Hopefully one day the elite men choose the profession of educator and that training is not for them a dangerous distortion. So, at the risk of alienating some comrades, we say that the educational problem is not present for us and for them. They are motorists who find the reduced distance from one village to the other and that neither winter nor rain have the rigor which we suffer. We, us, pedestrians not to measure not the kilometers and gusts fear and finger boiled.
The problems that concern us are different. We also aim to have a car, convinced that then, with less trouble, we will do as well as those we envy. In saying this, I do not just consider the tough times that we live with the lack of training for teachers and overcrowded classrooms; I take the position that we could say a normal faculty of goodwill, but only one in a thousand has the presqu’ideales educators qualities.
The great mass of which we can not sing nor menuiser nor experience nor untangle historical events, or write with ease and feeling, We have our good will. It is not always enough, since it is rarely concerned about this tragic dilemma. Not motorists who will solve the problems for pedestrians. So we, pedestrians, we strive to solve our own problems. The movement of the Modern School was born out of this need, the realization that we had, and our desire to adorn it cooperatively.
Our best successes are those which, without losing the qualities that make the eminence, are accessible to all pedestrians. The natural method of reading and writing, as the method for moms walking and language is easier than traditional methods – at least for anyone not being distorted, does not address the upside . Free text and its operations in grammar and vocabulary are simpler than manual; printing at the school is really accessible to everyone; and drive in for the ignorant teacher in music.
It is necessary that we continue in this direction, particularly in regard to science and history. For history, with our 60 or 80 BT and our plans guide, we initiated a company that finally allows us to address, in an intelligent and humane way, and true, the most anti pedagogical teaching our programs. We have quite unraveled the story until the French Revolution. We continue moreover editing sheets guide and BT, and work Deleam is precious.
We are, against just hard at work for the period after which our friend Cabanes has accepted responsibility. To paradoxical as it may seem – but there are probably reasons, we have no BT for the nineteenth and twentieth century. So by preparing sheets guides, we put the cart before the horse and cabins is reduced to expose theories or formulas that we ourselves do not understand much. Cabanes said that with his kids, yet he makes the specified work. We think so.
Not in this case, Sheds is a specialist in the history. I understand his inspector accused of being very ignorant. But it 
is still in his element, at least for the living history, and he realizes is temporarily out of reach.
So I offered myself to try to start with the horse and initiate our children, who know nothing, the essential elements of the social, economic and contemporary politics without understanding where they will never understand the social, economic and political, 1789, 1815, 1830, 1948, or 1870. I ask Cabanes to interrupt his sheets guides that we will resume after, and start on the essential.
I have already drafted a BT on “How to govern contemporary societies.” To meet the needs of our students, I will prepare other BT: Currency – Banks – Tax – unionism (there is a brochure in preparation) cooperation, social security, wars, etc. After we can resume our files guide. But we have many collaborations. Who will help us?
Same problem for science. Following my last article of the Cultural Educator, I received a very important letter which I will discuss in the next Ed. Cultural. Again confront teachers who are doing well in chemistry, physics, natural history, who find that it is simple, you do not need to be a specialist, it is enough … and those who, like me, are often reduced to food textbooks.
Yet it is a discipline that would pack the kids, it’s this one: search of insects, collect, repair electrical installations, install a lamp up a position, experience in all fields, chasing butterflies distinguish the flowers, know your body and its reactions, everyone is hooked by these activities … provided that they are possible. For this, we miss sometimes, installation and equipment, but more often, skill and time as you.
So we study the observations and experiments in the books – which is the negation of a scientific culture. I dream of one or more folders in which I would find, carefully indexed, plugs guide to some 5 to 600 observations and experiences, to l, 000 experiences. It should be on the cards, sufficient technological indications that teachers and students, we can, despite our common ignorance, initiate and continue observations and basic experiments necessary.
I know: had strong science tell us chew the work. Not if our technique is designed so that it packs the children and it is within their reach, we will not have to chew. Your children are not waiting for you machiez them bread they eat. Only, we need to find the perfect formula that will make these sheets guide real work tools.
We can. We can only achieve that through a laborious tatonnee experience that we will begin shortly, the records series of publication communicated to begin with, to all those who will collaborate in this vast undertaking. We also will talk again.
But now, send us your project sheets guide for all the work you have estimated successful. http://www.icem-freinet.fr/archives/educ/56-57/7/2-5.pdf
Results 11 to 20 from 7282 Results Educational Records Educator No.
159-160: Sound and Music Expression In: Training Records Educator CEL For teachers review Arts> Music and May 1981 Author: Learn Music Committee more the educational Records Educator No. 171: sound and Music Expression (2): Training Records Educator CEL for teachers review Arts> Music and sound pedagogical principles> term-creation in January 1983 Author: Committee on Music more the educational Records Educator No.
185: towards a natural method in music education: teaching packs of find homework answers
Educator CEL for teachers review Arts> Music and sound pedagogical principles> natural method October 1985 Author: Frederic School Mireur Read more Educator No. 14 – In year 1973-1974: the Educator CEL For teachers review> summary Arts> and Music his April 1974 More A debate on a debate in: school level> second degree> The college Breach CEL For teachers teaching French magazine Techniques> Teaching techniques debate> Free text February 1975 My experience class discussions very … few solid things.
Besides, what can we learn from “solid” after a small first year of teaching French? I had read the record of The Educator on discussions and presentations in class, but what distance between the experiences of others recorded in a folder and my situation facing the 4e12, also known as “fitted”, which I attributed this year? … Author: Andrew Sprauel More SBT 468 – For All Sort – Decimal Classification Plan In: Work CEL Library Supplement For students book, pamphlet teaching techniques> Tools> For All Sort teaching techniques> literature In March 1984 more SBT 485-486 – for All Sort: Alphabetical index in: Work CEL Library Supplement for students book, brochure History-Geo Science and Techno teaching Techniques> tools> for All Sort teaching techniques> literature December 1985 Read more SBT 468 – for All Sort – decimal classification Plan in: Supplement Labor CEL Library for students book, pamphlet teaching techniques> tools> for All Sort teaching techniques> retrieval April 1984 Read more life specifications of the class as in collective memory: The Educator CEL P our teachers review teaching techniques> book of life in October 1981 More How to practically address our technical In: The Educator CEL For teachers review teaching techniques> exposed children conference in January 1955 Here we will gradually point our diverse techniques as are used practically in our schools: free text, printing at the school, school newspaper and exchanges, educational use of interest complex, natural reading, FSC, BT, etc.
