The road took three hours. There is a water park called Oceanile. Kenza? Kenza 2010-2011 6 Comments 6 Ascension Land Art For The Little Anatole on 26/09/10 – 10:26 p.m. In Creation, Expressive Arts Arts> Visual Arts The ascent of destiny Anais Klervi Clara 2010-2011 1 comment In For North Little Anatole on 14/09/10 – 10:55 in Creation, Expression in Northern During the holidays, I went to the North.

I was at my aunt. Four days later, we left the mobile home of my aunt. In the afternoon, my sister and I are parties to the pool and on Sunday evening, we returned home. Marina 2010-2011 9 comments Read more Athletics For the Little Anatole 08/09/10 – 10:33 p.m.

In Creation, Expression EPS French Athletics Athletics is a sport. Lucas Lucas 2010-2011 3 «first

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In: The Proletarian Educator Publishing Printing at the School For Teachers magazine Geo History> History Teaching Techniques> literature December 1932 The teaching of history in primary school remains for innovative, one of important issues for which we must promptly find an acceptable compromise if rational and definitive solution.

The reforming spirit of the new education has indeed penetrated somewhat different disciplines: the teaching of the language, driven in particular of our techniques, has seriously approached the child; is advocated experimentation in science and math: geography becomes more alive thanks to el illustrated documents to projectors. Only history keeps her firmly nationalist positions and laggards: the early century textbooks are still in use, only updated at the end of the war, with their kings, their wars, treaties and their dates of theories retain and summaries to learn by heart.

And examinations always punish the same know – or even ignorance – because there would have books to write, and not less edifying, with monstrosities which inevitably leads an anti pedagogical and still premature jam. Efforts have been made: they remained inoperative because they were not designed pedagogically, they were not intended to change the same method of teaching but only to modernize the contents treatment manuals in a pacifist way, reducing the number of facts to memorize test with orientation towards a philosophy of history, from largest made to the history of civilization.

The New History of France is, in this sense, the boldest and most advanced attempt that has emerged in France since the war: the traditional story into the background and we try to bring out before the mind of children changes in economic, political and social life which is the real story. Yet this worthy test himself missed its goal, not only because all the conservative forces have conspired to impede the spread, but mostly, we think, because we did not dare break old frames, change an outdated technique for adapting basic historical education to the functional necessities of pedagogy – because we have kept the manual which we prepare the radical disappearance.

Before presenting our projects on this, we believe useful to recall the normal technique of history teaching, as derived from the review of the aspirations and needs of children. The historical introduction first. It can not be constituted by these abstracts of national history that already up in the hands of children of the Preparatory Course, even if one believed in modernizing peppering the more or less authentic anecdotes.

Thus begins the jam that continue to other over the same textbooks: it can in no way be called initiation. And that is to go talk of Charlemagne, Julius Caesar or of the Gauls for children 7-8 or even 10 years for that before the war seems the most distant period they could logically go.

There is at this age as a first introduction quite diffuse, but extraordinarily profound, that Ferriere recommend to pick up in the fable “crystallization or stylization of social and psychological experience of humanity, practical experience, so moral resort to the folklore of various countries’ (1). This initiation can also be conducted in front with the second stage “history of things,” knowledge of the real world at different times of the past, in relation to human needs: food, cooking food, shelter, clothing , locomotion, hunting and fishing, war, defense against animals, against enemies, against diseases, play and work – observing modes of satisfaction of these needs in the present and compared with those used in other regions globe (this is the story of primer) (2).

This study “complex” life elsewhere and should be once the bulk of the teaching of history in primary school. This is because we believe and we always helped our best our friend Gauthier in research of child texts that allowed him to publish for several years in the Emancipated School, a historical introduction that may well make huge – and we began editing documents that could make feasible in our classrooms this initiation: history of bread, history of books, vehicle history, etc … “ten to twelve years, depending Ferriere the story as branch detaches from the common Body of knowledge.

However, human needs and how to satisfy them remain at the forefront of the times studied. ” It is at this age that would suit the use of historical biographies, fragments of precious lives to resurrect the past in its entirety. “Only fourteen to fifteen years the teenager begins generally be able to understand history as a form followed and therefore to be interested.” And this interest can only be profitable if a profound initiation and educationally prepared understood the full understanding of the economic, social and political through the centuries. * * * We have declared war on the textbooks. History textbooks are, in our opinion, those are the anti pedagogical and most harmful.

It is necessary that we get rid as soon as our schools. “The panoramic narratives of current textbooks supposedly for children is the time and energy lost: being contrary to psychology, they do not generate interest. There are more or less concealed disgust, so closed mental attitude and not open to higher order learning: psychology and sociology genetic peoples of the past.

And yet it is this understanding that we must lead under threat of bankruptcy, under penalty of missing the point, the only purpose that justifies the effort of one who teaches history. ” We can – and we will at least soon – to give, finally, in our elementary primary schools, history teaching rational, psychologically based on the interests and needs of children and including: a) The historical introduction the personal search of the children, the rating of real memories, scientific or folkloric research, which are likely to feel the children the continuation and at the same time differentiation of human life through the centuries. b) Life through the ages: history of bread, history of books, vehicle history, history of old measures, costume, war, school, etc … and at the same time slices life for various periods kinds of dioramas resurrecting the past: the most accurate possible relations major events, biographies of famous men, etc … All this technically made exceedingly handy documents, consult with homework market answers
children, to classify , reclassify, consolidate as we indicate, excessively large task that we do not pretend to achieve in a few years, but to which we have already attacked and that we will continue with a sure vision of the goals to achieve. c) Even if this teaching is somewhat premature in our schools, programs and exams, however, make us an obligation that we can not underestimate familiarize our students with the dates and the great events of our national history.