Humanity today is more and more acutely aware of its limits and of the danger of unreasonable exploitation of the world’s natural and human capital for the sake of instant gratification and to assuage the thirst for property and power. The idea of a return to, and a revitalization of, the basic values of love for others and love of nature, as against love of property and power, is beyond doubt the only philosophical route that can now lead to universal awareness of our finiteness and our fragility. Whether or not such a return is based on a mystique of human destiny is of little importance for lines of day-to-day conduct in political and educational matters, given that ‘techniques for living’ education is the only kind that can lead to such an awareness and such a return to fundamental values. To seek individual self-realization in the child’s own activities and through the child’s experience of living in a community, to develop respect for humanity and nature, to advance knowledge in and through co-operation—all these objectives are in stark contrast, today as in the past, to the selective, teacher-centred education that is characteristic of a civilization geared to productivity and to the frenzied exploitation of nature, and whose only goals are the possession of worldly goods and power over people; but what might have seemed an idealistic dream fifty years ago is today the only possible road to survival for vulnerable, precious humanity—the choice between them, formerly a matter of aesthetics, has now become a vital necessity. Now more than ever Célestin Freinet opens up to us, in education, the path of reason and feeling.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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