The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?

Robert, André D.; Seguy, Jean-Yves

doi:10.14516/ete.281

Cited by 3 publications

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, scientists pay special attention to the problem of using his legacy in the work of their domestic educational systems [3, p. 841]. The question of the influence of S. Freinet's ideas on the formation of the pedagogical movement «New education», as in France [4], so as it's outside of it is especially actively studied [5, p. 7].…”

Section: Discussionmentioning

confidence: 99%

Why are Célestin Freinet's «free texts» relevant again?

Pomelov¹

2021

P Sci Edu

View full text Add to dashboard Cite

Introduction. The scientific and pedagogical heritage of the outstanding French humanist teacher of the first half of the twentieth century. Célestine Freinet (1896-1966) is extensive and diverse, and is of considerable value for domestic education. The purpose of the article is to reveal the relevance of the idea of using free children's texts in the pedagogical process put forward by Freinet and implemented by him in practice. This idea is particularly important in the work of general education and vocational schools in modern conditions characterized by the accelerated development of distance learning, the constant introduction of technological innovations, as well as the introduction of anti-epidemiological restrictions. Research methods are: a critical analysis of the works of S. Freinet, foreign and domestic authors, researchers of his pedagogical heritage, as well as biographical and historical methods. The research is based on an axiological approach that allows us to identify the value essence of the phenomena and facts to be studied. Results. The study contains biographical facts that characterize S. Freinet as an outstanding teacher and humanist. The article reveals his tireless activity in organizing teachers from different countries in international pedagogical organizations, which aimed at spreading advanced pedagogical ideas and humanistic traditions. The scientific views of Freinet on the use of free children's texts, which remain relevant to this day, as well as a number of other pedagogical views, are comprehensively analyzed. Discussion and conclusions. A critical, but generally positive assessment of S. Freinet's ideas from the standpoint of modern pedagogical science is given. Among them are the organization of education, the relationship between teachers and students, the social purpose of the school, etc. The scientific novelty of the study is to identify the relevance of a number of ideas of an outstanding French teacher, and, above all, about the use of free children's texts in domestic education, which has not previously been the subject of the study of domestic comparative teachers. S. Freinet is included by the author of the article in the book «100 great teachers». In 2021, the 125th anniversary of his birth is celebrated.

show abstract

Section: Discussionmentioning

confidence: 99%

Why are Célestin Freinet's «free texts» relevant again?

Pomelov¹

2021

P Sci Edu

View full text Add to dashboard Cite

show abstract

A Pedagogia Freinet e a renovação educativa em Portugal (1920-1980)

Pintassilgo,

Mugnaini

2024

Hist. Educ.

View full text Add to dashboard Cite

Resumo Este artigo tem como principais objetivos refletir sobre a receção da Pedagogia Freinet em Portugal, entre os anos 20 e os anos 80 do século XX; analisar a forma como foi apropriada em diversos contextos de renovação pedagógica e avaliar o seu contributo para a construção de uma tradição pedagógica progressista. Começamos por dar conta da sua aparição no final do momento Educação Nova para, a seguir, destacar a sua importância no âmbito das experiências alternativas desenvolvidas a partir dos anos 50 e, finalmente, analisar a sua presença na trajetória do Movimento da Escola Moderna, criado em meados dos anos 60, em que manteve uma indiscutível centralidade até ao “deslocamento” teórico operado nos anos 80. A perspetiva adotada tem por base a História Cultural e recorre-se a fontes diversas, em particular artigos da imprensa pedagógica e um conjunto de obras de intelectuais portugueses do campo educativo.

show abstract

Pedagogical Renewal in Portugal Between the 1950s and the 1970s: Actors, Reception of Ideas, Educational Experiences

Pintassilgo

Andrade

2020

Encounters

View full text Add to dashboard Cite

This article aims to reflect on the appropriations of pedagogies presented as alternatives to the so-called traditional pedagogy, in Portugal, from the 1950s to the 1970s, whilst under an authoritarian regime. Furthermore, it aims to assess the role played in this movement by a group of educators who were considered progressive. We also propose, within this framework, to think through the complexity of the relations between tradition and innovation, using the concept of “tradition of innovation” as a reference point.

show abstract

The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?

Cited by 3 publications

References 4 publications

Why are Célestin Freinet's «free texts» relevant again?

Why are Célestin Freinet's «free texts» relevant again?

A Pedagogia Freinet e a renovação educativa em Portugal (1920-1980)

Pedagogical Renewal in Portugal Between the 1950s and the 1970s: Actors, Reception of Ideas, Educational Experiences

Contact Info

Product

Resources

About