The practice is more serious now in the age of TV.

even while a show for adults is never a simple recreation and does not require such a considerable effort on the part of the student! Yves-Marie DANIEL (Rouen). PS – I summarize my opinions; 1. The television and film are not inherently bad.

Their main shortcomings are due to the poor quality of many programs and films and it is capitalist profitability that is responsible for this state of affairs. 2. The children and adolescents will leave abatardir or unduly influenced by TV and movies because the realities of life are too poor and especially because the traditional school lack of interest and is no longer in the the meaning of life.

3. Censorship currently applied – which is particular to prohibit certain shows to people under 16 or 18 years – is nothing but a hypocritical lesser or no effect and a particularly immoral mercantile advertising. Conclusion. – The struggle for a better and better TV movie is in the struggle against the capitalist social order. This is why the Movement Modern School must actively participate in this “fight.” – Y-M, D. In his criticism also very relevant, Y.-M.

Daniel underestimates two realities that lead us to distrust of film and television, even if emissions were moral and social. The use of film and TV may not be catastrophic when one uses them only moderately, and as much as possible knowingly. But it is well known that in some families, the radio is plugged who shouted for hours over dinner as for family night.

It’s like a permanent record and background which eliminates any family privacy and stuffed mind notions worthless when they are not dangerous. The practice is more serious now in the age of TV. dinner is connected and only extinguished 23 hours. You watch TV while eating, which is already not good for health; children then sit on the floor, head in hands, or sometimes even in bed and looking through the images.

Besides the danger to eyes such a practice that encourages children to bed very late removes even more than radio, any family life. We say that such inconsiderate practice of TV has been for much of the current crisis of American youth. But there is another danger, especially psychological and psychic, that Y.-M. Daniel fails.

Why is walking so relaxing and so balancing? Because we ale time to see to a natural rhythm, see and hear, to stop and reflect, learn and enrich themselves. The carriages travel kept most of these virtues. But when today we drive by car or train, we see everything and we see nothing.

The images are occurring at a pace that does not allow us to store safely, compare and reflect. And that’s why a long run makes us tired mentally and psychically. Film and TV realize this rapid succession of images that we can neither follow nor use. This results in the formation in us abnormal and unforeseeable circuits with non-integrated accidentally to life bonds. We see everything and you see nothing.

Remember your mindset when you go two or three hours of cinema. You are in a dream that you need long to get out. The TV carries permanent dream home. It is, therefore, whatever the content, desadaptante and unbalancing. It should in any case that radio, cinema or television invade champde life.

That’s life who needs to know to tap into these techniques they have good and useful, and only that. METHOD OR NATURAL Taylorization Mr. Ischer, director of educational studies at the E.N.

Neuchatel, had asked the question in our No. 1 (p. 39). Questions that deserve discussion and we have not discussed it. Mr.

Ischer reminds us in a recent letter: “On one hand, you require the cooperation of specialists, and on the other, when you are serious arguments opposing (I think the methodical progress in arithmetic, report I. Pauli UNESCO Stern Pauli method), you spread your priori. We are increasingly convinced that certain logical techniques (basic vocabulary, irregular verbs, arithmetic) will save hours of formal education in favor of the school of life.

It is these techniques that are progressive, adapted year after year at the age of children. “No, Mr. Ischer, we have not ruled out a priori the issues that matter to heart and we believe the essential discussion. But for various reasons we have not been able to have this discussion here.

The report published in this issue of the symposium “Life Skills” from Alsace, partly explains the delay. In demonstrations initiated during this first year, we built especially on the technique for which we almost terminela essential educational transformation:
French. It is true that the sciences and the calculation, as these important disciplines as French, our experimental trial and error is just beginning.

We bienmis honor in the living calculation, but the modalities of technical acquisition are not yet developed. This will work in the coming months. We will in the next issue a first response of our fellow Lallemand. – CF And we have just received the following answers to our friend Professor Laporta, Florence, specialist in Italy all matters of school cinema, one of our most loyal members whose opinions we are still valuable: The magazine definitely interesting.

It appears to me as a serious attempt (but unfortunately isolated) back to an experience of several decades, a series of technical and educational success, to identify the principles that have always been implicit in the work of the ICEM, but it is now necessary to find and order in a rather obvious conceptual construction to enlighten those who do manage to education and through the principles. You should also add that it is legitimate and justified for those who actively lives the principles of know them and see them clearly in front of his own eyes.

We never wanted to be pure “practitioners” We always thought that without its guidelines, educational action is fragmentary and insufficient. But we have kept till to safe intuitions, clear enough for us. Today, we must bring these insights conceptually and clearly establish their relationship with the progress of “human” sciences.

This seems to me the purpose of the review. I point you in the # 1 your article “psychological foundations …” Vuillet the items, Dottrens Combet. In No. 2, and those of your article Vuillet Combet (Alain), in No.

3, and those of your article and Vuillet Fromageat. In No. 4, the first three articles.

It is, in short, all those writings in which the Braking Techniques are being compared with each other and with the contemporary scientific spirit. I did not understand, for cons, the importance of other articles dealing with more specific questions “What is knowledge? “In No. 3,” The life profile, “# 2, etc.) it would be better to publish in technological journals ICEM.

But perhaps one reason escapes me, I pray you to contact me. It is necessary to admit that all our work, and even documentation that appears around this work, may raise doubts among those quine not know the spirit in which we work. For example, critics about “overwork master” and “the validity of the techniques only for elite teachers” are important.

We need to get our technical best results at the same time and with the same effort than traditional schools. We must demonstrate that our work is not supernatural and that anyone can do it, provided he has sincerely envy. I try also to develop: these themes in the work I do for “Scuola Citta Pestalozzi” whose Freinet Techniques are now essentially part.

I seem as important a development of the design discipline and obedience that because they are the source of many misunderstandings.

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