Célestin Freinet a été arrêté le 20 mars 1940 comme militant communiste, sur ordre du Préfet des Alpes-Maritimes, et interné dans divers camps du sud de la France jusqu'au mois d'octobre 1941. C'est à " former en l'enfant l'homme de demain ", un enfant plus instruit, plus responsable, plus heureux, que s'est attaché cet infatigable promoteur d'une pédagogie nouvelle coopérative. On retrouvera dans ces lettres l'essentiel de la réflexion éducative contenant en germe ses deux ouvrages majeurs, " l'éducation du (...) travail " et " Essai de psychologie sensible ", écrits lorsque Freinet est assigné à résidence en 1941. Mais le témoignage de cet esprit pénétrant et engagé est également remarquable pour sa valeur historique : son regard éclaire sous un jour encore assez peu connu, la misère morale et matérielle des internés, leurs souffrances et leur détresse, leur puissance à résister aussi. Ce volume épistolaire intéressera à la fois tous les curieux de l'œuvre de Freinet, tous ceux que l'éducation nouvelle et la rénovation de l'enseignement préoccupent, et ceux que ne laisse pas indifférents cette période dramatique de notre Histoire racontée au jour le jour, et à laquelle Elise Freinet apporte un écho attentif et émouvant. (shrink)

This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet’s approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the ‘progressive’ turn in education that began to emerge at the end of the nineteenth and beginning of the twentieth centuries. Freinet’s pedagogical experiment in rural France during mid-twentieth century demonstrated (...) the way that student freedom, uninhibited by overarching ideological pre-emption, and unbound from the progressive imperatives typical of reform education in either its Marxist or liberal variants, can be utilized as a way to inspire pedagogical techniques founded on alternative social, political, and anthropological postulates. Specifically, the authors demonstrate how Freinet’s use of the press helps us to think about the following: 1) a different relationship to technology and the role it could play in the conception of the common within the classroom; 2) the creation of an existential good as opposed to the private good discovered through the amassing of property and the advancement of the related notion of progress; 3) and a reaffirmation of the possibility of a genuine workers education. (shrink)

Célestin Freinet’s pedagogy faces important challenges today. On one side, cognitive psychology suggests that it is useful to move from the students’ free expressions only if this process permits the acquisition of concepts and competences, on the other hand institutional pedagogy, tracing back to psychoanalysis, teaches how important is to build mediation institutions within the group. In many experiences of institutional pedagogy the relationship, through the “places of word”, becomes the main purpose of education. But in this way knowledge, (...) which contributes to the formation of personality, would be denied. Institutional pedagogy anyway induces Freinet’s pedagogy to consider the importance of the institutional processes within the group and of the educational techniques as mediation structures in interpersonal relationships. (shrink)

Célestin Freinet était un innovateur, et ses racines pédagogiques et intellectuelles expliquent les origines de ses idées, celles du Mouvement Freinet.

Studie over het werk van de Franse onderwijspionier Célestin Freinet (1896-1966).

Ethical attitudes and behaviour are complex. This complexity extends to the influencers operating at different levels both outside and within the organisation, and in different combinations for different individuals. There is hence a growing need to understand the proximal and distal influencers of ethical attitudes, and how these operate in concert at the individual, organisational, and societal levels. Few studies have attempted to combine these main research streams and systematically examine their combined impact. The minority of studies that have taken (...) a combined approach have often done so using conventional statistical and analytical techniques which imply linearity between variables—a situation that rarely exists in business settings and is likely to lead to simplistic or even erroneous conclusions. Applying a fuzzy-set qualitative comparative analysis approach, this paper reports on the mutual and simultaneous influence of individual demographic factors, as well as proximal and distal factors stemming from within and outside the work environment to understand individuals’ ethical views within the workplace. The multiple configurations that emerged reveal the complex nature of influencers of ethical attitudes, and reinforce the view that “one size does not fit all”. We discuss these implications together with managerial recommendations and future research directions. (shrink)

