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Culture and music usually accompany the youth of each generation and it has its place at the head of its manifestations to change and improve the political, economic, social, cultural…
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The most famous Chilean anti-capitalist and revolutionary song in the world is El pueblo unido jamás será vencido (« The united people will never be defeated »). Composed in 1973 by the musician Sergio Ortega and written with the group Quilapayún, this major work is part of the Nueva Canción Chilena movement. It has become the universal symbol of popular resistance, class struggle and opposition to neoliberalism.
Comment taken from Claire G. on the Media-TV page that we share here.
On June 21, 1973, Quilapayún performed the song “El pueblo unido jamás será vencido” (The people united will never be defeated) at a ceremony in front of La Moneda Palace, before thousands of people. This color recording is taken from a popular demonstration for unity on August 9, 1973, on Paseo Bulnes.
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The story of this Chilean revolutionary song: https://es.wikipedia.org/wiki/El_pueblo_unido_jam%C3%A1s_ser%C3%A1_vencido
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Young people are leading the way : https://www.facebook.com/share/r/19WgumAU5B/
The student mobilization in Strasbourg is marked by strong solidarity between teachers and students, who do not hesitate to speak out to support each other.
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Friend do you see them white collar at the top of the arena
Friend the sense it is time to shout that they understand
Ohé us children of peasant workers Tonight the future is proclaimed
for ourselves and for the heart of Marianne
Ohé students workers and peasants it is the alarm
Who will be the enemy in front of the ranks of little people in battle
Friend do you hear the black flight of crows on our plains
Friend, can you hear the muffled cries of the land being chained
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We hope that this testimony, which was partly broadcast on social networks by this former professor, will not be placed in our FAQ, but will take its place here in the Tribune.
A few years before, we used the internet and shared work with Drive. Sometimes in the evening when I went to see from my home the progress of the joint work, I exchanged with those who were connected to regain unmastered knowledge.
It reminded me in 1983 our hours of night spent on GRETEL in Strasbourg when we often went to chat at each other’s house since we were in the same neighborhood or a few streets away…
In 1990, in Sophia-Antipolis, our mission was to set up the production of pre-series ceramic components for the UMTS standard and the development of mobile phones with multimedia. We then had only one intranet in the group and for some secondary issues we used the Minitel between establishments.
Our Director and the experts in our Department had a clear understanding of what was going on with these mobile phones. They didn’t want it. We had just developed what would become geolocation and GPS. They wanted to protect their individual freedoms and not allow anyone to know their whereabouts all the time. Which was consistent with their Secret Defense status. They knew that these means of telecommunications would only be used to manipulate people with frivolous distractions. Intellectual work, for them, was only really possible on a microcomputer.
Soon, students in high school could no longer work at home managing PCs because they had sold them, especially their parents, to buy mobile phones at very high prices. Then the students had them on them to have fun and distract each other, then quickly to harass other students or even teachers or supervisors they had secretly taken photos. Then they copied with it during homework or when they left the room to go to the toilet. Etc., etc.
The result: instructions to no longer do classical classes but give work to students gathered in small groups and let them answer with the help of their laptops or CDI written documents where some spent hours reading something else. Unable to pick up jobs within the scheduled time.
For my part, I continued the lectures because we had TD in computer rooms on PC but our section was the only one in high school to be able to do it because we were in Technology and not in Scientific or Literary. Our students were learning better and more than their peers and this was seen in the results of the Bac. We had achieved 97% success as the best classes of S and my last year, we had achieved 100% success, the only class of the high school at this level. In TD, students were on desktops, not laptops or CDIs. They used the good side of the internet and exchanged messages with their attached files.
We were several colleagues who had worked in companies after our graduate studies in Master’s or Bac +5. We say our courses that we had written and completed with topicality compared to textbooks. They used these courses with us in Managed Work. Several times, former students who were in DUT came to see us to thank us for the quality of our courses. At the IUT, teachers no longer taught most of the time and students had to put themselves in a project group to learn by themselves by helping each other. They told us that with our senior classes they were doing well but that their other classmates who did not have such classes with them were initially lost and had to hold on to follow.
Our Inspector, one year came to ask us to explain to him why our students, in a study of the Rectorate, were the only ones of the Academy to succeed more than 80% each year, their diplomas of Bac +2 in BTS or DUT.
Another time, when I was a temporary teacher at the IUT in addition to my classes at the Lycée, I gave students a polycopy of about 50 pages that I had written with many press documents. From this documentary work to be prepared for the next course, we could discuss it together and build together a synthesis: facts – causes-consequences – conclusion to be placed then in the introduction of the course. The university professor who was piloting this DUT came to me one day to inform me that he had finally understood why the students loved me so much (and hated him so much according to the words of my students). I gave them copies and excellent documentary files that he and the other professors never gave them.
