Language: German

Published: München, Germany: Kösel, 2004

Edition: 6th ed.

ISBN: 3-466-30405-9 978-3-466-30405-9

Language: Swedish

ISSN: 0280-5839

Abstract/Notes: The text is devoted to the role of ritual and art in overcoming individual suffering and social crises. Although unpopular in the contemporary culture of analgesics, focused on achieving quick results, the ritual process (as Maria Mendel and Tomasz Szkudlarek show after Turner) is essentially identical to the experience of crisis. Therefore, going through rituals has the potential of transgression, and solving difficult situations for individuals and societies. I discuss this with examples of the changes in birth narratives and also showing the ways of dealing with trauma of Martin Miller, son of the famous psychotherapist Alice Miller. Another feature of contemporary culture is the rejection of the sacrum, as illustrated by the removal of theosophical threads from Maria Montessori’s biography and the marginalization of Rudolf Steiner's Waldorf schools, which stem from the crisis of Western rationality. Reproduced and mediated by art, rituals are used in Waldorf schools for educational and developmental purposes, and, according to the theories above, they may have the potential to overcome adolescence crises.

Language: Polish

DOI: 10.18778/2450-4491.12.08

ISSN: 2450-4491

Language: German

Published: [Linz, Austria]: [s.n.], 1996

Abstract/Notes: Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf Education is seen as ideologic and unscientific. This publication sets out to bring clarity to this debate: Renowned researchers explain and discuss Waldorf Education’s foundations in relation to the current discourse on education and core disciplines such as theory of knowledge, anthropology, developmental psychology, learning theory, and the theory of professions. This scientific inquiry into Waldorf Education is breaking new ground, casting light on its fascinating humanistic ideal and holistic potential.

Language: English

Published: New York, New York: Routledge, 2023

Edition: 1st ed.

ISBN: 978-1-00-318743-1

Abstract/Notes: The purpose of this research was to study the curriculum development and implementation in kindergartens using Montessori and Waldorf approaches. The case studies were 3 kindergartens; one Montessori kindergarten and two Waldorf kindergartens. The data collection methods were participant observation, interview and documentation. The findings were: 1. Kindergarten using Montessori Approach The administrator played an important role in curriculum development and implementation. In curriculum development, the content of curriculum was adjusted to Thai contexts in sub-content of three main Montessori's contents for creating its material. In curriculum implementation, larning activities consisted of the set of Montessori activities and group activities which were a part of three main Montessori's contents, i.e., practical life or motor skill, sensory and academy. The group activities are also divided into 2 parts: one was content matter, and the other was a practice. 2. Kindergartens using Waldorf Approach The administrators played an important role in curriculum development and implementation. In curriculum development, the content of Waldorf curriculum was adjusted to Thai context by considering needs of children as well as the children cultural backgrounds. In curriculum implementation, learning activities comprised a play, a main activities, a circle and a story telling. A process of each kindergarten activity was different according to administrator's understanding, experiences and interpretation of Waldorf approach. / การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาการพัฒนาและการใช้หลักสูตรในโรงเรียนอนุบาลที่ใช้แนวคิดทางการศึกษาแบบมอนเตสซอรี่ และวอลดอร์ฟ กรณีศึกษา คือ โรงเรียนที่อนุบาลใช้แนวคิดทางการศึกษาแบบมอนเตสซอรี่ 1 แห่ง โรงเรียนอนุบาลที่ใช้แนวคิดทางการศึกษาแบบวอลดอร์ฟ 2 แห่ง เก็บข้อมูลโดยใช้เทคนิคการสังเกตอย่างมีส่วนร่วม การสัมภาษณ์ และการศึกษาเอกสาร ผลการวิจัยพบว่า 1. โรงเรียนอนุบาลที่ใช้แนวคิดทางการศึกษาแบบมอนเตสซอรี่ ผู้บริหารมีบทบาทสำคัญในการพัฒนาและการใช้หลักสูตร สำหรับการพัฒนาหลักสูตรผู้บริหารจะมีการปรับเนื้อหาให้สอดคล้องกับบริบทสังคมไทย ในส่วนเนื้อหาย่อยของกลุ่มเนื้อหาหลัก(3 กลุ่ม) ซึ่งเป็นแนวทางในการจัดทำชุดอุปกรณ์มอนเตอซอรี่ ในการใช้หลักสูตร มีการจัดกิจกรรมใน 2 ลักษณะ ได้แก่ กิจกรรมมอนเตอซอรี่ มีการจัดการเรียนการสอนตามหลักการแนวคิดมอนเตสซอรี่และกิจกรรมกลุ่มเป็นกิจกรรมที่จัดขึ้นโดยพิจารณาจากเนื้อหาหลัก (3 กลุ่ม) ซึ่งได้แก่ ประสบการณ์ชีวิต หรือทักษะกลไก ประสาทสัมผัส และวิชาการ มีการแบ่งการจัดการเรียนการสอนออกเป็น2 ส่วน คือ ภาคทฤษฎี มีครูเป็นผู้บรรยายความรู้ และภาคปฏิบัติ โดยเน้นให้เด็กลงมือปฏิบัติงานตามที่ได้รับมอบหมาย 2. โรงเรียนอนุบาลที่ใช้แนวคิดทางการศึกษาแบบวอลดอร์ฟ ผู้บริหารมีบทบาทสำคัญในการพัฒนาและการใช้หลักสูตร ในการพัฒนาหลักสูตรผู้บริหารจะมีการปรับเนื้อหาให้สอดคล้องกับบริบทสังคมไทย โดยพิจารณาจากความต้องการของเด็กและสภาพแวดล้อมรอบตัวเด็กเป็นสำคัญ จากนั้นจึงนำข้อมูลมาจัดเป็นเนื้อหากิจกรรมตามหลักการของแนวคิดทางการศึกษาแบบวอลดอร์ฟ ในการใช้หลักสูตร จะมีการจัดกิจกรรมการเรียนการสอนโดยผ่านกิจกรรมการเล่น กิจกรรมประจำวัน กิจกรรมวงกลม และการเล่านิทาน ซึ่งขั้นตอนในการจัดกิจกรรมแต่ละกิจกรรมของโรงเรียน จะแตกต่างกันไปตามความเข้าใจ ประสบการณ์ และการตีความหมายของผู้บริหารที่มีต่อแนวคิดทางการศึกษา

