MY PERSONAL VOCATION TO EDUCATION, THE REASON THE SPIRITUALITY OF ST IGNATIUS OF LOYOLA " Father Pierre Faure
Born in 1904 in Pessac (Gironde), France, May 11, Pierre Faure. He studied high school at the Colegio de San José de Tivoli (Bordeaux), obtaining a bachelor's degree in Latin and mathematics sciences. Later obtained a degree in general chemistry.
In 1921 he joined the Jesuits in 1926 and performed his military service in Syria. He is Professor at the University of San Jose in Beirut (Lebanon), and the College of Sarlat, after his return to Vals, where he spent three years studying theology and philosophy.
On August 25, 1935 was ordained priest in 1936, establishing a secretariat for the Education soon becomes today's "Center of Pedagogical Studies (Paris), and assists in three journals: one for parents of students (Aux Parents ), another that served as liaison between secondary schools and a third French teaching itself to the public, published from 1945 until today.
In 1940 he organized courses and educational sessions for teacher training. At that time contact Lubienska Lenval Madame Helene, who works with him on these courses and work for long. Madame Helene was precisely Lenval Lubieska who helped in the upgrading of a number of pedagogical works first published by Editions Spes, rather scientific work with application of language teaching for children, allowing the simultaneous learning of reading, writing and spelling, actively and personally.
In 1945 he founded the magazine "Education", which is Director until 1972 and in 1946 organized a group of teachers to open a school closed during the war. Always in collaboration with Mme. Lubienska, organizes a training course of 20 days. Later Educational Studies Center finally moved to an office of the school Saunt Louis David. From this date the educational sessions are multiplied throughout France and abroad. The originality of these courses (15-20 days a month) was to be used, since its inception, the practical sessions with the children to continue their development and realize (in the educational plan) instruments work necessary for the student to take personal work and to exchange the fruits of it with their peers. In 1949 he founded a second normal school for teachers in Neuilly, associated with the first: "Centre de Formation Pádegogique" of Neuilly, which continues active today.
Already at this time is responsible for the Chair of psycho-pedagogy and methodology of the Catholic University of Paris. Created by 1956 at the Catholic University of Paris third Normal School for teachers in specialized and in 1963 he became director of the basic training courses for educators, the Department of Psychology, Catholic University of Paris.
In 1971 created an international association which brings together education professionals, inspired by his thought: (AIRAP). Thanks to this partnership, the pedagogical action has been multiplied by members integrated into it, and whose representatives are in many countries. In the course of 1972 there were 11 sessions: in 1973, 15 (in France, Spain, Brazil, Mexico, Beirut, Canada, Bogota, Santo Domingo and Venezuela) in 1974 about 20, divided equally in the respective countries. They all try to promote a pedagogy that aims at the total education of children and adolescents today, in a humanistic and spiritual perspective, personality and community.
"Pierre Faure studies the signs of the times and, like any good teacher, criticizes the existing school, were asked about their mission and try to recreate it. Male eclectic, includes ideas and experiences to meet the challenge of our time. His line of work focuses on the pattern of active education, reviews the new school, rejects extremism and try to avoid the imbalances that usually produce educational reforms. His approach is essentially realistic, if not pragmatic. In the suggestions for innovation carefully assess all aspects of school life. It is so important to him continuity and universality of education in education structures such as space, time devoted to personal work, the pupil teacher, materials, extracurricular activities, etc. Nothing is insignificant in a task where the decisive factors are multiple and interdependent
Born in 1904 in Pessac (Gironde), France, May 11, Pierre Faure. He studied high school at the Colegio de San José de Tivoli (Bordeaux), obtaining a bachelor's degree in Latin and mathematics sciences. Later obtained a degree in general chemistry.
In 1921 he joined the Jesuits in 1926 and performed his military service in Syria. He is Professor at the University of San Jose in Beirut (Lebanon), and the College of Sarlat, after his return to Vals, where he spent three years studying theology and philosophy.
On August 25, 1935 was ordained priest in 1936, establishing a secretariat for the Education soon becomes today's "Center of Pedagogical Studies (Paris), and assists in three journals: one for parents of students (Aux Parents ), another that served as liaison between secondary schools and a third French teaching itself to the public, published from 1945 until today.
In 1940 he organized courses and educational sessions for teacher training. At that time contact Lubienska Lenval Madame Helene, who works with him on these courses and work for long. Madame Helene was precisely Lenval Lubieska who helped in the upgrading of a number of pedagogical works first published by Editions Spes, rather scientific work with application of language teaching for children, allowing the simultaneous learning of reading, writing and spelling, actively and personally.
In 1945 he founded the magazine "Education", which is Director until 1972 and in 1946 organized a group of teachers to open a school closed during the war. Always in collaboration with Mme. Lubienska, organizes a training course of 20 days. Later Educational Studies Center finally moved to an office of the school Saunt Louis David. From this date the educational sessions are multiplied throughout France and abroad. The originality of these courses (15-20 days a month) was to be used, since its inception, the practical sessions with the children to continue their development and realize (in the educational plan) instruments work necessary for the student to take personal work and to exchange the fruits of it with their peers. In 1949 he founded a second normal school for teachers in Neuilly, associated with the first: "Centre de Formation Pádegogique" of Neuilly, which continues active today.
Already at this time is responsible for the Chair of psycho-pedagogy and methodology of the Catholic University of Paris. Created by 1956 at the Catholic University of Paris third Normal School for teachers in specialized and in 1963 he became director of the basic training courses for educators, the Department of Psychology, Catholic University of Paris.
In 1971 created an international association which brings together education professionals, inspired by his thought: (AIRAP). Thanks to this partnership, the pedagogical action has been multiplied by members integrated into it, and whose representatives are in many countries. In the course of 1972 there were 11 sessions: in 1973, 15 (in France, Spain, Brazil, Mexico, Beirut, Canada, Bogota, Santo Domingo and Venezuela) in 1974 about 20, divided equally in the respective countries. They all try to promote a pedagogy that aims at the total education of children and adolescents today, in a humanistic and spiritual perspective, personality and community.
"Pierre Faure studies the signs of the times and, like any good teacher, criticizes the existing school, were asked about their mission and try to recreate it. Male eclectic, includes ideas and experiences to meet the challenge of our time. His line of work focuses on the pattern of active education, reviews the new school, rejects extremism and try to avoid the imbalances that usually produce educational reforms. His approach is essentially realistic, if not pragmatic. In the suggestions for innovation carefully assess all aspects of school life. It is so important to him continuity and universality of education in education structures such as space, time devoted to personal work, the pupil teacher, materials, extracurricular activities, etc. Nothing is insignificant in a task where the decisive factors are multiple and interdependent
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