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Abstract
Keywords
Abstract
Freinet's pedagogical thought makes an important contribution to the way of learning. Experimentation is the closest thing to natural learning. Before the invention of the school, one learned by observation, by repetition. The child learns this way as well. As soon as you enter the school world, you put aside this form of learning. Freinet maintains and adapts this way of doing things. He believes that the student learns through the search for answers to his questions and the solution to the problems to solve. In such a context, knowledge is answers to the person's concerns, a powerful source of intrinsic motivation. Knowledge becomes tools that we learn to identify and use when needed.
Keywords
- Freınet, Célestin, Essai de psychologie sensible 1 : Acquisition des techniques de vie constructi- ves, Neuchâtel, Delachaux et Niestlé, 1971.
- Freınet, Célestin, Essai de psychologie sensible 2 : Rééducation des techniques de vie ersatz, Neuchâtel, Delachaux et Niestlé, 1971.
- Freınet, Célestin, La méthode naturelle 1 : l’apprentissage de la langue, Neuchâtel, Delachaux et Niestlé, 1969.
- Freınet, Célestin, Les dits de Mathieu, Neuchâtel, Delachaux et Niestlé, 1978.
- Freınet, Célestin, OEuvres pédagogiques 1, Paris, Seuil, 1996.
- Freınet, Célestin, OEuvres pédagogiques 2, Paris, Seuil, 1996.
- Freınet, Célestin, Pour l’école du peuple, Paris, Maspero, 1969. (Bu son eser Freinet pedagojisi- nin bir özeti ve mükemmel bir giriştir.)
- köğrenime girişte eşitlik sağlamak ve taşra eğitiminin uyumu amacıyla kurulmuştur. 1967 de kabul edilen bu yasadan
