is not a research topic … Since 68 much water has flowed under the bridge. Researchers are at about the same point.

No teachers. These have included two things: -The collaboration of researchers and practitioners is essential but if it can not be done, it is the researchers who will die early because there will always be work to do for practitioners. -If the researchers are able to direct their research toward short really sectors, medium or long term, practitioners will have to invent their own theoretical tools they need … Besides they already do with more or less successfully, perhaps, but they do.

Some find these remarks sectarian well … I love the ease but what I see and hear for several years homework
in academia inclines me to think that he should occasionally say very clearly that the it is believed. It is done. —————— (article published in The educator- Number 10 -February 1975) 7 Author: Roger Favry

In: Teaching Building East edited by a Departmental Group For teachers review> brief review in November 1996 Layout: Lucien Buessler Duplication: Monique Bolmont Installation and routing Francis Bothner Management: Bernard Mislin educational Building East, n 271-272 °, November-December 1996 File: citizen child every day in a classroom Freinet Honoring our comrades Mylene, Anne-Marie and their spouses the class organization open Letter to Georges Charpak, Nobel prize My physical Porsche 944 turbo or X Mustafa found freedom Feature: citizen child every day in a Freinet class> Print
In: school level> Higher Education and Research Center of University Study CEL For teachers journal Education and Research> Research in May 1976 I Foreword Freinet and university education Michel Barre Review CREU Freinet No.

0 in May 1976 Many people speaking ICEM always say “the Freinet Teachers”, and academics may wonder what connection there might be between the concerns of “primary” and theirs. Let us be clear: the Freinet does not pretend to launch a O.P.A. on teaching academics, the I.C.E.M. is not a power eager to storm new bastions.

Freinet first sought to arouse teachers awareness of the problems of education and a willingness to make all possible transformations without waiting for a change in social structure also deemed essential. As he was himself a teacher, is among his colleagues that he operated the first groups and that his movement has developed. But especially because of the comp1ementaires during insertion le1er Secondary cycle, teachers Second degree have joined the movement.

All these educators together without reporting relationships quickly understood the importance of not only regroup by levels and specialties but also to discuss the global education nursery school teachers are not out of it, well Instead, when it comes to confront teachers and professors on accession to independence, on the conquest of learning, the need for expression, the sense of achievement, etc. All have realized that it was much less rich to stay locked on its peculiarities that put them in common with others, to take full advantage of what has been experienced by others at different levels.

When teachers meet teachers: “We can not act like you do, we have the students a few hours a week, they replicate their” we do not have the schedule fragmentation that hampers you, but in our city fragmentation is the passage without continuity every year new batches of students, our joint solution to find a comprehensive education and continuous action is the creation of a true team, kindergarten, elementary and secondary school . For years through C.P.R., return to college of some teachers, contacts were made between Freinet and university education, but in a somewhat marginal to it. The time has perhaps come to go further and to offer teachers and assistants who question their teaching, the same types of confrontation that have hitherto mutually enriched and strengthened us.

The Freinet has no method to export in university education, it is characterized by an attitude which brings together a number of educators at all levels (from kindergarten to university, or if you prefer the nursery the elderly, because there is no limit) 1. the support by educators of their own problems without waiting for the green light university or departmental hierarchies. 2 Engaging educated in their own education, accepting that they are involved in determining their goals, the only way to prepare autonomous beings.

II 3. The refusal of barriers between educators and educated, between those who know and those who learn, all levels are looking for new knowledge. Refusal also divisions and hierarchies between disciplines, between noble sections or not, between levels of education. Priority given to cooperation, teamwork, respect the hierarchy and competition.

4. Respect for young people and their right to expression, deep acceptance of what they are at the level that is theirs not to lock them in their spontaneity but to help them from their contribution to the research and deepening. 5. The proliferation of approaches to the same problem by refusing the artificial boundaries between disciplines, promoting interdisciplinary overlaps the contrary.

6. The refusal to separate research and learning, while being true learning in early childhood research and any research being itself generating knowledge. Instead of refusing the right to search 1a, as a minimum knowledge is not acquired, we organize at all levels of learning around a search attitude. 7.

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