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Introduction:

Pedagogical, social and political dimensions are integral components of the life and 
work of Freinet. In this regard, he himself stresses that his technique presupposes a 
two-dimensional approach: the school education dimension and the social political 
dimension. Freinet believes that society is riddled with contradictions, which, in turn 
express the antagonistic interests of different social classes and invade all areas of 
society, including the schools. 
 
The pedagogical movement he founded is characterized by its social dimension, as 
evidenced by his defence of a child-centred school, which attempts not to marginalize 
the children of the lower classes. 
 
Celestin Freinet, one of the most important educators of today, was born in Gars, a 
village in southern France, on October 15, 1896. He was a primary school teacher 
from the age of 24, and he started his teaching life in the small village of Bar-sur- 
Loup (Alpes-Maritimes) in a small rural school. Besides leading the way towards 
modernization of schools as the creator of the Modern School Movement, Freinet was 
also the founder and director of the Teacher&rsquo;s Trade Union, the Modern School 
Cooperative and the International Federation of the Modern School Movement. 
 
Thousands of educators in France and in over 43 countries around the world use his 
work today, continuing the work he started, which inspired numerous education 
reforms. 
 
To Freinet, who began his teaching career in 1920, education should allow students to 
carry out a real job. His teaching career began by building the educational principles 
of his practice, where he focused on the belief that &#39;&#39;no one alone advances their 
education alone, cooperation is essential.&#39;&#39; He proposed a change in the school, 
because he felt it was too theoretical and therefore disconnected from real life. 
 
His education proposals are based on research into children&#39;s thinking and into how 
children build up their knowledge. &#39;&#39;The classroom should be enjoyable and active, 
because work is the driving force of education.&#39;&#39;&nbsp;Through constant observation he 
noticed where and when he had to intervene and how to awaken the student&#39;s desire to 
learn. Learning through experience is most effective because if the pupil has a 
successful experience, he will advance and repeat the procedure. However, he will not 
advance alone, he needs the cooperation of the teacher.

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