This book presents a clear, deep and accessible overview of the philosophical, developmental and educational foundations of Rudolf Steiner/Waldorf education--as a dynamic, adaptable, creative process for which a profound sense of the uniqueness of each child is foundational. It demystifies Steiner as a philosopher of "freehood" and discusses the threefold human being in psychology. Child development: topics covered include the 12 senses and sensory motor development, language, and inner life. Education principles covered include imitation, purposeful activity and (...) free play; nature; music and the arts; rhythm, structure, trust and security; observing and understanding children; self-development and reflection; comparison with other preschool approaches. (shrink)

8 lectures, Stuttgart, June 12-19, 1921 (CW 302) In these eight talks on education for teenaged young people, Steiner addressed the teachers of the first Waldorf school two years after it was first opened. A high school was needed, and Steiner wanted to provide a foundation for study and a guide for teachers already familiar with his approach to the human being, child development, and education based on spiritual science. Steiner's education affirms the being of every (...) child within the world of spirit. This approach works within the context of the child's gradual entry into earthly life, aided by spiritual forces, and children's need for an education that cooperates with those forces. Some of Steiner's remarks may be controversial, but unbiased study will lead to an appreciation of the profound thought and wisdom behind what is presented here. German source: Menschenerkenntnis und Unterrichtsgestaltung (GA 302). (shrink)

9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about (...) teachers who, freely and unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305). (shrink)

This book is an in-depth exploration of the curriculum of the first Waldorf school, expanding on the original 'Lehrplan'. Divided into sections, the book outlines Steiner's comments on schools and lessons in general, as well as many details on his thinking on specific issues ranging from different age groups to classroom decoration and arrangement. This important book for all Steiner-Waldorf teachers gets to the heart of Steiner's ideas on education and child development.

An exploration of Rudolf Steiner's recommendation that class teachers create verses for their pupils to be inserted into their annual school reports.

This book is one of the definitive accounts of Steiner-Waldorf education by the founder of the first Waldorf School in the UK. In clear and insightful terms, Cecil Harwood presents the heart of this unique approach to children's development, learning and wellbeing as a much-needed antidote to modern educational methods. Harwood's book is full of still-fresh ideas for both parents and teachers, and is a must-read for anyone interested in Steiner-Waldorf education. The classic work has (...) been edited for the modern age, with a contextualising introduction by Professor Douglas Sloan. (shrink)

These seven talks, considered one of the best introductions to the Waldorf approach to education, were given by Rudolf Steiner to a small group on his last visit to England in 1924. Steiner shows how essential it is for teachers to work upon themselves -- to transform their natural gifts -- and to use humor to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything in the light of knowledge of the (...) child as a citizen of the spiritual as well as the earthly world. Throughout, he returns to the practical value of Waldorf education. From the Foundations of Waldorf Education series. (shrink)

Rudolf Steiner is perhaps most widely known as the founder of the Waldorf schools and for his challenging and innovative ideas on children's mental development and education. What these ideas are and how they are put into practice are not so well known. Steiner (Waldorf) Education is a clear exposition of Steiner's view of the child as a developing personality based on body, soul, and spirit. It describes the stages of the child's development and gives a (...) detailed account of the Steiner/Waldorf school curriculum and teaching methods. It will be useful both to those already involved with Steiner/Waldorf schools and also to anyone who wants to learn more about this well-established alternative to the state educational system. (shrink)

Steiner schools have helped carry the flag of liberal, creative, humanistic education through these dark ages and can now act as a beacon. Professor Peter Woods, formerly of the Open University.Contributors to this accessible book will show how Steiner kindergarten practice can offer an understanding of observation and assessment which is strikingly different from approaches found in many nursery and reception classes, and yet it's this understanding that can encourage deep reflection on practitioners' and students' values and principles. Drawing (...) on their extensive research in the field, the contributors, who include experienced Steiner educators and early childhood experts from other traditions, have worked together to explore and understand what is distinctive about Steiner kindergarten practice. Whilst observation and assessment are not the appropriate terms to describe the more relaxed, intuitive and trusting ways in which Steiner teachers aim to meet with children, the researchers used these techniques to present and explore the variety of perspectives on Steiner kindergarten practice. Key aspects of the Steiner philosophy, such as caring for the physical environment, respecting the rhythms and routines in what children do, and creating an environment that allows teachers and children to properly get to know each other are explored. In these chapters, readers will meet with aspects of the Steiner philosophy which will help to inform and expand on their own practice as early years professionals"-- Provided by publisher. (shrink)

Translated from the German by Roland Everett and edited by Rhona Everett.

