We will never acknowledge personalities because we make first tribute to the dedication and sometimes touching efforts of those who, in normal classes do not even have the satisfaction of success.

We will never acknowledge personalities because we make first tribute to the dedication and sometimes touching efforts of those who, in normal classes do not even have the satisfaction of success.

Spread our surveys, collect responses, consider our bold but just ruthlessly designs, and all together, without verbiage practically out of our classes, we will enhance our teaching technique for the triumph of our liberating method. class organization> Authority / discipline December 1940 A Primary inspector, who said our friend, and we appreciate the vast erudition, studies and achievements, we wrote: “What I am therefore grateful to me the service of the educator. I read, you think well, with the greatest interest – though not share your viewpoint. Basically, I believe that the techniques are nothing. Whatever we have learned one thing in one way or another when one knows. What matters more than the recipes and processes, it is the dynamism of the one that applies. You succeed because you have FAITH. ” We will defend in a future article we design exactly opposite that our faith can not be the effect of grace and that it is instead the result of a better technical organization of our class and our work. We will look especially today the problems caused by the second part of this correspondence: “I saw almost the other day, during a CAP, a class that had just let one of your many activists known. The candidate – a young Normale – was literally engulfed in however small children (a dozen), coming and going, is questioning aloud, leaping from the stove on the windowsills. At ten o’clock the candidate brought his singing guide: twenty and dirty hands to tap the same time on the keyboard. Poor tears Normale gave your part … I had great difficulty in resuming the class in hand and I shudder at the thought that I had to do. And certainly I do not do it again. In the afternoon, I saw another class that worked almost under the same conditions. ” * * * Let us say immediately that it will not here a controversy tending to defend comrades who defend themselves well, or rather do not have to defend as the indisputable results obtained in positions they just left say enough the excellence of their educational homework help web site
work, attributed this to excellence and dedication to their faith or working techniques they are zealous propagandists. But Mr. inspector reports a fact – and we are grateful: In classes held with ease and success by teachers working according to our techniques, Normale youth are diverted and suffering children. Our discipline would it be too liberal or our debutantes were they powerless before a disciplinary organization that they were not familiar? Who is responsible for this failure? How to avoid similar test to all young comrades we would especially, it is known to facilitate the task, to which we should like especially avoid disappointments that may adversely affect a career and a life. However, we do not want him to be concluded from these observations that the facts reported by our correspondent occur only in schools left by our members. It would, then, more than a single observation in which certainly taken into account key elements of which our members can not bear responsibility. The cases of unruly classes are frequent, alas! and we will see how the philosophical and pedagogical conceptions of discipline are the main cause. I personally succeeded in 1919 in a yet less young teacher that I, who was also, perhaps more than the Normale in question prey children: inkwells from the master, taut strings on its passage evening, arrogance and rudeness inconceivable … I too have had to do what thrilled our correspondent. But the situation was quickly rectified. I had an even more amazing succession on arrival at St. Paul School in 1928, lies, insults, inkwells cast on the master, leaks through the window, endless battles incorrectness across the board despite a Jesuitical system apparently well-ordered punishments and rewards. I still shudder myself at the thought of what I had to do sometimes to crack the brutalities unnamed. But from the first days, I suppressed the pulpit, I Orientais toward self-discipline and I introduced the printing press. And some time after, the priest himself welcomed the disciplinary and moral recovery got me. We will never acknowledge personalities because we make first tribute to the dedication and sometimes touching efforts of those who, in normal classes do not even have the satisfaction of success. We need to see the causes of these failures and the difficulties and study the educational solutions that make impossible one day such defeats. * * * Our ENS, our young people are first victims of a hybrid design discipline neither authoritarian nor liberal. We dare not base life and activity on the truly dynamic and human characters of individuals, they are given in words, certain freedoms; we even committed them navigate morally to some higher life forms. And the early inclinations, we stop them in the name of discipline and duty. Now there are only two kinds of disciplines: the authoritarian discipline which must comply without question one before it, and discipline that we call functional, because it arises from a balance between the various individualities in the presence collaborating for a common goal of education. We will not call this liberal discipline as opposed to authoritarian discipline, because it distinguishes from each other not only by greater or less freedom, but adapting to the intimate and permanent needs individuals. An authoritarian discipline does not necessarily also excludes freedom. We especially blame him from the outside, adult, imposing his concepts and traditional forms of life without worrying if they serve or harm to individuals, and therefore to the community. But we want to stress this: a compromise between the two disciplines is never a stopgap. The authoritarian discipline is, from his point of view, certainly effective, at least superficially. If we taught the practice to our young student teacher, she would have known the means for rein in his little band. And examiners would not have had to react. But no, there he was, on the contrary, makes beautiful lessons about the futility and danger of corporal punishment and too radical punishments. We told him to trust in the child, kindness, humanity, freedom well regulated … Nonsense all this. The child wants to achieve, it wants to act … or you’re strong enough, physically and morally, to contain its ambitions as dangerous, or you are helping to realize and act without words … useless. In both cases you have discipline. In between, you will find only confusion, helplessness and discouragement. And it is here that we must insist. * * * The pedagogy not only school but also family, is currently at a turning point. Instinctively, they gradually abandoned the authoritarian discipline. It is a fact. The Teacher and Father of family, do not dare say this despotic power that characterized the beginning of the century. We just today on this finding, postponing if necessary justification for this development. But we managed to functional discipline we were talking about? Far from there. What we practice today is sometimes a dangerous mix of authoritarianism, companionship and freedom. We feel the dangers of this freedom is not always objective and responds by showing his “authority” and sometimes its strength. And classrooms, in families where adults did not know “keep his authority,” is anarchy and almost always, alas! a deplorable education, although certainly more deplorable than the old autocracy, at least it was simple to practice, even by the most incompetent.