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(en) France, Alternative Libertaire AL #287 - Neither God nor schoolmaster: Change of course but no goal (fr, it, pt)[machine translation]

Date Sat, 27 Oct 2018 09:12:57 +0300

After months spent closer to a reality different from that of France, I am back in European lands, to continue other projects. This temporarily takes me away from the Francisco Ferrer school in Belém, but not from libertarian education. ---- On the contrary, the hexagonal territory that I once again tread has been, during the history of the workers' movement, one of the most fertile in terms of putting into action the ideas of anarchist thinkers, until today and will not fail to inspire us again in the coming struggles to free education from the straitjacket of state or denominational education. ---- We can start our journey with a few pages written from the Belle Epoque with Cempuis and Paul Robin. To speak about this educator is to evoke, in the background, the important pedagogical and political work of James Guillaume, collaborator of Ferdinand Buisson, joint authors of the Dictionary of Pedagogy of 1887. It is also, in the wake of these pioneers, to refer to Sébastien Faure, the activist-educator of the Hive that before the First World War, will put back to work the libertarian principles. But between these masculine figures, it is important to give an important place to Madeleine Vernet, and to her proletarian orphanage of L'Avenir social. Browse this time and its paths,

In 1880, the Republic, the third version, was reinforced, supported by a bourgeois class that broke away from monarchism in the 1870s after crushing in blood the revolutionary attempt of the Commune in 1871. This is only from 1879 that, definitively, will be consolidated the regime with the electoral victories of the republicans (Jules Ferry) supported by the radicals (Clemenceau). After the Commune, the labor movement reorganized with difficulty: it lost many of its leading figures, but gradually return to France, more or less clandestinely, the companions of Bakunin; militant networks are reforming. From 1881, Jules Ferry, who will occupy various ministerial positions, will begin this primarily for what he has gone down in history: a cycle of educational reforms that aim to root the Republican regime at the heart of the nation by the formation of citizens attached to it and that one. But, between the guidelines of this plan wanted by the Republican elite will organize a form of libertarian and educational resistance.

Next step, Cempuis and the educational writings of James Guillaume. Thus, Ferdinand Buisson was placed in the 1880s by Jules Ferry as director of primary education. He spent part of the 1860s in Switzerland and will find a few years later a major militant of the Swiss anarchist movement, with whom he will write the dictionary mentioned above: James Guillaume. This collaboration is consistent with the choice of Buiisson to place in 1880 a certain Paul Robin at the head of an orphanage created by a priest: Cempuis.


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