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation of (...) metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: a social basis for education; the spirit of the Waldorf school; educational methods based on anthroposophy; children at play; teaching through the insights of spiritual science; adolescents after the fourteenth year; science, art, religion, and morality; the spiritual basis of education; the role of caring in education; the roots of education and the kingdom of childhood; address at a parents' evening; and education within the broader social context. (shrink)

On the method of Saint Giovanni Bosco, 1815-1888, in guidance and counselling.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

The importance of pedagogy as a science is in exploration and improvement of education as an integral part of the social reality. Theory of education, General pedagogy and Methodics of educational work are the scientific disciplines that are most directly related to examining the educational work, and represent its theoretical and methodological basis in the process of its realization. Educational work provides the essence of the overall education process, since it refers and unites the knowledge, skills, attitudes, (...) beliefs and values of the individual, and its results are seen in developing student’s unique personality. In this paper the focus is on the Methodics of educational work, as a pedagogical discipline which is most closely related to the process of realization of educational work. The aim is through analysis of the basic theoretical and terminological aspects to emphasize its role in the overall education process. Taking into consideration the complexity of educational work and difficulties related to the process of assessment of the outcomes, application of the taxonomy of the affective domain is suggested as a possible approach. Also, the importance of some topics that are particularly relevant in pedagogy is emphasized, but which, due to terminological inconsistencies, are not sufficiently recognized as part of the Methodics of educational work. (shrink)

Originally published in 1904, this book discusses the fundamental importance of education and theories of education within the works of Erasmus. Beginning with an outline of the life and characteristics of Erasmus, the text moves through his educational aims, ideas on the beginnings of the educational process and conception of the liberal arts. The second part of the text presents four extracts from the writings of Erasmus which express his views on education. Apart from a short chapter (...) from De Conscribendis Epistolis, which is given in Latin with English headings, these extracts are all translated into English. This book will be of value to anyone with an interest in Erasmus and the historical development of education. (shrink)

My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of philosophy is then further assessed, while in the final section (...) attention is drawn to Peters’ commitment to the idea of education being an integrally moral enterprise. (shrink)

This research was conducted to reveal the views of the parents and prospective parents in our country on the oncept of childhood, the methods of education they applied and their opinions about the effects of the internet. In this context; under the 40; 26 male 32 female, between 40-60; 7 male, 9 female, over the 60; 2 male, 2 female total78 people were interviewed. The findings were assessed regarding gender-generation and gender-repeat/expression. The results of this research show that the (...) participants are aware of the fact that every single child has a unique personality. According to the study, while the younger participants use more diverse and modern education techniques, the older ones still use traditional educational methods. In further detail, the participants are fully aware of the adverse effects of the internet, and they take control over their children's use of the internet. (shrink)

Education is a fundamental pillar in human development, and its evolution throughout history has been influenced by a variety of factors, including imaginative culture and human nature. In this study, we explore how educational methods have evolved in response to the interaction between these two aspects. We look at how human creativity, imagination, and adaptation have influenced the way we teach and learn, from early forms of knowledge transmission to more contemporary approaches focused on active student engagement and the (...) development of practical skills. Our research is based on a comprehensive review of the academic literature in the fields of education, evolutionary psychology, cultural anthropology, and imagination studies. We explore how societies have used imagination as a tool to transmit knowledge and values, as well as to foster creativity and individual expression. We also examine how adaptive aspects of human nature, such as the ability to learn collaboratively and adapt to changing environments, have influenced the way educational methods are designed. Our results show a clear evolution in educational methods over time, from approaches focused on the one-way transmission of knowledge to more interactive and participatory models that encourage exploration and discovery. We identify common patterns in the way societies have used imagination and adaptation to promote learning and socialization and discuss the implications of these findings for contemporary education. In conclusion, this study highlights the importance of understanding the relationship between imaginative culture, human nature, and education. It provides a solid foundation for the design of educational methods that harness the innate creativity and adaptability of human beings and offers guidance for educators and policymakers on how to promote meaningful and lasting learning in today's world. (shrink)

