Scholastic imposes blinkers. The child who is subject to it only sees before him in the narrow confines of the textbook, the workbook or table. A right and left walls and frosted glass restrict and obstruct the horizon. The thought itself is repressed and channeled to avoid distraction. No natural element helps regulate the spatial and human data.
Children become like the horse, a cripple. The horse corrects at least partially his infirmity because he keeps his blinders that part of the day; and the child himself would soon be dangerously marked in its vital reactions if sentenced to spend in school while its standby time.
I believe that the worsening impairments in spatial relationships is due to the fact that our students today keep the blinders too long: the bus pick-up or on the bus, in concrete schools no longer reflected the nature, in too standardized and no horizon HLM. Meanwhile reports are deliberately distorted by the profusion of pictures – Illustrated, film and television – that substitute the natural environment and fictitious faked data.
Then swim child, no experience or direction in an environment that does not allow him the necessary awareness jacks. It’s not even more deterioration of spatial sense we should speak, but the annihilation of all good sense short. This danger requires urgent adaptation of our technology to the imperatives of our time.
It is not enough to treat some individuals of an evil that threatens us all. This is the source that we must seek the true remedies. We must rethink and modernize our teaching techniques. In the meantime, we ask the experts dealing with https://homeworkmarket.me/
dyslexia – to consider to what extent it is the direct or indirect result of an imbalance of spatial sense; -to see where does this deficiency and if it could not be corrected by a non-scholastic education, more related to natural processes and life; – loyally experiment to whether, as we claim, dyslexia is related to a method of error in the teaching of reading and writing; – check if it is true that non scholastic methods of Freinet Techniques prevent dyslexia or correct children who have it.
The schools working according to our technical will lend themselves willingly to experiments and investigations could be carried out for this purpose. C. FREINET. http://www.icem-freinet.fr/archives/educ/61-62/8-janvier62/1-2.pdf
In: The Educator CEL For students> Elementary Teachers To review> Summary January 1962 Read Full issue in PDF Print
In: Congress The New Educator PEMF For teachers review in October 2002 in Talence, Bordeaux
In: The New Educator PEMF For teachers teaching Maths journal Techniques> Classroom Organization> Teaching Techniques workshop> math research October 2002