553:
end. His soul must be fully respected so that it gives life the fullness of its content, without constraints, without deformations. if each one of us is convinced of the goodness and superiority of their ideals, then we have no need to deform the soul of the child by molding it to our liking and according to our particular criteria. If we are confident that the integral development of each and every one of the child's faculties has to be achieved as a corollary to the integral development that is the goal, we cannot feel the need to give the child some ready-made ideas that are for them like a shell that prevents them from opening new horizons. Only people who are convinced of the falsehood of their ideals need to deform the natural soul of the child when it is still tender.
567:. Despite the hatreds experienced, the text spoke of the neutrality of education: "if Catholics wanted to make Catholics and socialists, socialists, anarchists do not want to make anarchists, what we propose is to make people." Anarchist education was permeated with this naturalistic stance on the natural goodness of children. This defense of the ideological neutrality of education was not shared by the UGT, which defended an indoctrinating education to establish a new revolutionary order. It was intended to inculcate republican ideals in order to discard any "fascist deviation" of the student.
283:, and directed, by the technical and administrative part, by a Superior Council made up of people who represented all levels of education. It was not defined as a uniformed school, but as an egalitarian school. It could admit different processes, schedules and special ways of doing and teaching, but it had to have a list of all the teaching and school activities within the same system that complied with some principles. It had to have a continuity and to respect the characteristics of each stage of development from child to young adult.
233:), which was accused of being the type of educational system that has caused the military coup. They believed in a new school that promoted rationalistic principles and solidarity. In addition to these intentions, the anarchists - in charge of this council - realized that they did not have enough teachers or sufficient infrastructure to offer a teaching based on libertarian ideas. Therefore Puig i Elias resolved to come to an understanding with the
513:. In addition, the transition from primary to secondary school needed to be facilitated, especially for students with needy families and also to improve training in pedagogy and teaching staff methodology for both teachers and university students who wanted to devote themselves to teaching. Secondary technical studies had to be reorganized to enable the transition to higher or university education.
517:
aspired to free and compulsory education for all up to the age of eighteen. Continuing in higher education should be possible for everyone who has talent, and could no longer be conditioned by social background. It was planned to create a network of learning and working schools, called "Technicum" and to facilitate active teachers to pursue university training in parallel.
142:
comparable to the
Balearic Islands (248 schools to build) and the Valencian Country (2450 schools to build). The pedagogical purpose was to promulgate to all a basic and solid culture that makes them men developed in all the aspects, able to contribute concrete activities, to the benefit of the same individuals and the society generally.
419:. The purpose was to help children develop their full potential, rather than learning to pass tests. Research shows that when the method is well implemented, children's outcomes, even in tests, are superior to those obtained with regular school methods. On the other hand, the ideological and formal approaches of the method of
552:
does not want to make the child an element of combat against anything or anyone, against men or tendencies. The child is not a means, but a beginning and an end. It does not aspire to dominate it or to use it in the service of an idea, a party, a man or a regime. The child is like God, beginning and
256:
The first thing they did (during August, on full school holidays) was to analyze their needs and find out what was available. Some 157,000 school places were estimated to be covered. According to Ramón
Navarro, during the first year, they were practically covered. But due to the war, many teachers
141:
The purpose of the decree was to coordinate education and to organize suitable buildings. It was a considerable challenge when in 1930 there were 3049 schools in all of
Catalonia and it took almost twice as many (5641) to be able to meet the needs of literacy and basic education. The situation was
570:
But Puig Elias also had to justify himself to anarchist teachers. They came to see CENU as a "deviation" from anarchist principles, since it was at the disposal of the state. For the sector opposed to CENU, it was too close to socialist policies. This sector was formed, above all, by the
Regional
488:
The
Municipal Commission of Culture of the City council was in charge of constructing public schools. At that time, teaching was often given in any building, not very adapted to the pedagogical needs: stable, the ground floor of a hospital, or in high-rise rooms, with poor hygienic conditions and
545:), from the central government. The ideological control of the teaching staff was accentuated once the anarchists lost the leadership of the CENU. In June 1937, the requirements to be a teacher increased. All those who are suspected of not being sufficiently "politically related" were excluded.
