Freinet pedagogy

Célestin Freinet developed an original pedagogy, based on the free expression of the children: free text, free drawing, inter-school correspondence, printing works and studied newspaper, etc, to which its name remained attached: the pedagogy Freinet which remains nowadays. However, it should be noted that contemporary Freinet pedagogy is very influenced by the current of the institutional pedagogy, which insists on the role of the word and the debate, when Célestin Freinet thought above all in terms of organization of work and co-operation.

Practices

The experimental groping

Printing works

The newspaper, free texts, natural method of reading.

Practices resulting from institutional pedagogy

The institutional Pédagogie was worked out by Fernand Oury, teacher of the Freinet movement.

Its goal is to establish, create and make comply with rules of life in the school, by adapted institutions, contrary to the schools barracks.

If the child perceives the place classifies like a place of reference mark, safety, from life, where one can settle questions, it gradually will deal with his life of schoolboy. He will preserve or find the taste to learn, through his engagement, his initiatives…

It is necessary, to cause motivation at the pupil, to approach the lessons thanks to a Situation-problem, following which the child will put questions and will be put in sociocognitif imbalance. It will be able to then realize either of the quality of its prérequis (déjà-là) or of their weakness. What will allow a better training because this one will have a direction. It will be observed from where one comes to realize of what one learned. This knowledge is fixed then at old knowledge which will have seen déconstruites to be rebuilt.

To see, the film: " The school buissonière"

Tools: “what is nine”, the council.

Invariants

In 1964, two years before its death, Freinet writes the " invariants".

" It is a new range of the school values which we would like to apply here us to establish, without another party taken that our concerns of research of the truth, in the light of the experiment and of the good sense. On the basis of these principle which we will hold for invariants, therefore unattackable and sure, we would like to carry out a kind of Code teaching… "

Invariant n°1: The child is of the same nature as us.
Invariant n°2: To be larger inevitably does not mean to be above the others.
Invariant n°3: The school behavior of a child is function of his physiological, organic and constitutional state.
Invariant n°4: No one - the child not more than the adult - does not like to be ordered of authority.
Invariant n°5: No one does not like to be aligned, because to align itself, it is to obey an external order passively.
Invariant n°6: No one does not like to be seen constrained to do a certain work, even if this work does not displease to him particularly. It is the constraint which is paralyzing.
Invariant n°7: Each one likes to choose its work, even if this choice is not advantageous.
Invariant n°8: No one does not like to turn in neutral, to act as robot, i.e. to make acts, to yield with thoughts which are registered in mechanics in which it does not take part.
Invariant n°9: We should justify work.
Invariant n°10: More Scholastic.

Invariant 10 (a): Any individual wants to succeed. The failure is inhibiting, destroying energy and enthusiasm.
Invariant 10 B: It is not the play which is natural with the child, but work.

Invariant n°11: The normal way of acquisition is by no means the observation, the explanation and the demonstration, essential process of the School, but the experimental groping, natural and universal step.
Invariant n°12: The memory, whose School does such an amount of case, is valid and invaluable only when it is really with the service of the life
Invariant n°13: Acquisitions are not done as one believes sometimes, by the study of the rules and the laws, but by the experiment. To initially study these rules and these laws, in French, art, mathematics, in sciences, it is to place the plow in front of oxen.
Invariant n°14: The intelligence is not, as the sign the scholastic, a specific faculty functioning as in closed circuit, independently of the other vital elements of the individual
Invariant n°15: The School cultivates only one abstract form of intelligence, which acts, out of alive reality, by the means of words and ideas fixed by the memory.
Invariant n°16: The child does not like to listen to a lesson ex will cathedra
Invariant n° 17: The newborn does not tire himself to do a work which is in the line of its life, which is so to speak functional for him.
Invariant n° 18: Nobody, neither child nor adult, likes the control and the sanction which are always regarded as an attack with its dignity, especially when they are exerted in public.
Invariant n° 19: The notes and the classifications are always an error
Invariant n° 20: Speak the least possible
Invariant n° 21: The child does not like the work of herd to which the individual must yield like a robot. He likes individual work or team work within a co-operative community
Invariant n° 22: The order and the discipline are necessary in class.
Invariant n° 23: The punishments are always an error. They are humiliating for all and never lead to the sought-after goal. They are at most a makeshift.
Invariant n° 24: The new life of the School supposes the school co-operation, i.e. management by the users, the teacher included/understood, of the life and the school work.
Invariant n° 25: The overload of the classes is always a teaching error.
Invariant n° 26: The current design of the great school units leads to the anonymity of the Masters and the pupils; it is, so always an error and an obstacle.
Invariant n° 27: One prepares the Démocratie of tomorrow by the democracy at the School. An authoritarian regime at the School could not be formative democratic citizens.
Invariant n° 28: One can educate only in dignity. To respect the children, those having to respect their Masters is one of the first conditions of the restoration of the School
Invariant n° 29: The opposition of the teaching reaction, element of the social and political reaction is also an invariant with which we will have, alas! to count without we being able ourselves to avoid it or to correct it.
Invariant n° 30: There is an invariant also which justifies all our gropings and authenticates our action: it is the optimist hope in the life.

See too

Movement of the Modern School
International meeting of the Teachers Freinet
ICEM
Library of Work (BT)

External bonds

Freinet Method on Ekopedia
International federation of the Movements of Modern School Pedagogy Freinet
School of Laveu - Belgium

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