The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods of the higher (...) education system and to disclose the advantages as well as dysfunctions of each conception. This paper examines the mechanisms through which governments allocate resources to higher education in order to establish effective means to transfer these subsidies to institutions. (shrink)

정보 혁명의 시대 속에서 학생들의 도덕적 창의성 발달을 위한 도덕교육의 중요성이 날로 증대하고 있다. 창의적인 윤리적 문제 해결에 도움을 줄 수 있는 교육 방법은 무엇인가? 시넥틱스(synectics)가 이 질문에 대한 하나의 해답이 될 수 있다. 시넥틱스는 학생들로 하여금 문제에 대한 분석으로부터 새로운 아이디어의 생성과 개발에 관여하게 하는 창의적인 문제 해결 과정을 의미한다. 시넥틱스는 은유적 활동을 통하여 창의성을 의식적인 과정으로 만들고자 한다. 은유는 하나의 대상이나 아이디어를 다른 대상이나 아이디어의 위치에 놓이게 하고, 비교를 통해 둘 간의 유사 관계를 설정한다. 이러한 대체를 통하여 익숙한 (...) 것을 낯선 것과 연합시키거나 또는 익숙한 것으로부터 새로운 아이디어를 창조하는 창의적 과정이 발생한다. 도덕과 수업에서의 시넥틱스 방법은 도덕적 특수주의의 주장을 보완하고, 협동적인 도덕적 지식의 구성을 가능하게 해 줄 수 있는 장점이 있다. 도덕과 수업에서 시넥틱스의 활용은 학생들에게 익숙하거나 친숙한 개념ㆍ가치ㆍ덕목ㆍ원리들을 전혀 새로운 낯설고 새롭게 만드는 방법을 통해 학생들의 창의적 해결을 촉진시키는 방법, 그리고 학생들에게 낯설고 생경한 용어들을 매우 익숙하고 친숙한 용어들로 만드는 방법을 통해 개념 획득과 심층적 이해를 촉진하는 방법으로 구분할 수 있다. (shrink)

This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at (...) the heart of the contemporary philosophical stance towards education. Generally, philosophy today does not allocate redemptive-political space to education and its practices (such as assessment). Hannah Arendt's and Alain Badiou's ideas on knowledge, statistics and everydayness are used here as examples, and the received view is further criticised. Then, another possible connection of philosophy and education is examined, one that would attribute to education a more active, politically operative and central role in philosophy. (shrink)

Two Methods Of Creative Marketing Research Neuromarketing And In-Depth Interview Creativity is one of the most important concepts nowadays' business environment. The purpose of this article is to determine whether neuromarketing and in-depth interviews complete each other in terms of allowing marketers to to create more creative marketing strategies on how customers really feel.Raising global competition pressure does not allow marketers to ignore it. Marketing is a field that is most sensitive to such influences. New point of view most times (...) gives an advantage in the marketing field. It helps to develop creative strategies.Two methods of creative marketing research: neuromarketing and in-depth interview were analyzed. Creativity is a potential which must be developed as a source of further development. It is a source natural to all people, a source that has a motivational effect. Creativity may be developed. Constant education is required. It is necessary to remove barriers and establish opportunities for creative thinking, reduce habitual stereotypes, release space for searching and find further alternatives. Significance of marketing in nowadays business environment is out of any doubts. Companies world wide spend trillions of dollars each year on Advertising, Marketing, and Research and Develoment. For decades, advertisers, marketers, and product developers are making an effort to apply social psychology to discover the tools to tap into the consumer's brain. Some marketers believe that most of biases occur because of responses changed by the customer's conscious mind. Development of technology gives a wide range of opportunities for the new generation marketing research. In conclusion, it is clear, that neuromarketing and in-depth interviews may complete each other and draw together more accurate picture of what the customers really feel, that allows marketers to create more competitive creative marketing strategies. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.