The rule according to him was to give one or more books to read to students who then regularly had to submit a work on a particular part of the book and often late on the scheduled date. From this work also done in progress as at home, there was a common correction after discussions between him and the students to understand his remarks and his notation. In short, the life of a university professor, for me, was of a confusing simplicity and an extraordinary rest! I understood why many of the students I met admitted to me that they were struggling during their graduate studies with the obvious impression that they were not learning much…
As young senior managers, at our group’s Campus in Jouy en Josas, we had some supervised work but above all moments of experience sharing with world-class managers who prepared us for our new responsibilities by explaining their mistakes of youth among often elderly management teams and with paternalistic or downright retrograde management. Their mistakes had been not knowing how to impose their ideas and being too passive in the face of strategies and behaviors that they knew were wrong and that were followed by the failure or closure of factories or companies. We had to believe in ourselves and in the strength of our youth’s initiatives since we had been recruited into this Group on the basis of our abilities that were only waiting for our success and that of our project teams.
The ES (Social Economics) students who dreamed of Sciences Po, succeeded in obtaining a lycean life room. The high school management gave them a very nice assignment room for 2 classes or about 70 to 80 students and to replace it, they found no other solution than to take our computer rooms of the Technology section (the lowest rated of the high school) to break down a partition and make a large assignment room with assignment tables, in which apart from homework or exams, our students had classes on examination tables. It is impossible for students to write well with course materials or a book next to them.
They could easily move their small exam table, often at the back of the room away from the teacher to better chat or entertain themselves with their laptops. In short, these students constantly challenged the authority of the teachers in this exam room not originally intended for classes. Our beautiful classrooms have become computer rooms in which we have after strong discussions, managed to keep our arrangement of the posts in islets and not along the walls next to each other as everywhere else…
Our classrooms that remained were now smaller and the students were crammed in tight on each other in bad working conditions and the dissatisfaction of all, students and teachers…. but the Principal and especially the CPE and School Life were proud of their new room of life high school, almost empty and soon frequented only by a small group of students of ES moreover badly seen of the other students of the high school since they ruled there their law, that of a small clan with puerile and detestable political ideas which tolerated no discussion contrary to their ideological dogmas.
I’ll stop there. The main responsible, as in any human organization, are the leaders! To please subgroups, they gradually destroy the whole group. They are never there to demand budgets to improve year after year, buildings and living and teaching conditions. They only know how to repeat the driving principle of the Great House, do not make waves and know how to drown a fish in a glass of water if possible without making waves!
In our section, our students learned management, management, communication, law, economics, marketing, human relations in companies, all knowledge of which our managers were devoid… and the other students too… who spent more time than ours on their laptops or permanent contracts with their laptops well hidden behind the shelves of libraries to have fun, laugh and disturb everyone.
Well after that, they had to drop off their mobile phones at the entrance of the CDI. But some had 2 or said they did not have…. disobediences that end in principle in tyranny of barbarians on the most learned, finally in small uneducated tyrants easier to submit by the few great tyrants who destroy peoples and societies since for them, there are only markets subject to an autocratic system of power.
A residential center for disabled people of the association APF France handicap was built next to the Lycée with the aim that some of them continue their schooling until the Baccalaureate.
Tourette’s syndrome (TSS), epileptic seizures, dyslexia, and others. The Student Accompaniment with Disabilities (AESH) had placed us in front of an adult in the first rank of the class. Often we talked to him or her at the end of the course. Very quickly, this person came to tell us about his difficulties in helping teenagers who preferred to stay at home and do nothing in their room, especially not their homework. In fact we had an additional problem in the classroom, supporting the morale of the AESH. Those who finished the school year told us to drop out and that we would not see them again in September.
Small and frail in her large electric wheelchair, she exuded a moral strength and a rare vivacity to animate our classes, often get the best grades at assignments and regularly finish first in the class. She graduated with honors. Everyone, students and teachers were very attentive with her. She had an adult who accompanied her in the morning and evening and a student who cared for her during the day. She used the elevator reserved for wheelchair users, she went to the toilet reserved for wheelchair users, the only one at that time in the High School, and everyone could hear her passing on the metal walkway that connects the two wings of the building and is reserved for wheelchair users.
Her liveliness and constant good humor took a different turn the day she asked me, as her principal teacher, to come to the quarterly meeting of her medico-social team at the Social and Cultural Center in her neighborhood. She had warned me that she was counting on me to defend her case because the social worker wanted to make a crucial decision for her future. After praising her work, her results and her tremendous motivation, the nurse and social worker intervened to declare that she was spending too much energy on her studies, that she had to stop them immediately to preserve her health, spare her strength and if possible live as long as possible. Given her excellent academic results and the proximity of the Baccalaureate, the social worker wanted to postpone her decision but at the slightest medical alert, she had to stay at home and eventually take correspondence courses.