516:
In the medium term, it was planned to improve and expand the infrastructure, in order to reduce the number of students per class, have a primary school with a section for children by municipality as well as an institute for each municipality with more than five thousand inhabitants. The council
459:
proved that children are more motivated to be protagonists in their own learning. For him, teaching must respond to the needs of the human being and not just to mere knowledge. It distinguishes primary needs (eating, drinking, resting), secondary needs (self-love, approval, admiration), social,
613:
Vergès accepted the proposal. On the first of July, the building, not yet completely finished, hosted the
Children's Baths of the Sea, and on the first of August, in addition to the bathing schedule, it was inaugurated as a beach semi-colony. A year later, the Commission of School Colonies
225:
unity, which had led to the creation of the CCMA itself as well as its
Economic Council, which little by little would be in charge of promoting industrial communities and the socialization of the economy. The Executive Committee was chaired by the already appointed Joan Puig i Elias.
164:
from his youth, from 1932 he chaired the section of teachers of the Union of
Intellectuals and Liberal Professionals of Barcelona. In July 1936 he held the presidency of the Council of the New Unified School (CENU). The institution was dissolved in February 1939 by the
257:
had marched to the fronts, and between this and due to the increase in students another 3,000 new teachers were needed. For the 1936-1937 academic year, 2,000 were enabled, but even so the places were filled with people who did not have the corresponding degree.
160:. He studied teaching at the Escola Normal de Barcelona and obtained the title of teacher in 1919. His pedagogy put the child at the center of education. He educated not only reason but also feelings, with constant contact with nature. Affiliated to the
460:
sexual, and maternal needs, increasingly adapted to the stage of development. Work is thematically based on real-life experiences and observations, to which the branches (language, mathematics, science, history and practical skills) are applied.
331:
Coexistence with each other is obligatory, without distinction of origin or purpose: coexistence provides to a great extent the selection according to the personal relations of each one. Homogenization, from the beginning, helps to avoid social
445:
in itself is a valuable stage in a person’s life. The child is not a potential adult. The school must propose functional activities, useful for life. It conceived the school as a democratic and cooperative community where they learn to live in
618:
with the name of
Vilamar. Pere Vergés was a follower of the ideas of the New School. In this school they emphasized the importance given to music, the school library and physical education based on respiratory gymnastics and swimming.
440:
started from egalitarian ideas and the principles of trust and mutual respect: being bigger than the student does not mean being above them. It is not learned by assimilating laws and rules recited from a podium, but by experience.
653:
wanted the school to be the place where one learns by living, with the aim of being able to synthesize the virtues of school and extracurricular education, articulating formal learning in the daily experiences of the environment.
138:, and based on Libertarian principles. The new school regime was inspired by the rationalist principles of work, ensuring that all workers could arrive from the primary school to the studies superiors according to its capacity.
290:. The aim was a General Education Plan that contained very innovative aspects such as the approach of a common cycle of unified compulsory studies that begins from the nursery school, the relationship between
309:
Different visions of the political forces were integrated in the
Council when realizing this project in practice, so the CENU happened to have a mission of informant and adviser of the Council of Culture.
213:, its goal was to organize the new teaching system, "ensuring that it responded, in all the aspects, to the new order imposed by the will of the workers”. The Committee was made up of delegates from
322:
Teaching begins as soon as the child is born and continues until the total technical and spiritual formation of the human. By starting early and for all it facilitates equal education. There are no
245:. Puig i Elias defended this analysis before other anarchists who want to, at least, attempt libertarian teaching. Because of this he quickly received the support of the
575:. Joan's brother, Josep, responded to these accusations by saying that the CENU put into practice with facts and not with vague statements the program approved at the
335:
Further selection will be based on individual factors: teaching must discover and develop the abilities of each, also taking into account personal desires and desires.
592:
On March 7, 1921, the president of the Culture Commission of Barcelona City Council commissioned the Ribas i Pradell house to build wooden pavilions for the future
229:
On July 27, 1936, the New Unified School Council was established. The decree of creation affirmed its will to suppress the confessional school (in the hands of the
681:
Just think of the subjects you want to teach the child. This one has to reach adulthood knowing everything. They didn’t care about the interests of each student.