Language: Thai

Published: Bangkok, Thailand, 1999

Abstract/Notes: O objetivo desta pesquisa foi investigar como ocorre o processo de formação de professores para atuar no contexto das propostas pedagógicas Waldorf, Montessori e experiência da Escola da Ponte, com enfoque em cursos de formação para cada uma destas propostas. Os dados foram coletados através da participação da pesquisadora como aluna de cursos de formação para cada uma das propostas, ocorridos nos períodos de 2009 a 2013, trabalho de campo em escolas que adotam as propostas referidas, conversas com professores, sete entrevistas e um questionário, com professores e/ou formadores que atuam ou atuaram nestas propostas. Os dados foram registrados em notas de campo expandidas e as entrevistas foram gravadas em áudio e transcritas. O material foi interpretado e discutido de forma qualitativa, segundo um caráter etnográfico interpretativo. Todo esse processo foi apresentado através de narrativas que revelaram a experiência vivida pela pesquisadora tanto nos cursos de formação quanto nas escolas e, também, discussões que explicitaram como ocorre o processo de formação de professores para atuar nas três propostas, destacando como o ensino de Matemática foi abordado nestas formações. Foi realizada uma reflexão sobre os temas que emergiram. Na proposta Waldorf, destacamos os pressupostos teórico-filosófico-metodológicos que a embasam, o autoconhecimento (conhecimento de si mesmo), as artes e o professor de classe (professor generalista). No método de Maria Montessori salientamos os pressupostos teórico-filosófico-metodológicos que o embasam e sua consequente atualização, a importância da prática/estágio e o autoconhecimento. Na experiência da Escola da Ponte sobressaiu-se a formação centrada na escola (destaque para o círculo de estudos). A pesquisa contribui com discussões para a formação de professores que Ensinam Matemática, apontando, em especial, para a formação interior do professor através do conhecimento de si mesmo, vertente que é considerada nas propostas Waldorf e Montessori. [The aim of this research was to investigate how the process of teacher training occurs to act in the context of the Waldorf, Montessori and Escola da Ponte pedagogical proposals, focusing on training courses for each of these proposals. Data were collected through the participation of the researcher as a student of training courses for each of the proposals, which took place in the periods from 2009 to 2013, fieldwork in schools that adopt the aforementioned proposals, conversations with teachers, seven interviews and a questionnaire, with professors and/or trainers who work or have acted on these proposals. Data were recorded in expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic character. This entire process was presented through narratives that revealed the experience lived by the researcher both in training courses and in schools, and also discussions that explained how the process of teacher training occurs to act in the three proposals, highlighting how the teaching of Mathematics was addressed in these trainings. A reflection was carried out on the themes that emerged. In the Waldorf proposal, we highlight the theoretical-philosophical-methodological assumptions that underlie it, self-knowledge (self-knowledge), the arts and the class teacher (generalist teacher). In Maria Montessori's method, we emphasize the theoretical-philosophical-methodological assumptions that underlie it and its consequent updating, the importance of practice/internship and self-knowledge. In the experience of Escola da Ponte, education centered on the school stood out (highlight for the study circle). The research contributes to discussions for the formation of teachers who Teach Mathematics, pointing, in particular, to the inner formation of the teacher through self-knowledge, an aspect that is considered in the Waldorf and Montessori proposals.]

Language: Portuguese

Published: São Paulo, Brazil, 2015

Language: English

ISSN: 0959-4108

Abstract/Notes: The method of Montessori and Waldorf education is clearly distinguished by its relevance and importance in forming the ability to think and expanding the scope of imagination in school-aged children. According to the results of the research, these educational methods serve as a basis for children to show their abilities and gain great results. / Методика Монтессори и Вальдорфского воспитания ярко выделяется своей актуальностью и значимостью в формировании способности мыслить и расширении кругозора воображения у детей школьного возраста. Согласно результатам исследования, эти образовательные методы служат основой для проявления детьми своих способностей и достижения, больших успех. / Maktab yoshidagi bolalarda ilk davrlardanoq fikrlash qobiliyatini shakllantirish va tasavvur doirasini kengaytirishda Montessori va Valdorf maktablari ta'limi yo'lga qo'ygan uslub o'zining dolzarbligi va ahamiyatliligi bilan yaqqol ajralib turadi. Tadqiqotlarning natijasiga ko'ra, ushbu ta'lim uslublari bolalarning o'z qobiliyatlarini namoyon etishlari hamda yuksak cho'qqilarni zabt etishlari uchun asos bo'lib xizmat qiladi.

Language: Uzbek

ISSN: 2181-7324

Language: English

Published: Nijmegen, The Netherlands: Radboud University Nijmegen, 1999