본 연구는 양성평등을 추구해왔던 페미니즘 윤리의 평등개념과 양성평등이 지니는 도덕적 가치를 살피고, 이를 토대로 초등학교 도덕과 양성평등교육의 실태를 분석하여 그 대안을 제시하고자 하였다. 첫째, 페미니즘 윤리에서의 평등의 개념은 ‘동등성으로서의 평등’, ‘차이 속의 평등’, ‘상호성과 다양성 인정으로서의 평등’으로 나누어진다. 이 개념들은 각각 우열의 관계라기보다는 연속적 발전과정으로 이해해야한다. 둘째, 페미니즘윤리에서 추구하는 양성평등의 도덕적 가치는 인간존중과 그 실현조건으로서의 자유, 상호적 주체성, 배려와 다양성 존중 등이다. 인간존중과 자유는 도덕적 이상이 된다는 점에서, 상호적 주체성은 도덕적 행위의 주체라는 점에서, 그리고 배려와 다양성 존중은 양성평등을 실현할 수 (...) 있는 구체적 방법이라는 점에서 도덕적 가치를 갖는다. 셋째, 이상의 논의를 바탕으로 양성평등의 관점에 따라 도덕교과서 및 생활의 길잡이 8권을 분석해본 결과 도덕교과 목표는 성차이나 다양성이 고루 반영되어 있지 않았고 남녀의 성 분리적 특성이 들어 있었다. 그리고 성역할 고정관념과, 성 차이 인식을 가능케 하는 텍스트가 부족하다는 문제점들이 드러났다. 따라서 양성평등교육이 초등학교 도덕과에서 보다 효율적으로 이루어지기 위해서 다음과 같은 노력이 필요하다. 첫째, 교육목표에서 성 차이와 다양성을 반영하여 여성과 남성을 균형 있게 다루고 양성적 특징을 조화시키는 인간상을 제시할 수 있어야 한다. 둘째, 도덕교과 내에 출현하는 양성의 수적 균형을 고려하고, 여성적 활동을 정당하게 평가하는 구체적 내용을 포함시켜야 한다. 셋째, 여성의 역할을 공적인영역과 사적인 영역 구분 없이 고루 등장시키고, 의도적으로 여성을 중심부화 하려는 노력이 필요하다. 넷째, 성 차이를 인식할 수 있는 다양한 텍스트를 개발하여 아동 스스로 남녀평등의 가치를 실현시키고자 하는 의식을 강화시켜주어야 한다. (shrink)

The aim of this article is to make a case for Aristotelian friendship as a ‘method’ of moral education qua mutual character development. After setting out some Aristotelian assumptions about friendship and education in the “Aristotle and Beyond: Some Basics about Character Friendship and Education”section, I devote the “Role-Model Moral Education Contrasted with Learning from Character Friends” section to role modelling and how it differs from the idea of cultivating character through friendships. “The Mechanisms of (...) Learning from Character Friends” section then explores the mechanisms of Aristotelian friendship education directly: those identified by him and those which can be elicited more obliquely from his texts. I end in the “Concluding Remarks and Classroom Applications” section with some reflections on how this model of friendship as a moral method could be applied in current educational contexts. While the idea of character friendship as an educational method comes with many assets, it also imports various liabilities that may lead to painful friendship terminations. I have put the spotlight on those liabilities in two previous articles. In contrast, the goal here is to impart a new edge and added force to the idea that a certain Aristotle-defined type of deep friendships may have a unique role to play in facilitating moral growth, above and beyond other developmental learning mechanisms. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once (...) human organizational, national or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism. (shrink)