548:
But Puig i Elias came from a libertarian background, understanding education as a tool to achieve a harmonious and peaceful society. He stated that the school:
689:
The teachers taught their work guided only by the books, memorizing the syllabus in small doses, asking them the next day and putting a score on the children.
260:
Most of the teachers were unionized in the UGT, which caused most schools to end up under their influence. But the UGT not only joined Socialists and
203:
356:, which had a considerable influence on the modernization of the school system. This institute was not only inspired by the philosophical work of
271:
The New Unified School was conceived as the village school for all the children of the Nation, which was to have all degrees of education, from
234:
1076:"The Development of Teaching Methods in Early Childhood Education and Activity Resources Based on The Freinet Pedagogy Using The ADDIE Model"
929:
795:
768:
1321:
242:
1235:
1050:
889:
1311:
246:
723:
1316:
349:
265:
161:
404:
education, with an active, interactive, social and more fun approach that applied the principles of developmental psychology:
1122:
433:
385:
493:, there were 9047 buildings at the time, not always very suitable and 7882 new ones were missing to meet educational needs.
238:
955:"The Rousseau Institute of Geneva's influence on and presence in Catalan pedagogy in the first third of the 20th century"
738:
157:
452:
1131:
the method devised by the Belgian Ovide Decroly, based on the interest of children and their natural learning process
676:
Stimulate the child's development, giving each stage what the student demands as necessary to overcome and evolve.
210:
692:
The teacher's work is based on observation, they used different methods than memorization to get a good learning.
1042:
Per l'escola del poble : guia pràctica per l'organització material, tècnica i pedagògica de l'escola popular
761:
Tradició i renovació pedagògica, 1898-1939: història de l'educació : Catalunya, Illes Balears, País Valencià
183:
542:
261:
250:
230:
464:
Inspired by these ideas, CENU had to train teachers and create the necessary spaces, adapted to each group:
361:
146:
489:
acoustics, and so overcrowded that only absolute silence and discipline could guarantee some order. In the
1215:(in Catalan) (12). Barcelona: Societat d’Història de l’Educació dels Països de Llengua Catalana: 143–172.
599:
166:
357:
303:
218:
214:
424:
423:, united with many reformist ideas of the Catalan bourgeoisie. It was first introduced in Catalonia by
199:
1283:
1248:
1205:
298:, a solid humanistic training in all university studies including technicians, the integration of the
1144:
638:
629:
381:
377:
594:
437:
416:
373:
295:
187:
1253:
1178:
1166:
1103:
1021:
607:
420:
264:, but also Catalanists and Republicans. Practically all those who were not sympathizers of the
1216:
1158:
1095:
1056:
1046:
1013:
974:
935:
925:
895:
885:
801:
791:
764:
572:
564:
490:
412:
393:
291:
286:
This transformation brought about changes in the legislation and in the educational system of
153:
71:
1243:
1150:
1087:
1075:
1005:
966:
726:(in Catalan). Els mestres de la República a Manresa. Trajectòries, pedagogies i depuracions.
606:, minister of culture of Catalonia and member of the Culture Commission of Barcelona, asked
477:
473:
408:
135:
112:
1261:
993:
306:
and professional orientation aspects, the attempt to generalize the renewed teaching, etc.
1190:
538:
191:
43:
741:(in Catalan). llibertat.cat (Portal d'informació i opinió de l'Esquerra Independentista).
684:
Respect the student's tastes and talents and guide them on the path they want to follow.
1146:
From practice to theory, Ovide Decroly for Brazilian classrooms: a tale of appropriation
759:
Gonzàlez Agàpito, Josep; Marquès, Salomó; Mayordomo, Alejandro; Sureda, Bernat (2002).
646:
603:
469:
131:
127:
123:
194:, numerous rationalist schools had been created throughout the country. Especially in
119:, CENU) was an education institution that was created on July 27, 1936 in Barcelona.
1305:
1257:
1170:
1107:
1025:
465:
456:
397:
389:
1091:
365:
272:
222:
1154:
819:
673:
Instruct the child with all the knowledge they thought necessary for adulthood.
650:
401:
369:
340:
New School Inspirations: The Rousseau Institute, Montessori, Freinet and Decroly
280:
614:
inaugurated, as an extension of the Escola del Mar, the first school colony in
530:
502:
276:
1220:
1162:
1099:
1060:
1017:
1009:
978:
939:
899:
805:
506:
442:
287:
195:
186:, he had been executed in 1909 as a scapegoat for the insurrection known as
150:
99:
924:. De bat a bat, 11 (in Catalan). Barcelona: Edicions de 1984. p. 238.
16:
Organization to coordinate public education during the 2nd Spanish Republic
1040:
919:
879:
785:
525:
The CENU was a distinctly anti-fascist body. For this reason, ideological
970:
634:
615:
576:
534:
345:
324:
299:
1143:
Arce Hai, Alessandra; Simon, Frank; Depaepe, Marc (November 2016). "6".
279:, free in all grades. It was created and supported by the State and the
954:
380:. The Escola Nova was inspired by three then modern education methods:
858:
L'escola nova catalana 1900-1939: Objectius, constants i problemàtica
526:
353:
221:. The spirit that drove this Educational Council (CENU) was that of
190:. As a result of his influence on education, creating the so-called
763:(in Catalan). Barcelona: L'Abadia de Montserrat. pp. 489–491.
198:, rationalist education had many supporters in the labor movement.
881:"Escola nova" i pedagogia catequètica a Catalunya : 1990-1965
510:
156:(1898–1972) was the initiator of the CENU, continuing the work of
824:(in Catalan). Gran enciclopèdia catalana. April 1, 1987. 0019455.
642:
455:
takes the interests and needs of children as a starting point.
658:
Differences between the Traditional School and the New School
392:, which all wanted to replace traditional teaching, such as "
884:(in Catalan). Barcelona: Facultat de Teologia de Catalunya.
1236:"Pere Vergés: escuela y gamificación a comienzos del s. XX"
537:
teachers from their posts. These purges caused protests by
328:
differences that subsequently impair the child's education.
318:
The Education Plan was based on the following three bases:
1206:"L'anàlisi del CENU en un discurs de Josep Puig i Elias"
921:
Mestres, renovació i avantguarda pedagògica a Catalunya
1213:
Educació i Història: Revista d'Història de l'Educació
209:
The New Unified School Council was created from the
505:, which in 1930 was 12% of men and 24% of women in
95:
77:
67:
49:
39:
31:
724:"L'ensenyament a Catalunya durant la Guerra Civil"
436:aims to build a more just and supportive society.
182:Most anarchist educators referenced the pedagogue
739:"La primera immersió lingüística i l'anarquisme"
529:were carried out on several occasions, removing
1080:Early Childhood Education Research & Review
550:
994:"Rethinking Education: Montessori's Approach"
501:In the short term, the Council had to combat
8:
19:
1249:10.5672/apunts.2014-0983.es.(2018/3).133.02
998:Current Directions in Psychological Science
360:, but also by the scientific psychology of
1282:Garrido, Maria Pilar (November 17, 2015).
571:Federation of Rationalist Schools and the
18:
1247:
610:if he would like to become its director.
204:Central Committee of Antifascist Militias
661:
784:Palau, J.; Fonts, M.; Cela, J. (2016).
737:Martí Font, Jordi (February 16, 2018).
712:
579:Congress of the CNT, held in May 1936.
1284:"Escuela nueva vs escuela tradicional"
1204:González-Agàpito, Josep (April 2007).
1186:
1176:
992:Lillard, Angeline S. (December 2018).
787:Nuevos escenarios, nuevos aprendizajes
563:He said this during the middle of the
851:
641:who had studied similar buildings in
7:
1074:Hwang, Sung-Won (October 31, 2018).
913:
911:
909:
873:
871:
869:
867:
849:
847:
845:
843:
841:
839:
837:
835:
833:
831:
754:
752:
750:
748:
718:
716:
1121:Castanyer, Gemma (March 10, 2018).
1286:(in Spanish). Red social educativa
1240:Apunts Educación Física y Deportes
1234:Brasó i Rius, Jordi (2018-07-01).
1149:. Vol. 45. pp. 794–812.
821:Consell de l'Escola Nova Unificada
117:Consell de l'Escola Nova Unificada
26:Consell de l'Escola Nova Unificada
14:
1123:"60 anys amb els ulls ben oberts"
878:Valls Montserrat, Ramona (1997).
