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El. knyga: Steiner Waldorf Pedagogy in Schools: A Critical Introduction

  • Formatas: 212 pages
  • Išleidimo metai: 24-May-2021
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000390865
Kitos knygos pagal šią temą:
Steiner Waldorf Pedagogy in Schools: A Critical IntroductionDidesnis paveikslėlis
  • Formatas: 212 pages
  • Išleidimo metai: 24-May-2021
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000390865
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This book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world.

Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account – body, mind and spirit – and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments in China and other Asian countries.

Considering all aspects of Steiner education, this book is essential reading for anyone wanting to understand the fundamental elements of this approach and its continuing relevance within the educational landscape.



This book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world.

Recenzijos

"This book is very informative in its penetration of the complex ideas that constitutes the grounds for Waldorf pedagogical practice(s). Furthermore, it opens up the relatively unknown world of Waldorf schools by pointing out many mainstream (more or less) academic theories and perspectives, from which Waldorf pedagogy can also at least partly be understood." - Bo Dahlin, The Philosophy of Education Society of Great Britain

Acknowledgements x
The author xii
Introduction 1(9)
Birthdays
1(2)
Good practice - dubious ideology?
3(1)
The aims of this book
4(2)
The author's position
6(1)
Steiner and/or Waldorf?
7(1)
References
7(3)
1 Rudolf Steiner and the Origins of his Educational Ideas
10(40)
Rudolf Steiner: "Stranger in a strange land"
10(1)
Biography and biographical mythos
11(4)
Key stages in a varied career
15(1)
What motivated Steiner?
16(1)
Grand narrative or grand narratives?
17(1)
Key ideas
18(1)
An epistemological and philosophical basis for Waldorf education
18(2)
Knowledge as a productive activity
20(6)
Who thinks?
26(3)
Working with a spiritual perspective
29(3)
Key ideas
32(1)
Steiner's experiences as a teacher and tutor
32(3)
Education as part of the cultural domain, free from political or economic determination
35(1)
The Education of the Child, 1907
36(3)
Steiner's spiritual anthropology
39(6)
Key ideas
44(1)
References
45(5)
2 Generative Principles of Teaching and Learning in Waldorf Education
50(82)
Generative principles and how to work with them
50(1)
Five vignettes of Waldorf practice
51(13)
The lower school main lesson
51(4)
Optics in grade 7
55(2)
A craft project involving grades 5 and 10
57(2)
Art history, grade 9
59(3)
A foreign language lesson in grade 12
62(2)
Generative principles for teaching and learning
64(62)
Principle 1 Waldorf education takes the spiritual dimension seriously
64(8)
Principle 2 Sense of coherence is the basis for healthy learning and well-being
72(3)
Principle 3 The quality of the teacher's preparation influences the quality of learning
75(4)
Principle 4 Children and young people need to be ready to learn, and they need time to learn
79(4)
Principle 5 Learning is a rhythmical process
83(11)
Principle 6 The learning processes are structured over time
94(4)
Principle 7 Block teaching strengthens learning dispositions
98(4)
Principle 8 Direct experience is the basis for learning
102(1)
Principle 9 Activating the imagination through vivid pictorial descriptions and images is another powerful starting point for learning
103(2)
Principle 10 A phenomenological approach enables the organic growth of knowledge
105(11)
Principle 11 The teaching must be artistic
116(3)
Principle 12 The self-activity of the students is essential to learning
119(3)
Principle 13 Good teaching and learning depends on the development of the senses
122(4)
References
126(6)
3 Communities of Learning: Generative Principles
132(26)
Principle 14 The Waldorf class is a learning community
132(3)
Principle 15 Teachers support their pupils' learning and development by generating active knowledge using assessment for learning
135(3)
Values
137(1)
Self-assessment
137(1)
Individual annual reports
138(1)
Lesson planning and reviewing as assessment for learning
138(1)
Principle 16 The teachers are a collegial learning community with responsibility for the educational leadership of the school
138(4)
Principle 17 The curriculum maps out possible learning situations and learning pathways in relation to the developmental tasks
142(10)
Principle 18 Becoming a Waldorf teacher is a process of transformative learning
152(2)
References
154(4)
4 Waldorf Education and the Academy: Positions, Research and Outlook
158(24)
Introduction
158(1)
Reception problems
159(2)
Hermeneutics of suspicion or empathy?
161(1)
Critique as polemic
162(2)
Some key perspectives on Waldorf education
164(7)
Alumni research
171(2)
Studies of pupils in school
173(2)
References
175(7)
PART 5 Waldorf schools around the world
182(10)
The literature
182(1)
Overview of the phases
182(3)
After the Wall came down
185(2)
Waldorf-inspired ideas in the world
187(3)
Camphill schools and curative education
187(1)
Emergency education
188(2)
References
190(2)
Conclusions 192(4)
References 196(1)
Subject Index 197(3)
Index of Persons 200
Martyn Rawson currently works on the Waldorf Master Programme at the Waldorlehrerseminar Kiel and at the Freie Hochschule Stuttgart on the International Master Programme in Germany. He is currently Honorary Professor at the National Tsing Hua University, Taiwan and is an alumni research fellow at Plymouth University. His research focusses on curriculum development in Steiner/Waldorf education, teacher education and learning as well as learning and development in students of all ages.
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