Abstract
Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.
Highlights
Recent reports from international organizations [1,2] stressed the need for improved quality in the educational setting
Role plays in order to understand each other [78,81], a non-competitive atmosphere, festivals in which students are engaged in group-effort, and peers involved in the academic function [80] are some characteristics that show an increased value attributed to interpersonal relations in Waldorf schools
The articles that were examined in this review reported that Waldorf students have reduced rates of ADHD, better concentration, a subject of neuroeducation
Summary
Recent reports from international organizations [1,2] stressed the need for improved quality in the educational setting. One issue is the inadequacy of the testing systems established, urging the adoption of a unified testing system and appropriate “measurement of learning” especially in poorer countries. Though, the interpretation is quite the opposite. The educational culture is one of constant testing and stress, of over confidence to technology, and of rising number of learning problems according to several authors [3,4,5]. Students are treated primarily as future units of economic production, following a fragmented curriculum that lacks a sense of higher meaning or purpose, whereas the arts and humanities are regarded as frivolous in comparison to other subjects [6]. Various solutions have been proposed, such as: (1) the blending
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