<p>Educators have an importance for the pupil’s progress, where the individual adjustment tutoring is varying. The pupil’s self-confidence is also individual and can be affected by the humans in the society. To find every pupil’s knowledge and enjoy creating and learning is a big part of an educator’s work. A working method that can rise pupils’ self-confidence and give a zestful tutoring is the aesthetician. </p><p> </p><p>The purpose with this study is to look at the educators’ views on the meaning of aesthetic for self-confidence and how they work with aesthetic in their teaching.</p><p> </p><p>I based my study on qualitative interviews to get an enlarge meaning if aesthetics has an influence the pupils’ self-confidence. The results give a picture of how the educators would like to work with aesthetic in their teaching because pupil’s self-confidence is getting stronger. But the aesthetic has a low value, and therefore there is a reduced selection by the aesthetic in school, which will be at the expense of the pupil.</p>

Educators have an importance for the pupil’s progress, where the individual adjustment tutoring is varying. The pupil’s self-confidence is also individual and can be affected by the humans in the society. To find every pupil’s knowledge and enjoy creating and learning is a big part of an educator’s work. A working method that can rise pupils’ self-confidence and give a zestful tutoring is the aesthetician.    The purpose with this study is to look at the educators’ views on the meaning of aesthetic for self-confidence and how they work with aesthetic in their teaching.   I based my study on qualitative interviews to get an enlarge meaning if aesthetics has an influence the pupils’ self-confidence. The results give a picture of how the educators would like to work with aesthetic in their teaching because pupil’s self-confidence is getting stronger. But the aesthetic has a low value, and therefore there is a reduced selection by the aesthetic in school, which will be at the expense of the pupil.

L’anarchisme vit un renouveau un peu partout sur le globe depuis les années 1990 et la montée du mouvement contre la mondialisation. Cependant pour les chercheurs contemporains, le lien est bien mince entre l’anarchisme du 21e siècle et le mouvement anarchiste du début du 20e siècle. Selon ces chercheurs, l’anarchisme contemporain serait davantage caractérisé par la nature expérimentale de ses stratégies et par son focus sur le moment présent. L’objectif de ce mémoire est de démontrer qu’il est possible de tracer des liens clairs entre les auteurs anarchistes classiques et l’anarchisme contemporain. En effet, certains auteurs classiques de ce courant vivent leur anarchisme dans le moment présent contrairement à ce que laissent entendre implicitement les chercheurs qui se sont penchés sur l’anarchisme contemporain. Nous analysons les cas d’auteurs anarchistes de la première moitié du 20e siècle comme Alexander Berkman, Emma Goldman, Joseph J. Cohen, Albert Libertad, Émile Armand et Rirette Maîtrejean. Une analyse de la colonie libertaire d’Aiglemont complète le tableau. Notre approche centrée sur l’étude des pratiques militantes repose sur trois conceptions idéal-typiques. Nous considérons trois types de pratiques anarchistes : l’action anarchiste de type insurrectionnel, de type syndicaliste et de type éducationnisteréalisateur. Nous concluons que les pratiques du mouvement anarchiste contemporain s’apparentent aux pratiques de certains anarchistes classiques, c’est-à-dire les pratiques de type éducationniste-réalisateur. / Anarchism has seen a revival across the globe since the 1990s and the rise of the movement against globalization. However for contemporary researchers, the link is thin between the current anarchist movement and the anarchist movement of the early 20th century. According to these researchers, contemporary anarchism is more characterized by the experimental nature of its strategies and its focus on the present tense. The objective of this paper is to demonstrate that it is possible to draw parallels between some of the classical anarchists writers and contemporary anarchism. Indeed, some anarchists of the early 20th century lived their anarchism from day to day contrary to what suggest implicitly some researchers who have studied contemporary anarchism. We analyze the cases of anarchists writers of the early 20th century such as Alexander Berkman, Emma Goldman, Joseph J. Cohen, Albert Libertad, Emile Armand and Rirette Maîtrejean. An analysis of the Aiglemont libertarian colony completes the picture. Our approach focus on the study of activists practices based on three ideals types designs. We consider three types of anarchists practices: insurrectionary anarchist action type, union type and the experimental-educationist type. We conclude that the practices of the contemporary anarchist movement are similar in some ways to the practices of at least a few classical anarchists, that is to say, the experimental-educationist type of anarchists practices.