Literaturnachweis - Detailanzeige
Autor/inn/en | Carlin, Matthew; Clendenin, Nathan |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |