Fernand Oury
Encyclopedia
Fernand Oury was a pedagogue and creator of modern French
school
ing, recommending (and putting into practice) a "school of the people", where the children are no longer the passive ones "taught", but the people with a whole share in managing their training and the everyday life of their classes. Oury intended this to occur by means of pupil's councils, school funds, and individualized curricula.
In 1950 as a teacher Oury reacted to the horrible state of the French educational system --what he described as "overloaded classes", "colossal school sizes", and "absurd regulations" by initiating with school leadership (including Célestin Freinet
) the revision of organizational practice within urban schools. By 1958, following on the heels of initiatives made by brother Jean Oury
, François Tosquelles, and Lucien Bonnafe in the creation of Institutional Psychotherapy
, Fernand founds the discipline of institutional pedagogy
, the object of which would be the progressive analysis of liberating means of education
.
His framework of analysis initially consisted of three pillars of consideration (1964):
1) Materialist
: the equipment, the techniques of organisation and initiating activities, consideration of concrete situations, and concrete relations.
2) Sociological
: consideration of the class, groups and grouping of groups and classes and effects; intercommunications and phenomena within groups that overdetermine behaviour and evolutions of the students.
3) Psychoanalytic
: to quote Oury "acknowledged or disclaimed, the unconscious is in the class and it speak... It is better to understand that to be subjected it."
----
Perhaps the most well-known name in institutional pedagogy
, Oury maintained an open relationship with respect to defining the scope and practice of teaching.
By 1966, Oury and psychoanalyst Aïda Vasquez, along with the G.E.T. (Groupe Techniques Éducatives) begin to work out the practical and theoretical instruments institutional pedogagy would develop as a practice. This was accomplished primarily through the elaboration of monograph
s. The practice of publishing articles of analysis, case-studies and critiques also began to be encouraged.
In 1978, Oury and others establish CEPI, the Collective of Teams of Institutional Pedagogy (French Le Collectif des Équipes de Pédagogie Institutionnelle), and the MPI, Association for the Support of Institutional Pedogagy (French: Association
Maintenant la Pédagogie Institutionnelle),
both still in existence today. Their primary tasks are the publication and dissemination of institutional pedagogic literature, reports, analyses and case-studies, the promotion and activism in favour of progressive pedagogic practices, and the education of teachers, social workers and others in Institutional Pedagogic practices.
France
The French Republic , The French Republic , The French Republic , (commonly known as France , is a unitary semi-presidential republic in Western Europe with several overseas territories and islands located on other continents and in the Indian, Pacific, and Atlantic oceans. Metropolitan France...
school
School
A school is an institution designed for the teaching of students under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools...
ing, recommending (and putting into practice) a "school of the people", where the children are no longer the passive ones "taught", but the people with a whole share in managing their training and the everyday life of their classes. Oury intended this to occur by means of pupil's councils, school funds, and individualized curricula.
In 1950 as a teacher Oury reacted to the horrible state of the French educational system --what he described as "overloaded classes", "colossal school sizes", and "absurd regulations" by initiating with school leadership (including Célestin Freinet
Célestin Freinet
Célestin Freinet was a noted French pedagogue, and educational reformer.- Early life :...
) the revision of organizational practice within urban schools. By 1958, following on the heels of initiatives made by brother Jean Oury
Jean Oury
Jean Oury is a French psychiatrist and psychoanalyst born in March 1924. He is the founder and director of the psychiatric hospital La Borde clinic at Cour-Cheverny, France. He has been member of the Freudian School of Paris, founded by Jacques Lacan from inception until the dissolution of this...
, François Tosquelles, and Lucien Bonnafe in the creation of Institutional Psychotherapy
Psychotherapy
Psychotherapy is a general term referring to any form of therapeutic interaction or treatment contracted between a trained professional and a client or patient; family, couple or group...
, Fernand founds the discipline of institutional pedagogy
Institutional pedagogy
Institutional pedagogy is a practice of education that is centered on two factors: 1. the complexity of the learner, and the "unconscious" that he or she brings to the classroom. This unconscious is another name for the diversity of social, economic, cultural and other unspoken elements that an...
, the object of which would be the progressive analysis of liberating means of education
Education
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
.
His framework of analysis initially consisted of three pillars of consideration (1964):
1) Materialist
Materialism
In philosophy, the theory of materialism holds that the only thing that exists is matter; that all things are composed of material and all phenomena are the result of material interactions. In other words, matter is the only substance...
: the equipment, the techniques of organisation and initiating activities, consideration of concrete situations, and concrete relations.
2) Sociological
Sociology
Sociology is the study of society. It is a social science—a term with which it is sometimes synonymous—which uses various methods of empirical investigation and critical analysis to develop a body of knowledge about human social activity...
: consideration of the class, groups and grouping of groups and classes and effects; intercommunications and phenomena within groups that overdetermine behaviour and evolutions of the students.
3) Psychoanalytic
Psychoanalysis
Psychoanalysis is a psychological theory developed in the late 19th and early 20th centuries by Austrian neurologist Sigmund Freud. Psychoanalysis has expanded, been criticized and developed in different directions, mostly by some of Freud's former students, such as Alfred Adler and Carl Gustav...
: to quote Oury "acknowledged or disclaimed, the unconscious is in the class and it speak... It is better to understand that to be subjected it."
----
Perhaps the most well-known name in institutional pedagogy
Institutional pedagogy
Institutional pedagogy is a practice of education that is centered on two factors: 1. the complexity of the learner, and the "unconscious" that he or she brings to the classroom. This unconscious is another name for the diversity of social, economic, cultural and other unspoken elements that an...
, Oury maintained an open relationship with respect to defining the scope and practice of teaching.
By 1966, Oury and psychoanalyst Aïda Vasquez, along with the G.E.T. (Groupe Techniques Éducatives) begin to work out the practical and theoretical instruments institutional pedogagy would develop as a practice. This was accomplished primarily through the elaboration of monograph
Monograph
A monograph is a work of writing upon a single subject, usually by a single author.It is often a scholarly essay or learned treatise, and may be released in the manner of a book or journal article. It is by definition a single document that forms a complete text in itself...
s. The practice of publishing articles of analysis, case-studies and critiques also began to be encouraged.
In 1978, Oury and others establish CEPI, the Collective of Teams of Institutional Pedagogy (French Le Collectif des Équipes de Pédagogie Institutionnelle), and the MPI, Association for the Support of Institutional Pedogagy (French: Association
Maintenant la Pédagogie Institutionnelle),
both still in existence today. Their primary tasks are the publication and dissemination of institutional pedagogic literature, reports, analyses and case-studies, the promotion and activism in favour of progressive pedagogic practices, and the education of teachers, social workers and others in Institutional Pedagogic practices.
External links
- Collective of Teams of Institutional Pedagogy (in FrenchFrench languageFrench is a Romance language spoken as a first language in France, the Romandy region in Switzerland, Wallonia and Brussels in Belgium, Monaco, the regions of Quebec and Acadia in Canada, and by various communities elsewhere. Second-language speakers of French are distributed throughout many parts...
)