Glossary

When reading by writing[ (especially according to: Jürgen Reichen), beginners write words with the help of a phonetic table. Pictures of familiar objects are shown together with the sounds: for example, the picture of an owl stands for “eu”. Through repeated meaningful use, the letter combinations for words are learned so that after some time (on average a few weeks) the letter table can be dispensed with. The ability to read is acquired in this way without reading being the explicit subject of the lesson. .

In inquiry-based learning, learners start with their own research questions. These are also the starting point for all learning projects in the corresponding Freinet method, the –> Groping Experiments. We distinguish between “big questions” (main questions) and “small questions” (sub-questions). Good research questions are characterized by the fact that they allow exactly the right amount of depth that is necessary for the respective research project. They usually start with the classic “W” questions and cannot be answered with “yes” / “no” or a single sentence.

People react in different ways to events that life presents them with. While some people are overwhelmed by problems, misfortunes or disasters, others react positively – even to the most difficult experiences. Even if there is no single definition of resilience: Resilience describes how people can adapt and even emerge stronger, even under the influence of negative events. The positive factors that strengthen resilience include environmental factors such as support from the family, one’s own culture, the community, the social environment and the school environment. Personal factors, such as cognitive abilities (e.g. intelligence, models for interpreting and making sense of reality) as well as emotional abilities (e.g. emotional and action control), a high expectation of self-efficacy, tolerance for uncertainty, the ability to actively shape relationships or a positive attitude towards problems (problem-solving orientation). Process factors, such as the ability to recognize opportunities and perspectives in a crisis, the acceptance of the unchangeable and the concentration of all energies on what needs to be overcome next and the strategies developed in the process. Groups or communities can also differ in terms of their resilience. Resilient groups tend to be strongly cohesive, collectivist rather than individually oriented and characterized by strong values that are shared by most people in the group.

In each group/class, there are tasks that serve the community, such as sweeping, garbage duty, clean-up duty, window and energy watch, etc. In order to transfer the responsibility to each individual, these tasks are organized in daily or weekly services via the class or group council and the execution is reflected upon.

–> Freedom

Ateliers are time-limited workshops that are either offered by experts or advertised as participatory ateliers. We distinguish between long-term workshops (usually lasting several hours over several days) and short-term workshops (one-off offers lasting 1-2 hours). In a workshop, participants can try out new methods in a protected environment. Anything is possible as a studio topic: from theory to art, from concept development to free creative expression.

The ancient Greek term symposion (Greek sympós?on; late Latin symposium) means “drinking together”. The term symposium (pl. symposia) for scientific conferences later developed from the meaning of social gatherings. In 1999, the Cooperative for Freinet Pedagogy organized the 1st Freinet Symposium in collaboration with the University of Bremen and the Center for Teacher Training in Bremen. Here, theory and practice are combined in a Freinetian way in an event lasting several days. A fundamental element of the symposia are also mutual observations, which are carried out promptly. Since then, a symposium has been held every two years. The activities always revolve around a current educational policy topic.

Freinet pedagogy requires cooperation and communication. So that learners can give each other impulses, support and feedback while learning, but also interact socially, they usually sit in table groups. Table groups of four are often set up, which ideally consist of individual tables so that they can be arranged differently to suit the respective learning situation. The table groups are usually put together over a certain period of time, e.g. from vacation to vacation, in fixed learning groups. These are often age- and strength-oriented –> heterogeneous.

The idea of the tree of competencies is a Freinet method in its own right, as it is based on the uniqueness of each person. The people in a group/system (tree trunk) are represented as leaves on different branches (work groups/departments). The competencies of each person become visible through various symbols or terms. The tree of competencies can be used to visualize the diversity of expertise, knowledge and skills in groups.