Waldorf Education Research Articles

Русский язык как иностранный в вальдорфских школах Германии

Русский язык как иностранный в вальдорфских школах Германии

The Waldorf School Movement in the US Midwest

The purpose of this study is to describe the characteristics of Waldorf school movement in the US Midwest. For about six months, this case study was conducted at four different Waldorf schools and in a Waldorf teacher training center located in the Midwest of the USA. I informally interviewed and observed several Waldorf school teachers and teacher educators as well as parents who sent their children to the schools. I found four major characteristics of the current Waldorf school movement in the US Midwest. The Waldorf school movement is not religious, anti-intellectual, or limited to creativity, but focuses on individual students’ spiritual well-being and artistic practices with activities and curriculum inspired by Steiner’s Anthroposophy. The Waldorf school pedagogy and teacher training programs were also educational, collaborative, and artistic practices inspired by Anthroposophy (e.g. using the threefold method such as spirit, soul, and body or willing, feeling, and thinking). Fine-Arts integrated pedagogy and practices for students at four different Waldorf schools and pre-service teachers of a Waldorf teacher training program highlight the significance of these aspects of Waldorf learning. This implies that educators need to investigate the Waldorf school movement in the US and over the world.

La pedagogía ligera en tiempos hipermodernos: el homeschooling, las escuelas Waldorf y la nueva pedagogía ignaciana

El conjunto de la obra de Gilles Lipovetsky es una referencia para el análisis de las sociedades hipermodernas. En su último libro, titulado De la ligereza (2016), el autor francés estudia del paradigma sobre el que se está constituyendo la civilización de lo ligero. Un planteamiento que posee implicaciones en el campo de la educación. En este artículo analizamos, en primer lugar, las posibilidades teóricas que la contraposición de lo ligero y lo pesado posee para la reflexión pedagógica. En segundo lugar, con el fin de ahondar en el análisis, nos centramos en el estudio de tres propuestas educativas que integran nociones centrales de lo que podría considerarse una pedagogía ligera y que están experimentando una creciente demanda de su propuesta educativa: a) homeschooling, unschooling y flexi-schooling, b) la pedagogía Waldorf y c) las escuelas jesuitas catalanas que participan del proyecto Horitzó 2020.

EDUCATIONAL PROCESS OF THE WALDORF SCHOOL AS A MEANS OF FORMING A HOLISTIC WORLDVIEW OF A PERSON (AN EXAMPLE OF THE FOURTH CLASS)

We examined the basic principles of the educational process and the content of the fourth-grade program at the Waldorf School, which is built on the "epoch" method. The possibilities of planning the educational material taking into account the rhythms of the year were shown. Attention was accentuated on the significance of a submission of educational material in various school subjects and their integration as a cross-cutting theme for the formation of a holistic child's worldview. The essence of the first three seven-year child development and with taking into account the construction of the educational process of the Waldorf school was uncovered. The role of the teacher in the educational process of the Waldorf school was characterized.

치유 관점에서 발도르프학교 교실 색채 특성에 관한 연구

치유 관점에서 발도르프학교 교실 색채 특성에 관한 연구

어린이의 자유를 향한 초등교육의 원리와 교사의 역할: 슈타이너의 교육철학에 기초한 탐색

어린이의 자유를 향한 초등교육의 원리와 교사의 역할: 슈타이너의 교육철학에 기초한 탐색

Assessment and final reports in foreign language lessons

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place be a means of supporting learning and development. Waldorf assessment abstains from grading, is qualitatively oriented, and deals with academic achievements as well the pupils’ artistic, emotional and physical development, both individually and as a group. This illustrative case study examines essential theoretical principles regarding assessment in Waldorf pedagogy and how these are practically implemented in a Czech elementary Waldorf school. Its empirical aim is to explore final reports from English as a foreign language in primary and lower-middle school and study how they reflect and respect the essential theoretical principles regarding assessment at Waldorf schools.

Triumph of the Till

Triumph of the Till

Educational courses and Characteristics of Architectural Space of Waldorf Schools according to the educational philosophy of Rudolf Steiner

Educational courses and Characteristics of Architectural Space of Waldorf Schools according to the educational philosophy of Rudolf Steiner

