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1101 results

Article

Points of View [Rudolf Steiner and Waldorf Schools]

Publication: Montessori Courier, vol. 4, no. 5

Pages: 30–31

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Language: English

ISSN: 0959-4108

Article

The Fantastic Journey [Waldorf schools and Rudolf Steiner]

Publication: Montessori Courier, vol. 3, no. 5

Pages: 8–9

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Language: English

ISSN: 0959-4108

Article

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Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia

Available from: ECRP Website

Publication: Early Childhood Research and Practice, vol. 4, no. 1

Pages: 1-14

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Abstract/Notes: Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.

Language: English

ISSN: 1524-5039

Book

Die Reformpädagogik: Montessori, Waldorf und Andere Lehren

Montessori method of education - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.

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Language: German

Published: München, Germany: C.H. Beck, 2012

Edition: 1st ed.

ISBN: 978-3-406-64053-7 978-3-406-64052-0

Series: Beck'sche Reihe , 2743

Thesis

A Montessori és a Waldorf reformpedagógia alapjai és ismertségük a köztudatban Magyarországon

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Language: Hungarian

Published: Budapest, Hungary, 2009

Article

In Response [Waldorf and Montessori]

Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 1, no. 3

Pages: 4

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Language: English

Article

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Duch, który cierpi: O roli cierpienia i rytuału w przeżywaniu kryzysów na przykładzie szkoły waldorfskiej [The Spirit That Suffers: About the role of suffering and ritual in experiencing crises on the example of the Waldorf school]

Available from: University of Lodz

Publication: Nauki o Wychowaniu: Studia Interdyscyplinarne [Educational Sciences: Interdisciplinary Studies], vol. 12, no. 1

Pages: 110-131

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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

Article

Montessori- bzw. Waldorfpädagogik? [Gemeinsames und Unterschiedliches in zwei pädagogischen Konzeptionen]

Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), vol. 23, no. 1-2

Pages: 13-33

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Language: German

ISSN: 0722-2513

Article

Waldorf and Montessori Combined: A New Impulse in Education

Publication: Encounter: Education for Meaning and Social Justice, vol. 23, no. 3

Pages: 21-27

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Abstract/Notes: A personal narrative is presented which explores the author's experience of blending both the Montessori and Waldorf teaching approaches in a self-contained classroom in the U.S.

Language: English

ISSN: 1094-3838, 2158-8414

Article

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Montessori- bzw. Waldorfpädagogik? [Gemeinsames und Unterschiedliches in zwei pädagogischen Konzeptionen]

Publication: Vierteljahrsschrift für Wissenschaftliche Pädagogik, vol. 61, no. 1

Pages: 139-159

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Language: German

ISSN: 0507-7230

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