The meeting ended and the medico-social team left, I stayed with her until a member of her family came to pick her up. She didn’t want her parents to come to the meeting that day and I would replace them, at least that’s what I still remember. She feared an argument between her parents and the social worker over the decision to immediately stop her studies. I was the best person to defend her situation. As soon as we were alone in the room, she broke down in tears. « See, sir, what they dare to do to me. They think only of that, that I die as late as possible so that they can say that they have done their job well. I don’t matter to them! » She was smart enough to have understood everything that was going on for her future.
I comforted her as much as I could. We had seen in TD communication in First Class, the example of the Moso people and their social culture, their spiritual practices including in the face of the death of our carnal body, we often discussed it until the end of the Terminal. Together we could come back to spiritual issues and the death of our carnal body. She was named Myriam and immediately she told me that she had been or wanted to go, I don’t know anymore, to Lourdes to pray to Mary. In any case, she was in contact with an association that organizes trips for disabled people to Lourdes. I explained to him then that I had already been declared dead during my round trip in Life after human life and that I knew this way of Life during the death of our carnal body. Her big and beautiful eyes sparkled with joy, she wanted to know everything!
We feverishly concluded our secret pact: I gave her the address of my website Frontpage and she could read the pages on Life after Life, my three declassifications, the collection of poetry Illuminations which deals with this round trip. Then, if she would like, I would like to continue this discussion. She had to keep our secret to protect me and keep me safe from threats or personal attacks from people who could not stand such subversive ideas or talk, especially in a public high school. She promised to keep our secret. A few weeks later, at the end of a school day class, she stayed with me for a few minutes in the room to confide in me with her big, well-known smile that she had read and understood everything. She was happy about it, all invigorated and fighting more beautiful.
Later I learned that she had died a few years later, before she was 25, if I remember correctly. In our classes, there was an effect before and after Myriam. The girls and especially those of Maghreb origin all began to obtain their Bac… since Myriam had obtained it with distinction (very well, from memory). Except for one who had been married to a young man from his distant family at the lodge. Her friends came to warn me that she would no longer come to high school because in the village it was not possible that the wife had the baccalaureate while the husband had not studied and worked in the fields… Then the Maghreb boys also began to all obtain the baccalaureate and some with very good mention. Finally we had some of the best results of the High School: 97% success or 1 failure out of 30 or 35 students and a year even 100% success. Was it the Myriam effect?
Myriam had kept our secret, as had the two female colleagues to whom I had given my web address in case my situation was suddenly compromised for an unknown reason. On the students’ side, Myriam’s class quickly knew that I had defended her so that she would at least go to the Baccalaureate and in the following years until I retired, they knew that I would defend them as I had defended Myriam. And our lectures and discussions on spirituality continued with more listening and vigor as did our discussions on the financial crises and Wall Street and then the debt-free Money, the Positive Money. A new world presented itself and our studies prepared it intensely.
In clear instead of having 3 toilets and a sink, there was only one large space with a toilet and a sink, the teacher toilet and the 2 student toilets had been dismantled. The washbasin reserved for teachers on each floor was also simply removed to expand the space of the disabled toilet. In our teachers’ room there were only two toilets in common for more than 40 teachers some days during a 15-minute recess. We often went to the teacher’s toilet on the 1st floor near the teachers’ room which was locked and we could open with our teacher’s key. Now we had to wait our turn among the students on the first floor and most of us abandoned this solution and finally arrived late at the beginning of our course after waiting for one of our toilets to be released next to the teachers’ room.
During classes or breaks, some small groups of boys and girls, at least one of them, now had a large space to have fun at their games absolutely not innocent with sometimes a noise that disturbed the closest classes on this floor… and that disrupted the classes in front of the general hilarity of the class. The teacher would then complain to school life but the lack of supervisors justified the excuse of the Senior Education Advisor to refuse to intervene. Finally, it was the parents of the disabled who came to complain about the dirt or even the degradation of these new disabled toilets used by all… and who demanded disabled toilets reserved for their children!
Many parents came to complain to ask for explanations about the fact that their children were no longer going to the toilet at the High School and were holding back until they returned home.These few students refused to use the ground-floor restroom block, which was shared by all students at the high school and divided into two sections, one for boys and one for girls. For personal reasons, they preferred to use the restrooms on the different floors, which were plentiful and always accessible during breaks and recess.
These restrooms, shared by high school students with disabilities and other students, were often closed by cleaning or supervisory staff due to dirt, vandalism, graffiti, etc. The cleaning staff couldn’t immediately handle this often significant increase in workload given the large tiled area, and they quickly grew fed up with this unsanitary situation. Hence, this minority of students held it in until they got home, and their parents reacted to this unacceptable situation, which was the last straw.