Razvoj i aktualno stanje alternativnih pedagoških koncepata u Sloveniji

Pod nazivom alternativni pedagoški koncepti mislimo na napor usmjeren za reformu škole i teoretskih koncepcija, koji su također poznati pod imenom reformska pedagogija, progresivna pedagogija, prijedlog nove škole itd. Prijelaz iz 19. u 20. stoljeće obilježilo je vrijeme izrazite pluralizacije pedagoške misli. Sklonost novim pedagoškim trendovima značajno se povećala između dvaju svjetskih ratova. Najizrazitiji predstavnik bio je Anton Osterc – njegove polemike s predstavnicima drugih pedagoških smjerova pomažu nam oslikati različite teorijske pozicije tog razdoblja. Ideje reformske pedagogije podupirala je Pedagoška centrala u Mariboru. Bez obzira na napore u Sloveniji, u tom razdoblju nije zaživjela bilo koja eksperimentalna škola. Pedagoška doktrina nakon 2. svjetskog rata odlučno je odbacila ideje reformske pedagogije. Glavni akter kritike bio je Vlado Schmidt koji je u reformskoj, odnosno progresivnoj pedagogiji (pedologiji, kako ju je nazvao), prepoznavao tipične elemente buržoaske pedagogije – s reformsko-pedagoškim idejama je povezivao neodgovarajuće znanje djeteta i neprikladnu odgojnu orijentaciju, koje su u odnosu prema prirodi djeteta zanemarivale društvene ciljeve odgoja. Dijelovi reformsko-pedagoških ideja na području Slovenije su se započeli ponovno uvoditi unutar samoupravne pedagogije i eksperimenta popustljivog odgoja. Prva alternativna škola u Sloveniji s važećim programom, koja je bila ustanovljena 1992. godine – jest Waldorfska škola u Ljubljani. Njeno ustanovljenje omogućila je nova društvena situacija nezavisnosti i promjene političkog sistema. Uspostava novih alternativnih škola omogućilo je školsko zakonodavstvo iz ljeta 1996. Trenutno u Sloveniji djeluju četiri alternativne osnovne škole.

발도로프 교육 철학에 기초한 대학 외국어 교육

발도로프 교육 철학에 기초한 대학 외국어 교육

Методологические особенности обучения иностранным языкам в вальдорфских школах

Методологические особенности обучения иностранным языкам в вальдорфских школах

On The Unique Place Of Art In Waldorf Education

This article examines the unique educational approach of the Waldorf (Steiner) school, which is based upon integrating the arts in educational processes. The article first presents the theoretical and practical aspects of the fundamental approach of Rudolf Steiner, founder of this educational movement. The article then describes the practical implementation of this approach together with different aspects of integrating the arts in the Waldorf school pedagogy. Lastly, the field of music is brought as a case example for artistic educational work across the first through twelfth grades. The question of reciprocal relations between art and education is examined in light of this unique educational perspective. Questions pertaining to the influence of these relations upon Waldorf school graduates are raised in the article’s conclusion. Article visualizations:

ON THE UNIQUE PLACE OF ART IN WALDORF EDUCATION

This article examines the unique educational approach of the Waldorf (Steiner) school, which is based upon integrating the arts in educational processes. The article first presents the theoretical and practical aspects of the fundamental approach of Rudolf Steiner, founder of this educational movement. The article then describes the practical implementation of this approach together with different aspects of integrating the arts in the Waldorf school pedagogy. Lastly, the field of music is brought as a case example for artistic educational work across the first through twelfth grades. The question of reciprocal relations between art and education is examined in light of this unique educational perspective. Questions pertaining to the influence of these relations upon Waldorf school graduates are raised in the article’s conclusion. Article visualizations:

Kan Steinerskolens historie inspirere vår tids skoledebatt?

English title: Can the History of Waldorf Schools Inspire the Educational Debate of Our Time?

Problematizing child-centeredness: Discourses of control in Waldorf education

Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with child-centeredness in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on “protecting childhood” from the perceived dangers of modern society. Although marketed as an alternative to the standardized and testing-laden environment of public education, the Waldorf philosophy has much in common with dominant US American ways of constructing childhood that reifies a Western, White, middle-class protected childhood as the most legitimate and healthy context of development. However, being “child-centered” does not necessarily mean the liberation of the child from regulatory discourses and practices; in fact, child-centeredness can often function to shape children in specific, adult-sanctioned ways. Instead, I argue, the field could benefit from a move toward discourses and practices of child liberation.

自由ヴァルドルフ学校の建築様式 : 「共同体」としての学校

自由ヴァルドルフ学校の建築様式 : 「共同体」としての学校

Вплив освітньої системи на рівень особистісної тривожності учнів вальдорфської школи та учнів загальноосвітніх шкіл

У статті здійснено теоретичний аналіз проблеми впливу освітньої системи на рівень особистісної тривожності учнів. Виокремлено найістотніші причини виникнення тривожності школярів різних вікових груп. Розкрито основні відмінності рівнів особистісної тривожності учнів вальдорфської та загальноосвітніх шкіл. Надано рекомендації щодо корекціїосвітньої системи з метою зниження тривожності та стабілізації емоційного стану учнів.

Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.

Kontemplative aktiviteter i skolen i et livsverdensperspektiv – Observationer mellem åbenhed og refleksion.

This article deals with how contemplative activities in a public school setting and a Waldorf school setting emerge in a phenomenological inspired life-world perspective. It starts with a short introduction to ‘contemplative activities’ and how they can be understood in connection to school settings as a way for the teacher to direct the attention ofthe children and foster mental health and well-being. In the qualitative literature, contemplative activities in schools are often described as part of a mindfulness or yoga inspired intervention. The two schools presented in this paper both have contemplative activitiesas an integrated part of their everyday school life. In these settings the teachers use poetry, music and movement to direct the attention of the children either as an opening to the subject learning, between subject activities or when there is a need for a break duringlessons. The purpose of this article is to describe and discuss what emerges when the researcher applies a life-world perspective to these school settings with a phenomenological focus on the bodily becoming of the children in the classroom.