Suchergebnisse

This report is a summary of an extensive evaluation of Waldorf schools in Sweden, carried out between 2003 and 2005. The evaluation dealt with several questions, such as former Waldorf pupils in higher education, the civic-moral competences developed by Waldorf pupils, how Waldorf schools care for children with learning problems, and questions concerning Waldorf teacher training. In addition, the results are related to the idea of cultivating humanity inherent in Waldorf education, as well as to issues of social and political philosophy discussed today, for instance the notion of a (global) civil society. Bo Dahlin is Professor of Education at Karlstad University.

As more states adopt education savings accounts and other flexible school choice programs, it's likely that more families will have access to schools like the Waldorf School of New Orleans.

The article intends to analyze the current situation in the field of educational reforms. The objective taken by the author is comparing the main values and the goals of The New Ukrainian School (Conceptual principles of secondary school reform) issued by Ministry of Education and Science as an answer to the challenges of the modern society and the Waldorf Education as an example of the good practice of an alternative education system. The article reveals the certain similarities of the two conceptual approaches that considered meeting the modern needs of education such as: child-centered ideas; partnerships in the school governance; academic freedom of a teacher; school autonomy etc. Analyzing the methods which could be learnt from the Waldorf Schools good practice to be taken into the consideration, the author draws the attention to the artistic teaching in the sense of originality, imagery and creativity; the structure of lessons when subjects are presented in the Main Lesson, usually over a block of about three weeks; phenomenological approach to science, which means that the teacher sets up an experiment and calls upon the pupils to observe carefully, ponder, and discuss what is happening — thus allowing them to discover the conclusion for themselves; approaches to the assessment and the others. On the example of Waldorf Education approach, the author comes to the conclusion that the different educational alternatives can serve as meaningful models for the renewal of mainstream education in Ukraine. The democratic society should keep the educational pluralism for those who still seek for an alternative. ; Авторка статті аналізує поточну ситуацію в сфері освітніх реформ, а також порівнює основні цілі та цінності Нової української школи, запропонованої Міністерством освіти і науки як відповідь на виклики сучасного суспільства, та вальдорфської педагогіки як прикладу успішної альтернативної освітньої системи. У статті виявлено певну схожість двох концептуальних підходів, які відображають сучасні освітні тенденції, такі як: дитиноцентризм; партнерство в управлінні школою; академічна свобода вчителя; шкільна автономія тощо. Аналізуючи методи, які можна було б запозичити з практики Вальдорфських шкіл, авторка звертає увагу на художній підхід у викладанні; структурування уроків; феноменологічний підхід у викладанні предметів природничо-наукового циклу; особливі підходи до оцінювання та інші. На прикладі вальдорфської педагогіки авторка приходить до висновку, що різні освітні альтернативи можуть стати прогресивними моделями для оновлення загальної середньої освіти в Україні. Демократичне суспільство повинне зберігати освітній плюралізм для тих, хто все ще шукає альтернативи.