In short, the total bankruptcy of this beautiful idea of the inclusion of the disabled in high school. With a general deterioration of living conditions for all, except for administrative staff and kitchens that had their own toilets now locked so that no one else could access them.
When the overall level drops drastically, it is because the tyranny is there, especially that of the few great tyrants and the mass of small tyrants who have also become great tyrants to make abhorrent the lives of their subordinates, adults and students! They are the ones to be eliminated in order to change civilization. Inclusion is really just a system to achieve savings cheaply on the backs of all citizens, and here on the backs of youth and the school system, if not purely and simply a policy to destroy this national education system.
In an autocratic system of power, the leaders at the top of the autocratic hierarchy are necessarily the first to be held responsible, and not those at the bottom of this hierarchy who have no other means than to demand the departure of these incapable.
In the case presented here, a Principal challenged for his unbearable methods of leadership in his previous institution, was transferred to this institution where he is just as incapable of performing his duties and now the teachers are asking for his departure and his removal from the teaching staff.
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in case of difficulties, the lower echelons of the hierarchical pyramid demand more authority from the top of the hierarchy and they lead us to social conflict and its dangers. But we are no longer in this era and we understood Anzieu from our studies of Management and Management. Anzieu has been taught in communication and management courses for more than half a century!
The functions of Principal are increasingly taken up by former teachers of schools who have become directors of primary schools who no longer support what happens there with the students and their parents, by teachers who change sides: no longer supporting teaching in the face of difficult classes, they want more calm and serenity in supervisory functions away from the students.
In short, recruitments of management staff are increasingly focused on staff who have failed where they have been and whose career motivations are leaks forward without any proven experience for these management functions.
They stayed and the institution also, in what Anzieu already asked us in 1968 to abandon: the stupid, stupid and dangerous radicalization of autocratic management that can only evolve towards tyrannies that fuel social and political conflicts.
always ignored in France and a management of the 3rd type so well described and set up by Blake and Mouton, who continued the work of Anzieu. Any senior staff should have taken these management courses to become experts in small group dynamics.
In national education, we are still in the prehistory of small groups and it is not the tons of circulars of the rectorates on the supervision of students that advance situations in this direction.
Editor’s note: it is likely that this forum will evolve to present other testimonies or other developments on these events, particularly on school curricula and daily or annual work rhythms.
In the old version Frontpage and HTML of the site fileane.com, we had put online a dossier on The education and training system, part 2 that we will put online soon with the few necessary updates.
part 1: the tasks of the education system and first of all the selection of elites
Part 2: The task of standardizing knowledge in the education system
Part 3: The social normalization mission
from this dossier written before the financial crisis of 2008-2011:
These three stages or missions today are piled up in a rather clumsy and tortuous building, each of the stages retains its punctual mission in a certain rigidity of its institutions, which over time results in an increasingly large extension of the perimeter of the education and training system to the point that the disciplines and specialized training that have become multiple become unreadable in a project of school and vocational guidance.
In terms of public finances, this situation is wasteful, unprofitable and even completely useless, whereas, particularly in the education and training networks we want to develop, the use of sources of productivity gains and the achievement of synergies can make the education and training system more efficient in terms of expenditure, work and quality. We will see that the system of continuing education does not provide much of a cure and that it is undermined by other employers’ interests.
While the missions of elite selection and normalization of knowledge function properly in the education and training system and explain to a large extent why the system of power can mutate so easily in its immobility and conservatism and continue to promote the regular enrichment of the ruling minority, the mission of social normalization is the one that raises the most questions and presents the greatest difficulties for the leaders of the system of power, the education and training system and for most citizens who are not part of the richest minority in power, the one that is interested only in political, economic and social knowledge capable of defending the rent they have inherited for generations.
Within a month, they are unable to come up with a proposal to submit to high school students. They want to wait for the 2027 election, in six months. At the moment they do not want to give any political answer.
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They could wisely at least start by discussing to have no more political, economic, social, cultural crises in the future, as we want and are able to implement it.
« These revelations from Mediapart are staggering. This is confirmed by an intelligence commissioner: « We are being asked by text to write that it is LFI who is behind the movement when it is objectively false in the general opinion of the RT (Territorial Intelligence). »
The Minister of the Interior therefore orders the services to give false information, to lie, to harm the first opposition force. It’s a scandal. The government is unable to manage the chaos it has brought to the country, it must stop trying to escape through dangerous authoritarian drifts. »
source: https://www.facebook.com/GuetteClemence on 19/10/2026 at 10:41 pm
The MEDIAPART press article: October 19, 2026 at 9:35 pm
Nathalie Arthaud on 16/10/2026 on BFM: At some point, you have to get up and say Stop!
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