202:, the education counselor of the
415:, inspired by the principles of
1092:10.32349/ECERR.2018.10.22.5.333
790:(in Spanish). Barcelona: Graó.
350:Jean-Jacques Rousseau Institute
122:A new school was created to be
959:Catalan Social Sciences Review
173:The New School and the Council
1:
1155:10.1080/0046760X.2016.1154191
856:González-Agápito, J. (1992).
633:was built on the mountain of
509:, and 24% and 40% throughout
206:, came from this tradition.
700:Constructivist methodology.
1242:(in Catalan) (133): 20–37.
953:Soler i Mata, Joan (2012).
219:left-wing political parties
1338:
1322:Spanish Revolution of 1936
1039:Freinet, Célestin (1990).
348:pedagogues studied at the
211:Spanish Revolution of 1936
109:New Unified School Council
20:New Unified School Council
1045:(in Catalan). Vic: Eumo.
302:, the care of those with
184:Francesc Ferrer i Guardia
158:Francesc Ferrer i Guàrdia
24:
1010:10.1177/0963721418769878
860:(in Catalan). Vic: Eumo.
697:Behavioral methodology.
251:Generalitat de Catalunya
25:
1312:Anarchism and education
497:Immediate and end goals
1317:Education in Catalonia
561:
521:Ideology and criticism
314:General Education Plan
167:Francoist dictatorship
116:
83:; 85 years ago
81:February 10, 1939
55:; 88 years ago
918:Aisa, Ferran (2008).
358:Jean-Jacques Rousseau
304:learning disabilities
147:libertarian pedagogue
971:10.2436/20.3000.02.5
1129:(in Catalan). Ara.
665:Traditional School
583:Outstanding schools
296:secondary education
21:
53:July 27, 1936
931:978-84-92440-13-9
797:978-84-9980-732-4
770:978-84-8415-300-9
704:
703:
637:by the architect
573:Libertarian Youth
565:Spanish Civil War
558:Joan Puig i Elias
491:Catalan Countries
425:Joan Palau i Vera
413:Montessori method
394:one size fits all
362:Édouard Claparède
200:Joan Puig i Elías
154:Joan Puig i Elias
105:
104:
72:Joan Puig i Elias
1329:
1296:
1295:
1293:
1291:
1279:
1273:
1272:
1270:
1269:
1260:. Archived from
1251:
1231:
1225:
1224:
1210:
1201:
1195:
1194:
1188:
1184:
1182:
1174:
1140:
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756:
743:
742:
734:
728:
727:
720:
662:
559:
484:School buildings
478:higher education
474:secondary school
438:Célestin Freinet
421:Italian pedagogy
417:Friedrich Fröbel
409:Maria Montessori
268:joined the UGT.
91:
89:
84:
63:
61:
56:
22:
1337:
1336:
1332:
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1037:
1033:
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932:
917:
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865:
855:
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829:
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798:
783:
782:
778:
771:
758:
757:
746:
736:
735:
731:
722:
721:
714:
709:
660:
639:Antoni Falguera
630:Escola del Bosc
625:
623:Escola del Bosc
590:
585:
560:
557:
539:Manuel de Irujo
523:
499:
486:
378:Louise Lafendel
342:
316:
180:
175:
87:
85:
82:
59:
57:
54:
27:
17:
12:
11:
5:
1335:
1333:
1325:
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1314:
1304:
1303:
1298:
1297:
1274:
1226:
1196:
1187:|journal=
1135:
1113:
1086:(5): 333–358.
1066:
1051:
1031:
1004:(6): 395–400.
984:
945:
930:
905:
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827:
811:
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647:Charlottenburg
624:
621:
604:Ventura Gassol
595:Escola del Mar
589:
588:Escola del Mar
586:
584:
581:
555:
522:
519:
498:
495:
485:
482:
470:primary school
462:
461:
453:Decroly method
448:
447:
434:Freinet method
429:
428:
341:
338:
337:
336:
333:
329:
315:
312:
179:
176:
174:
171:
132:co-educational
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1285:
1278:
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1264:on 2020-02-10
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1052:84-7602-263-8
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