Das Thema Globalisierung ist seit den 1990er Jahren allgegenwärtig und wird meist mit wirtschaftlicher Globalisierung gleichgesetzt, wie beispielsweise an der gegenwärtigen Finanzkrise deutlich wird. Globalisierung umfasst jedoch mehr als das globale Finanzsystem und die globale Marktwirtschaft. Eine erste Aufgabe dieser Schrift ist zu zeigen, dass Globalisierung ein vieldimensionaler Prozess ist. Der Begriff Globalisierung meint nicht nur wirtschaftliche Globalisierung, sondern umfasst die gesamte Natur, den weltweiten Kampf um Bodenschätze, die Entstehung und Bekämpfung von Armut, Krieg und Frieden, multinationale und unilaterale Politik, Medien, Religion, Lebensweisen, Konsumgewohnheiten, Sprache und vieles mehr. Es handelt sich also um einen komplexen Prozess, der geographisch gesehen global, das heißt weltweit zu beobachten ist. Diese Tatsache kann leicht dazu führen, dass nur die globale Ebene berücksichtigt wird und der konkrete, lokale Ort vergessen wird. Im Rahmen dieser Arbeit werden globale und lokale Dimensionen gleichzeitig betrachtet. Denn es gibt einen globalen Markt und einen konkreten Ort, an dem produziert wird, eine globale, politische Rahmenordnung und einen konkreten Ort, an dem bestimmte Gesetze gelten. Es gibt eine Weltgesellschaft und eine Gruppe von Menschen an einem konkreten geographischen Ort, die in einer bestimmten Art und Weise leben. Daher besteht im Zeitalter der Globalisierung die Aufgabe, ein Verständnis dafür zu entwickeln, dass Globales mit Lokalem vernetzt ist. Dieser komplexe, ambivalente und multidimensionale Prozess macht es nicht leicht im Rahmen des Unterrichtes einen angemessenen Begriff von Globalisierung zu entwickeln. Die Problemstellung der didaktischen Umsetzung wurde in der Waldorfschule bisher nicht wissenschaftlich bearbeitet. Deshalb hat sich diese Arbeit zum Ziel gesetzt, die Thematik der globale Transformation so zu strukturieren und dazustellen, dass sie in einer drei- bis vierwöchigen Epoche im Hauptunterricht einer zwölften Klasse unterrichtet werden kann. Die didaktische Aufarbeitung der Globalisierungsthematik im Unterricht der Waldorfschulen verfügt durch das Konzept der sozialen Dreigliederung, das von Steiner gegen Ende des Ersten Weltkriegs und in der Nachkriegszeit entwickelt wurde, über einen funktionalen Zugang, globale Prozesse unterscheiden, gliedern und ordnen zu können. Dadurch ist ein Instrument vorhanden, um den Prozess der Globalisierung in den Subsystemen Wirtschaft, Politik und Kultur zu analysieren. Darüber hinaus wird von diesem Konzept die Dimension der Natur und des Individuums mit berücksichtigt. Das Konzept der sozialen Dreigliederung setzt sich mit den Prinzipien Freiheit, Gleichheit und Brüderlichkeit (Solidarität) auseinander und zeigt auf, dass im Subsystem Wirtschaft das Prinzip der Solidarität, im Subsystem Politik das Prinzip der Gleichheit und im Subsystem Kultur das Prinzip der Freiheit gelten. Vor dem Hintergrund der sozialen Dreigliederung wird ein Unterrichtskonzept entworfen, das jeweils Beispiele zu den drei Subsystemen herausarbeitet. Dadurch ergeben sich Ansätze, wie der Prozess der Globalisierung nach den Prinzipien Freiheit, Gleichheit und Solidarität gestaltet werden könnte. Ein weiteres Ziel dieser Arbeit über Globalisierung liegt darin zu zeigen, wie den Schülern ein Verständnis von vernetzten und sich gegenseitig bedingenden Prozessen vermittelt werden kann: Da es sich bei der Globalisierung um eine dynamische Transformation handelt, muss ein statisches Denken durch ein prozessuales Denken erweitert werden. Um sich verändernde vernetzte Strukturen verstehen zu können, ist ein Denken zu entwickeln, das in der Lage ist zwei oder mehrere Ereignisse und ihre gegenseitigen Wirkungen gleichzeitig zu erfassen. Ein Verstandesdenken, das vor allem die Einzelheiten in den Blick nimmt, ist durch ein Vernunftsdenken zu erweitern, das sowohl Lokales und Globales als auch deren wechselseitige Beziehung mit einbezieht. ; The purpose of this dissertation is to structure and to work out the problem of the global transformation as a subject for the 12th grade of a Waldorf school as it could be taught in a three to four weeks block. Globalization has been omnipresent since the early 1990s and is mostly understood as an economic globalization. Actually, it includes questions of natural resources, of multinational and unilateral policy, of mass medias, religions, habits of life and customs, languages, etc. Because of the fact that the process of globalization is complex, authors are endangered just to look at the problems on a global level. However, there is a global market and a special place where goods are produced; there is also a global political framework and the special place, where you meet specific rules, laws, and a political power. There is the global community and a group that lives with its special needs and habits at a specific place. Therefore, we have to develop an understanding for the interdependence of global and local conditions. This complex, ambivalent, and multidimensional process of globalization makes it difficult to develop an adequate concept of globalization. As a political, sociological, and methodological background in Waldorf education we have the concept of the threefold social order that was inaugurated by Steiner by the end of the First World War, and which allows to distinguish and to classify local and global processes. The threefold social order is an effective tool to analyze the economic, political, and cultural subsystems. Furthermore, it includes the dimension of nature and individual. The concept of the social threefold order connects the mentioned subsystems to the ideals of the French Revolution – liberté, egalité, fraternité. Culture needs essentially liberty, whereas politics or democracy needs equality, and an economy that meets the requirement of the population must be based on solidarity or brother- and sisterhood. Against the background of the threefold social order a project is designed that shows examples for each of the three subsystems. Against this background an approach is developed that shows how globalization can be formed based on the principles of liberty, equality, and solidarity. Another goal of this dissertation is to develop an understanding of linked and interactive processes with the students – because globalization is a dynamic transformation. A static way of thinking has to be broadened towards a flexible way of thinking. In order to understand changing linked structures we have to develop a way of thinking that enables us to grasp simultaneously two or more events and their interdependency. In philosophical terms we can say our task is to extend a pure intellectual thinking (Verstandesdenken) towards a more holistic thinking (Vernunftdenken) that can include local and global aspects at the same time.