Fur Descartes galt die Erkenntnistheorie als <I>prima philosophia. Mit der beruhmten Formel <I>cogito ergo sum erhob er das denkende Selbstbewusstsein zum <I>fundamentum inconcussum et primum veritatis. Diesen Primat der Erkenntnistheorie in der Neuzeit stellt Heidegger mit seinem ontologischen Ansatz in <I>Sein und Zeit in Frage. Das menschliche Erkennen ist fur ihn nicht etwas Ursprungliches, sondern etwas Abgeleitetes. Es setzt das <I>Verstehen voraus, das gemeinsam mit <I>Befindlichkeit und <I>Rede die ursprungliche Erschlossenheit des Daseins ausmacht. Spater sieht Heidegger, dass der Entwurf des (...) Verstehens vom Lichtungsgeschehen des Seins ermoglicht ist. Dabei gewinnt die Sprache eine grundlegende Funktion. Diese Abhandlung geht dem theoretischen Erkennen auf den Grund und bietet dabei einen neuen Horizont zum besseren Verstandnis von Heideggers Philosophie.". (shrink)

This is a new release of the original 1947 edition.

We initiate a study of two general concepts of semisimplicity for MV-algebras by replacing the standard MV-algebra with an arbitrary MV-chain. These generalised notions are called -semisimple MV-algebras and -semisimple MV-algebras. We obtain several of their characterisations and explore in more-depth the case of perfect MV-chains.

CRITICAL AND HISTORICAL REFLECTIONS ON SPINOZA'S "ETHICS" BY CELESTINE J. SULLIVAN, JB, Benedict Spinoza wrote very little. If the urgency of certain ...

The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of 'becoming cyborg' in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's (...) schizoanalytic practice in the 1950s and 1960s and, before him, the Francophone educationalist Celestin Freinet, who founded the Modern School Movement, are explored and used to illuminate examples of some of our own attempts to set the classroom up as a space for collective engagement. We conclude by exploring how this understanding of the class as subject group may be used to mobilise action and de-stabilise the coordinates of existing academic divisions of labour. (shrink)

Institutional pedagogy is a radical educational practice that began in France in the first half of the twentieth century. It aims to transform the material context of learning in order to empower students to collectively take responsibility for their own lives. As an analysis of the effects of this practice on the work of Félix Guattari, the purpose of this article is twofold. First, it aims to describe the theoretical and practical cross-pollination that occurred between the two movements of institutional (...) pedagogy and institutional psychotherapy. Second, it argues for a new methodology for reading the published works of Félix Guattari in the context of institutional pedagogy. The article begins with a brief analysis of the work of Celéstin Freinet, followed by an account of the development of his techniques by Aïda Vasquez, Fernand Oury, Jean Oury and Guattari. After showing how these practices informed Guattari’s work as a political activist, in the final section I argue that we should treat the figure of Félix Guattari as a special kind of ‘writing machine’. (shrink)

Si l'importance d'un pédagogue se mesure à l'usage que l'on peut faire de son héritage, Freinet fait indéniablement partie des très grands. Ses techniques pédagogiques continuent d'être utilisées dans de nombreuses classes, plus encore à l'étranger qu'en France, mais il y a aussi dans son oeuvre des pistes de travail qui permettent de poursuivre la réflexion qu'il a entamée et d'en surmonter certaines limites. Freinet ne nous a pas légué une doctrine qu'il suffirait d'appliquer. Par bien des aspects, (...) sa pédagogie est une oeuvre ouverte, qui peut être reprise, approfondie et poursuivie dans des directions différentes. L'ouvrage présente les principales techniques Freinet (l'écriture libre, la promenade scolaire, l'imprimerie, le conseil des élèves), ainsi que leurs fondements théoriques, qu'ils soient pédagogiques, politiques, psychologiques ou épistémologiques. A chaque fois, on s'interroge sur l'actualité de ces techniques et des théories qui les accompagnent, de manière à nourrir le débat français sur l'école tout en cherchant à le délivrer du manichéisme et du conservatisme qui bien souvent le paralysent. A travers cette étude, Baptiste Jacomino rend à Freinet un hommage appuyé qui n'exclut pas la lecture critique. (shrink)