Celestin Freinet’s printing press: Lessons of a ‘bourgeois’ educator
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In: Educational Philosophy and Theory, Vol. 51, No. 6, 12.05.2019, p. 628-639.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Celestin Freinet’s printing press
T2 - Lessons of a ‘bourgeois’ educator
AU - Carlin, Matthew
AU - Clendenin, Nathan
PY - 2019/5/12
Y1 - 2019/5/12
N2 - 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.
AB - 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.
KW - Celestin Freinet
KW - reform education
KW - technology
KW - work
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85053936416&partnerID=8YFLogxK
U2 - 10.1080/00131857.2018.1498334
DO - 10.1080/00131857.2018.1498334
M3 - Journal articles
AN - SCOPUS:85053936416
VL - 51
SP - 628
EP - 639
JO - Educational Philosophy and Theory
JF - Educational Philosophy and Theory
SN - 0013-1857
IS - 6
ER -