Inclusive and equitable quality education is one of the Sustainable Development Goals ratified by the General Assembly in 2015. The principle that equity is provided through education has become one of the key values that govern policy in education systems worldwide. This article problematise the development of politicised and instrumental use of equity in educational policies. We argue that the politicised use of equity has entailed instrumentalisation of education, whereby fundamental pedagogical ideals and humane values have been delimited and lost. The politicised rhetorical use of "educational equity" is in the article scrutinised through the lens of Bildung and the didactics of Waldorf education. We suggest that the didactical practices established in Waldorf schools exemplify an education that operates according to a broader principle of equity, including "spaces for becoming" and subjectification. The article summons up, suggesting that it is a crucial issue for the future of a democratic and equal society that teaching in schools rests up such a border understanding of education, teaching and learning. ; Peer reviewed

Intro -- Preface -- Acknowledgements -- Contents -- Abbreviations and Acronyms -- List of Tables -- 1: Mapping the Terrain -- The Research Process -- The Research Terrain -- Bilingualism in Education -- Minority/Majority Language Differences -- Language Learners in Schools -- BICS and CALP -- Translanguaging -- Overview -- References -- 2: Connecting Students to a Sense of Place: Reviving Hawaii -- Methodology -- Jocelyn's Story: On Sense of Place in Hawai'i's Waldorf Schools -- The Role of Language -- Hawaiian Culture within Hawai'i's Waldorf Schools -- My Story -- The Students' Response -- Areas of Challenge -- Spirit in the Land -- Looking Out, Looking In: Insider/Outsider Readings -- Pūnana Leo School, Maui -- Haleakala Waldorf School, Maui -- Kamehameha School, Maui -- Why Does It Matter? -- The Outsider-Researcher (Jane): What I See as Distinctive in Your Story -- The Insider-Researcher (Jocelyn): What I See as Distinctive in My Story -- Learning from the Story: Implications for a Pedagogy of Place -- References -- 3: To Square the Particular with the Global: The Aga Khan Academy Mombasa -- School Context -- Languages in Education in Kenya -- Kiswahili in Policy in Kenyan Schools -- Kiswahili in Practice in Kenyan Schools -- The International Baccalaureate Curriculum -- The Aga Khan Academies' Mission and Vision -- The Aga Khan Academy Mombasa -- Methodology -- A School Journey to Linguistic Parity -- What Is the Background of the School Regarding Languages? -- Who or What Sparked the Idea for Change -- What Was the Process of Implementing Change? -- Initial Implementation -- Professionalisation -- Reflection and Refinement -- Transformative Pedagogy -- What Were the Main Challenges in Implementing a New Approach? -- What Has Been the Impact on the School? -- Impact on Staff -- Impact on Pupils -- Impact on Parents -- What Is Left to Do?

The problem of students anxiety attracts the attention of many researchers. High level of anxiety affects students' stydying, their social adaptation, their health and psychological state. The theoretical analysis of the influence of the educational system on the level of students' personal anxiety is made in the article. The most significant causes of anxiety of different age groups have been given. Thus, the main factors affecting the level of emotional stability and students anxiety are: excessive theoretical materials, a huge amount of homework, imbalance between the school year structure, curriculum and students age characteristics, lack of teachers competence who cannot use modern teaching methods and techniques, the relationship between students and teachers. The basic differences in anxiety between Waldorf and secondary schools pupils have been studied, and it has been found that the anxiety level of Waldorf schools students is much lower. The problem of emotional instability and high school students anxiety can be resolved under the following conditions: learning process is determined according to the individual characteristics of students; the amount of homework is limited; training through organized activities and gaming methods; teacher uses modern teaching methods and techniques; teacher supports each student's confidence and motivates for learning; use possibilities of art subject to stabilize students emotional state and anxiety; much emphasis is made on students' physical skills and a healthy lifestyle; school education is conducted on democratic principles. ; У статті здійснено теоретичний аналіз проблеми впливу освітньоїсистеми на рівень особистісної тривожності учнів. Виокремленонайістотніші причини виникнення тривожності школярів різних вікових груп. Розкрито основні відмінності рівнів особистісної тривожності учніввальдорфської та загальноосвітніх шкіл. Надано рекомендації щодо корекціїосвітньої системи з метою зниження тривожності та стабілізації емоційногостану учнів.

