Extract
[...] The Modern School, Editions Couleur livres, Brussels. - FREINET, Celestin (1946). The Modern French School. Editions Ophrys, Paris. - MONTESSORI, Anna (1904). Pedagogical Anthropology. - PESTALOZZI (1803). The Book of Mothers. - ROGERS, Carl (1962). [...]
[...] We will analyze what the major structural concepts of this fundamental alternative movement were and how these educators transformed their time and the evolution of modern thought. Firstly, the philosophy of the Enlightenment and particularly that of Rousseau, through Emile or On Education, brings a fundamental light to the current as a first-order influencer. Some perceive him as one of the first pedagogues. Indeed, his 'natural' conception of the act of learning places the learning relationship in a new, chosen, and instinctive evolution that distances it from traditional educational spheres inherited from the Classical Century. [...]
[...] If alternative pedagogy mainly makes its way in the 20th century, leading to explorations in theorizations, the fundamental bases of the current find an evolution, adaptation, or even a claim, at the whim of the historical and societal upheavals traversed. In fact, the concept of modern school puts mainly in balance a traditional pedagogy, based on the inculcation of principles and facts. From then on, this bias of reading offers a fertile ground for unprecedented experiments to libertarians who try to break free from a narrow or limited political-social system. The first libertarians are idealists, such as William Godwin, who promotes a free education from all conditioning and social alienation. [...]
[...] Teaching and Learning. National Education, n 22, 12-14. - RUFER, Alfred (1974). Pestalozzi: an 'engaged' pedagogue, in The Switzerland and the French Revolution, Paris, Society of Robespierre Studies, pp. 205-256. [...]
[...] Francisco Ferrer, in Francoist Spain and Paul Robin in France apply these principles. The Sébastien Faure's Hive is a first achievement, detached from the State and financed by a cooperative principle. The school of Summerhill de Neill and the Hamburg schools mark the most resonant examples of the new education experiments of the early 20th century. Further, it is the attempts of the American psychologist Carl Rogers in non-directive therapies that have legitimized and opened the modern current at the psychosocial level. [...]
