Célestin Freinet

Célestin Freinet (15 October 1896 in Gars, Alpes-Maritimes – 8 October 1966 in Vence) was a French pedagogue and educational reformer.

Freinet was born in Provence as the fifth of eight children. His own schooldays were deeply unpleasant to him and would affect his teaching methods and desire for reform. In 1915 he was recruited into the French army and was wounded in the lung, an experience that led him to becoming a resolute pacifist.

In 1920 he became an elementary schoolteacher in the village of Le Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. He married Élise Lagier in 1926.

In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung injury made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students. The children would compose their own works on the press and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books.

Freinet created the teachers' trade union C.E.L. (Coopérative de l'Enseignement Laïc) in 1924, from which arose the French teacher movement Modern School Movement (). The goal of the C.E.L was to change public education from the inside with the co-operation of teachers.

Freinet's teaching methods were at variance with official policy of the National Education Board, and he resigned from it in 1935 to start his own school in Vence.

In 1964, Freinet drafted the pedagogical constants. Freinet laid out these constants to enable teachers to evaluate their class practices in relation to his basic values and thus appreciate the path that remains to be followed. "It is a new range of academic values that we would like to work here to establish, with no bias other than our preoccupation for the search for truth, in the light of experience and common sense. On the basis of these principles, which we shall regard as invariable and therefore unassailable and sure, we would like to achieve a kind of pedagogical code ... "The Pedagogical Code has several colored lights to help educators judge their psychological and pedagogical situation as teachers:

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