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You’ve been a family.

In: Literature Life of the cooperative class citizenship Monday we celebrated the birthday flower, we played sports , from English. Justine hung flowers on the glass. On Friday, we read the text of our books writer. the Ce 2 have made the calculation while CM1 was evaluated.

Was reversed and we did our homework. Flower 2010-2011 Read more Shar Pei For the Little Anatole 07/10/10 – 24:04 In: Literature Science and Techno> Life Sciences and Life Earth cooperative class, citizenship and Alicia Enora presented their presentation on the Shar Pei. Alicia Enora 2010-2011 8 comments Read more

In: The Proletarian Educator Publishing Printing at the School For Teachers review> Summary Art> Cinema pedagogical principles> Educational Techniques Child Rights> Printing October 1936 The educator proletarian 1: 1st October 1936 It necessary that the new education movement becomes a mass movement C. Freinet printing at school in Belgium Small tips Hulin Our calculation file MD Front Childhood Matches: Team List Film: Make a Film R. Hose Survey shooting devices and projectors R. Hose Our record rhythmic Mr. Davau for a materialist naturism E. Freinet Books and magazines FSC 541: Wars and looting FSC 542: the Briare canal – History FSC 543: the Briare canal – Geography FSC 544: tomato See the entire number in pdf Authors: Celestin Freinet Elise Freinet, Mauritius Davau P. Hulin and Remy Hose Print

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2 Results The New Educator No. 186 – out! In: The New Educator Publishing ICEM For teachers review Arts> Visual Arts Teaching Techniques> class organization> workshop teaching techniques> book of life pedagogical principles> term-creation order by paid subscription online in February 2008 # 186 – February 2008 Add comment Read more New Educator No.

200 – child in author: the New Educator Publishing ICEM for teachers review teaching techniques> class organization> multi-age teaching techniques class> book of life pedagogical principles> expressionist creating educational principles> natural teaching method Principles> experimental teaching techniques groping> math teaching techniques creation> free text by paid subscription online in December 2010 No. 200 – December 2010 To buy online To subscribe online Add new comment s have more
In: The Educator CEL For teachers review in September 1968 http://www.icem-freinet.fr/archives/educ/68-69/1/35-38.pdf Authors: Elise Freinet and Pierre Fournier Print
In: Teaching Building East edited by a Departmental Group to review Maths teachers teaching techniques> educational assessment techniques> literature May 1983

pre-kindergarten classes Liaison ^ madness Powder> Print
In: The Educator CEL For teachers reviewed September 1968 A SON DENIES HIS FATHER dialogue between P. and H. THE BOHEC Paul – Herve Listen! Hardly have you just arrived already, you prepare to attack me. Herve – No, that speaks to attack you?

No, I’d just like to help you realize. But you draw back to a word for fear of having to put you back in question. P. – You’re good, you. You want my activism. And you think I can, as clear, without difficulty, thirty years of my life and find myself suddenly as a new 10-day foal.

You say that we should not be militant. And I’ve been that my whole life, you want me to accept and I forget. Actually you make me sick, physically. H – And yet, I am convinced, must not be militant.

In fact, the militant struggle to impose ideas. He tries to dominate others. And not always having fully reflected on the value of these ideas but often for the sake of the fight, P. – Yes. But do not give you account you that if I had not been activist, you would have reproached my indifference to the world and events that may also make other son towards their father. Because in the end, what you want, that’s just the challenge of your fathers.

H. – Do not make me laugh. You really think I do not think what I say. For me, the activism is bad because he is trying to do and it causes the opposition.

Why, if your idea was so good, the teachers of France did not they adopted the outset when you are given you so much trouble? P. – Maybe because they did not want to give trouble. H – Do not hide yourself by the mind.

You wanted to convince. And you immediately provoked resistance. Your action has triggered a similar reaction. P. – So everything had to accept? Everything was fine, everything was perfect.

He had only to lie on a lounger and rejoice blissfully of what the world is so well done. H. – Who told you that? Of course the company is transforming. But homeworkmarket.com essay
the frenzied activism was not necessarily neither the only nor the best solution. What is needed first, in my view, is to transform oneself is to be.

But you, you’re not, because you’re not creative. Where are your works? Show me your poems, your paintings, your achievements. No, nothing, because you never really yourself.

Instead start out at your level, the revolution, you have always lived outside of you. P. – It’s a bit much! You think I would not have preferred, like many others, remain in my class, after five hours, to pamper my work and take my own pleasure instead of writing everything I could write? H. – Hey!

Well, that’s what I blame you. You have not lived, because you have been an intellectual. P. – How could I do otherwise? Do I have a choice?

My overwhelming desire, born perhaps of my own childhood, was to refuse to accept the conditions that were against children, this repression, this psychological bludgeoning, this feeding, the assassination of talent and people. Now, the National Education was so hierarchical that if we wanted to change something, he must first touch the „people at the top.” And since I wanted to act on the masters of the fate of childhood, I had to accept the objective conditions and that I take into account the great intellectualism of University teachers.

And to reach the level of reason, it was necessary that I probe intellectually things and I try to speak their language. H. – Yes, but this was perhaps not the only way. P. – No, of course. But other comrades, better armed than me occupied other fighting positions. And I was the one who attracted me because I was well done.

H. – Still, it was the wrong path. How do you want these intellectuals can hear your little voice of a teacher, your falsetto? P – Obviously, the game was almost lost in advance. But I wrestler. And it was not because the game was difficult as I was going to give it up.

And it was for this reason that we had formed a family. The fight that led Freinet trying because we thought we would take him. Do Freinet had given him, despite the unparalleled difficulties he had encountered? The aims of the struggle we agreed.

And we had built it for his team. H. – Basically, perhaps, what united you, it was not so much the goal, but the fun of fighting together. P. – You’re hard. Yet there is a little of that.

We felt isolated at the bottom of our campaigns with the heart, a flame strong enough to give us the desire to get out of our routines and our acceptances. And when we met the brothers, we felt happy to be men on and of not being alone. Personally, I quickly understood that only the intellectuals who were also kept men could agree to hear us.

And, it must be said, this kind of great intellectuals tended to disappear. So the game was not worth the effort. So I turned to my friends I was with so and, in fact, being the only practitioners had only importance. H. – Hey! well, it’s just: you have been happy together.

You’ve been a family. And you separated from others. And the other you wanted and they have defined your community to lock him in a ghetto. P.

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