Students were chanting in chorus: – Pho-no-gra-phe is u- no-ma-chi-do-you-by-lan – in-the-pa-king-sses-im-por-your-tan is made ap-pel to pre-di-ca-ers.


Note the following quote that the circular does not refer at any point to mechanical memory usage, or the heart by the circular of 19 October would restore honor. “The experimental scientific work does not aim to instill a set of specific knowledge. This does for the students to manifest their skills and gain a first introduction to scientific methods and attitude.

According to what has always been the ideal of our culture, the focus will be on how to train the mind, not on the content of teaching and the acquisition of specific knowledge. “It will be even less education aimed to impart knowledge that the way forward must be as much as possible the research, conducted freely by students with the help of the master.” And although the circular insists that there is no question of theoretical imitations. It provides detailed best homework help
technical guidance for which it “proposes” interesting themes as possible alive.

This work must meet some basic educational principles: 1) from the concrete, the real, the experience accessible to children and not an ex cathedra statement, bookish or verbal. so well make them feel that science and the disciplines they study only represent various attempts to explain reality and act on it; particularly for the themes of the first series, the reference to direct observation of the local environment is required as prerequisite for giving full meaning to the methods used and to facilitate the understanding of some abstract concepts that will be made of study of concrete phenomena; 2) and motivate the presentation of any material or any observation exercise by using a fact taken in the experience of the child, or observable in the local environment, or borrowed from news, to avoid too mechanical and too systematic progression where the choice of works seem dictated by an arbitrary decision and “a priori” the professor; 3) give from a global character to the study of or natural phenomena of the machine or mechanism to study, then move only to the analysis and lead to a deductive and synthetic formatting of results of even more careful that the search method has been more inductive and delivered to the vagaries of the discovery; 4) according to the principles of active methods, making any place, throughout the years and even in the development of the work plan and resources and research methods, suggestions, observations and experiments made by the students themselves, in accepting error and trial and error, but always demanding rigor and precision in testing hypotheses or offered explanations; 5) start with observation and qualitative analysis of phenomena before proceeding to the measurement and testing, so that the need for them has been proven by the students themselves and the requirement s’ requires them gradually; 6) make mathematics appear not only as a way to use digital data, a priori, that students have not experienced the real content, but as an indispensable tool to clarify the understanding of natural phenomena; for example, not just to build curves or graphics on temperature readings that students would not have done themselves; 7) Use, whenever possible, to the organization of work in teams, which allows one to extend the observation field in the first set of themes. For those of the second series, this method has the advantage of ensuring the active participation of each student in a joint work, which is necessary to raise awareness to these difficulties of observation and accurate measurement for bring them to the notion of error and uncertainty; 8) linking the observation of local and current realities we have chosen to study with that of the same realities in other regions and in other times, using either a direct exchange of information by correspondence document with other schools or any other geographical and historical documentation of nature as concrete, so as to give direct observation necessarily limited to full extension and cultural value.

Finally, the Director General of the organization and educational programs, Lucien Paya, speaks of a “new discipline whose introduction in the observation program cycle is one of the fundamental elements of reform teaching. ” * We wanted to mention this long circular: 1. Because it is a total rehabilitation of the non-scholastic teaching we defend, and restores confidence thus the comrades that the circular of by heart would somewhat shaken. 2 °. Because it does not only not to mention the notions that the circular of November 19 would emerge from the old store accessories, but it explicitly condemns the traditional tendency to impart knowledge, ex-cathedra teaching, bookish and verbal, looking for a mechanical progress, the word “by heart” is not pronounced, probably because he did not come to the idea that the editors by heart can still be recommended in a circular Ministerial. * Why so much stress this circular of November 19, which, after all, may seem harmless.

It is perhaps not serious in itself, especially since it already appears as an error, or at least as a maldonne. What is regrettable is that the mass of educators who turned their eyes towards modern methods formally approved and feel strengthened in their immobility, and better armed thereby criticizing on behalf of their teaching by heart, culture and life skills.

They shall refrain from reading and meditating on the circular of September 8, we want to just lay before them, to repeat them that we are right, that our teaching pedagogy will be tomorrow; she is already teaching today in observation classes. And we are not administrators, insult to suppose that there can be two pedagogies: one for children up to 12 years, another for the older students. Pedagogy is one; the principles which justify it are valid at all levels.

This is obviously to pass them into reality and we are working on it. * Actually, we did not have to lead again in 1960, a campaign that we believe finally won against the auto program and by heart. We cited willingly, it was 15 years ago, the typical anecdote revoici: The teacher had done conscientiously copy, study by heart and repeat the grammar rules of the conjugate with the past participle be: – They say I left . rather I left …

Louis knew the rule but still wrote: I go … – You will copy me ten times from the verb in the past tense … With that, 4:00 arrive. The teacher goes prepare his canes to go fishing, leaving Louis, alone in the classroom, conjugate the verb: I left. Research primers was longer than expected.

When the teacher returned to his class, the student was no longer there, but a good player, he had written on the board: – Mr. like I ‘d finished my punishment and that all were not here, I have left. * Repetition, by heart, memory … I was a recent day at a teacher who in his kindergarten class, practice our techniques to perfection in a living environment where reps have no place.

When I went out, I heard in private nursery school opposite, repeating that the circular of 19 November seems to recommend … Students were chanting in chorus: – Pho-no-gra-phe is u- no-ma-chi-do-you-by-lan – in-the-pa-king-sses-im-por-your-tan is made ap-pel to pre-di-ca-ers. – The co-your-ber-ton-nes are hey-ri-ssees pitfalls. You may say that this is a caricature of a heart. If you disagree, you implicitly disapprove a method that even recommended by a circular, can lead to such stupidity.

The circular of 19 November is undoubtedly a serious mistake. It contradicts the circular of September 8 that initiates a modern pedagogy.