Celestin Freinet's Printing Press: Lessons of a 'Bourgeois' Educator

Autor/inn/en	Carlin, Matthew; Clendenin, Nathan
Titel	Celestin Freinet's Printing Press: Lessons of a 'Bourgeois' Educator
Quelle	In: Educational Philosophy and Theory, 51 (2019) 6, S.628-639 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1498334
Schlagwörter	Educational History; Educational Change; Educational Philosophy; Teaching Methods; Progressive Education; Social Systems; Technological Advancement; Technology Uses in Education; Printing; Social Class; Foreign Countries; Student Developed Materials; Personal Autonomy; Rural Schools; Elementary School Teachers; Elementary School Students; Equipment; Classroom Design; Learning Processes; France + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Reformpädagogik; Progressive Erziehung; Social system; Soziales System; Technological development; Technologische Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Buchdruck; Drucken; Social classes; Soziale Klasse; Ausland; Individuelle Autonomie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenraumgestaltung; Learning process; Lernprozess; Frankreich
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01