The Modern School Movement(French: Mouvement de l'École Moderne) is the community of teachers who follow the educational and social practices of Célestin Freinet, his wife Élise and their successors.
The Modern School Movement(French: Mouvement de l'École Moderne) is the community of teachers who follow the educational and social practices of Célestin Freinet, his wife Élise and their successors.
In France, the Modern School Movement is represented by the Cooperative Institute of the Modern School (ICEM), which was founded in 1947 by Freinet and his regional groups. Freinet led the movement until his death in 1966. After his death, ICEM has moved away from the ideas of Freinet, with multiple influences.
In Belgium (Wallonia), there is a branch under the name Éducation populaire since 1937. In Switzerland, in 1998 the Swiss Group of the Modern School united three smaller groups: the Romand Group of the Modern School (est. 1952), the Genevan Group of the Modern School (est. 1968), and the Swiss German Freinet Pedagogy Working Group (German: Arbeitsgruppe Pädagogik Deutschschweiz-Freinet, est. 1977).
The International Federation of Modern School Movements (FIMEM), founded in 1957, united the national movements and has organized an international congress (RIDEF) every two years. There teachers meet to share and develop their ideas and practice.
The Secular Education Cooperative (CEL) was founded in 1928 to produce teaching materials for those who practiced Freinet's pedagogy, and magazines and brochures for the Movement. It was taken over by teachers of the movement in 1986, after financial problems, and became the limited liability company French Modern School Publications (PEMF). This publishing house later moved away from publishing exclusively manuscripts for Freinet teachers, embracing the full range of education journals such as The New Educator or Library of work .
Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Fernand Oury was a pedagogue and creator of institutional pedagogy. He recommended and practiced a "school of the people" methodology, in which children were no longer passive receivers, but actively participated in the management of their learning, methods, forms of relations and the everyday life of the class: all of which he called institutions. Some of the notable elements of this methodology were pupils' council, school funds and individualized curricula.
Alternative education encompasses educational philosophy differing from mainstream pedagogy and evidence-based education. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Johann Heinrich Pestalozzi was a Swiss pedagogue and educational reformer who exemplified Romanticism in his approach.
Paulo Reglus Neves Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work Pedagogy of the Oppressed is generally considered one of the foundational texts of the critical pedagogy movement, and was the third most cited book in the social sciences as of 2016 according to Google Scholar.
The Metropolitan University of Educational Sciences (Spanish: Universidad Metropolitana de Ciencias de la Educación, is a public and traditional university located in the commune of Ñuñoa, Chile. It is the fourth oldest university in the country, founded in 1889 as college of the University of Chile.
Democratic education is a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their educational environment. Democratic education is often specifically emancipatory, with the students' voices being equal to the teachers'.
Célestin Freinet was a noted French pedagogue and educational reformer.
Popular education is a concept grounded in notions of class, political struggle, critical theory and social transformation. The term is a translation from the Spanish educación popular or the Portuguese educação popular. The term 'popular' in this case means 'of the people'. More specifically 'popular' refers to the 'popular classes', which include peasants, the unemployed, the working class and sometimes the lower middle class. The designation of 'popular' is meant most of all to exclude the upper class and upper middle class.
The term class council is derived from the classroom assembly of Freinet pedagogy. Freinet did organize the class like an (agricultural) cooperative society. Much like the farmers organize cultivation and marketing of their products together in a cooperative the pupils plan and organize learning themselves. The class council is an agency of self-determination in which all pupils participate with equal rights.
Igor Petrovich Ivanov was a Soviet pedagogue, initiator and founder of the "social-pedagogical youth movement" known in Russia as the Communard movement. He was a member of the Soviet Academy of Pedagogy, full professor of the Herzen Pedagogical State University, author of several books, laureate of the Makarenko Prize named after early Soviet educator Anton Makarenko. Russian scholars consider Ivanov to be a creator of the "Communard methodology" or, as the author himself called it, the Collective Creative Deeds methodology, founder of the "pedagogy of partnership", which is also named "collective creative pedagogy" and "pedagogy of social creativity". Ivanov's scholarly works continued the development of Creative Pedagogy.
Adolphe Ferrière was one of the founders of the progressive education movement.
Folk high schools are institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal. They are most commonly found in Nordic countries and in Germany, Switzerland and Austria. The concept originally came from the Danish writer, poet, philosopher, and pastor N. F. S. Grundtvig (1783–1872). Grundtvig was inspired by the Marquis de Condorcet's Report on the General Organization of Public Instruction which was written in 1792 during the French Revolution. The revolution had a direct influence on popular education in France. In the United States, a Danish folk school, called Danebod, was founded in Tyler, Minnesota.
Herbartianism (Her-bart-ti-an-ism) is an educational philosophy, movement, and method loosely based on the educational and pedagogical thought of German educator Johann Friedrich Herbart, and influential on American school pedagogy of the late 19th century as the field worked towards a science of education. Herbart advocated for instruction that introduced new ideas in discrete steps. About a quarter-century after his death, Herbart's ideas were expanded in two German schools of thought that were later embodied in the method used at a practice school in Jena, which attracted educationists from the United States. Herbartianism was later replaced by new pedagogies, such as those of John Dewey.
The 1965 Moroccan riots were street riots in the cities of Morocco, originating in Casablanca in March 1965. They began with a student protest, which expanded to include marginalized members of the population. The number of casualties incurred is contested. Moroccan authorities reported a dozen deaths, whereas the foreign press and the Union nationale des forces populaires (UNFP) counted more than 1000 deaths.
Jacques Bens was a French writer and poet.
A self-managed social center, also known as an autonomous social center, is a self-organized community center in which anti-authoritarians put on voluntary activities. These autonomous spaces, often in multi-purpose venues affiliated with anarchism, can include bicycle workshops, infoshops, libraries, free schools, meeting spaces, free stores and concert venues. They often become political actors in their own right.
The lycée autogéré de Paris (LAP) is an experimental high school created in 1982 by Education Minister Alain Savary.
The New Unified School Council was an education institution that was created on July 27, 1936 in Barcelona by Joan Puig i Elias, who was also its first president.
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