In many respects, and certainly with regard to his educational ideas, Rudolf Steiner was a child of his time. Trust in the natural goodness of the child that became more and more central, belief in an evolutionist development of both individuals and humanity as a whole, the emphasis on a holistic education realised through a community of teachers, parents and children; all of these were ideas that Steiner shared with other key figures of the progressive education movement, which began in the late nineteenth century. In line with the existing historiography on progressive education (Reformpädagogik) in general, historical research on the figure of Steiner, and particularly on the development of the schools and the educational system named after him, is characterised by paying considerable attention to the years of foundation in the interwar period on the one hand and to current practices on the other, in that way largely neglecting the developments during the second half of the twentieth century.

In the world, in the pedagogical theory and practice, there exist several models of educational work in the pre-school, elementary school and high school education. The appearance of such models has initiated a different approach to the educational as-pect of the children and pupils, which is based on the influential scientific achievements regarding the development of the child in this period. The Democratic Political plura-lism opened up new possibilities towards instigating the so-called "educational plura-lism"9, which leads towards a spectrum of educational alternative possibilities.A part of this concept concerns the ideas of Rudolf Steiner, described through the educational philosophy with its characteristics as being original. The Waldorf peda-gogy represents one part of the rare models whose pedagogical foundations, ideas and tendencies are implemented in quite a specific didactic-methodic constellation. In such a context, special emphasis in this text is put on the issue of rhythm as an elementary strategy in the planning and programming of the educational process.Keywords: RHYTHM, STRATEGY, PLANNING, WALDORF PEDAGOGY

Rudolf Steiner's (1861–1925) anthroposophy is present in society (Waldorf schools, Weleda, Demeter…) but not in scholarly research. This volume is the first to present academic research articles that close this gap by delving into examples, documenting the state of research for selected topics, and helping to establish anthroposophy studies in the academic field.

"Der vorliegende Beitrag hat das Ziel, die Bedeutung eines inklusiven schulpädagogischen Ansatzes für Prozesse der Bildung und Individuierung am Beispiel eines adoleszenten, mit gravierenden Einschränkungen belasteten Inklusionsschülers einer Freien Waldorfschule aufzuzeigen. Der dargestellte Fall steht im Kontext eines Forschungsprojekts, dessen Erkenntnisinteresse sich auf konkrete Erfahrungen der schulischen Akteure richtet, um differenzierte Erkenntnisse zu gewinnen über Möglichkeitsräume, die durch ein inklusives Schul- bzw. Unterrichtskonzept eröffnet werden können. Materiale Basis des Fallbeispiels sind Äußerungen, die im Rahmen eines nicht standardisierten Interviews mit dem Schüler aufgezeichnet wurden, um die Perspektive eines Betroffenen rekonstruieren und das objektiv Bedeutsame des Falles herausarbeiten zu können. Der Beitrag ist für alle Schulen relevant, die sich an den Vereinbarungen der UN-Behindertenrechtskonvention orientieren und ein inklusionspädagogisches Konzept längerfristig realisieren wollen, ungeachtet der das deutsche Bildungswesen kennzeichnenden Separations- und Exklusionsstrukturen." (Autorenreferat)

AbstractGovernmental measures against the spread of the Corona virus have been met with varying levels of opposition in many countries worldwide. Existing research has claimed that some of this opposition is linked to esoteric and anthroposophical beliefs. This research note tests this in an observational study using election results from the 2021 parliamentary election in Germany and new data on the distribution of natural healers, homeopathic doctors and Steiner schools. Results show that counter to common expectations, there is no evidence that esoteric beliefs systematically lead to increased support for the established right-wing AFD. Rather, some indicators for esoteric beliefs – in particular, the presence of homeopathic doctors and Waldorf schools – are related to higher support for the new fringe party dieBasis, a single-issue party campaigning against governmental Corona measures.