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The Four Teacher Generations As Exemplified in Foreign Language Teaching The Four Teacher Generations as Exemplified in Foreign Language Teaching The Four Teacher Generations as Exemplified in Foreign Language Teaching Alain Denjean Translated by Christian von Arnim In the Christmas 2017 edition of the Journal years of Waldorf education, a new genera- for teachers, I referred to the three genera- tion of teachers, which is at the beginning of tions of teachers in the last hundred years of its activity and has to work together with the Waldorf education. In the age of individual- teachers of an older generation, is coming to ism there is a tendency to forget the impor- the fore, whereby each one individually sub- tance of working together in a group. The scribes to the generation to which they feel occupation of Waldorf teacher leads to a they to belong. very special form of community. Its work rests on the connection with the work of the Questions and conflicts arise in the en- trinity of the third hierarchy: the power of counter between these two groups. Older the angels enhances and refines our individ- colleagues keep saying the young teachers ual action, the power of the archangels often don’t know what they want, their goals makes the joint activity of a college of are vague. They don’t work enough with the teachers more productive, and the power of lectures and writings of Rudolf Steiner. They the archai puts its imprint on the work of a often mix in, without thinking, elements of whole period of time. the transhumanist image of the human being, making “our” system of education Seen individually, a teacher does not belong wither. Their younger colleagues, in contrast, to any generation; they belong to themselves feel badly looked after and abandoned. They and their work is based on their personal in- find the work in the teachers’ meetings bor- terpretation of Waldorf education and its ing and lacking in spirituality. They feel – fre- basis in anthroposophy. But as a colleague in quently in Germany – curbed in their power a specific school, they are part of the spiri- of initiative. tual profile of that school. Every school de- velops its own style; one might put an em- *** phasis on crafts, another is more concerned with the musical arts, another one again has At a conference in Kassel, Germany at the developed its provision for special education. end of April, the foreign language teachers The work of each individual teacher is thus who were present faced up to this problem. given its own colouring. We fundamentally saw four possibilities for the future of Waldorf education: A similar thing applies with regard to the 1) tear it down and start again; 2) rebuild or generations. Teaching was different in a Wal- renovate; 3) refurbish or find a new style; dorf school before the Second World War 4) continue as before. We soon discovered compared to the 1980s. When PCs and that these four possibilities are all justified smartphones appeared on the scene, it was in parts if we discover where any given one different again. Now, after one hundred can help our teaching to progress. Pedagogical Section, Journal No. 65 9 The Four Teacher Generations as Exemplified in Foreign Language Teaching If we look at the field of language from a ho- teaching can make to the healthy devel- listic perspective, we encounter three areas opment of the speaking human being in which are important for holistic language childhood. teaching appropriate to our time. • The third point is connected with the soul • On the one hand, speaking a foreign lan- level, with the level of communication. In guage means entering into a relationship the media age communication has be- with a people and its cultural values. Peo- come something quite different from ple in Spain live differently from people what it was a hundred years ago when the in Russia and the national temperament church bells still announced the midday is reflected in the language. In this area break for the rural population. Is commu- the following questions arose: How can nication becoming more superficial be- language teaching contribute to promot- cause of modern technical tools or not? ing peace and reciprocal respect between Who communicates with whom in modern the peoples on earth and their lan- electronic communication and how much guages? Particularly as Rudolf Steiner se- electronics is needed in holistic language riously warned against the right to the teaching; how much can it cope with? self-determination of peoples – some- thing that today is no longer called into Towards the end of the nineteenth century, question – when, at the time, Woodrow there was a great turnaround in language Wilson raised it in his fourteen points. teaching.3 Is the subject facing another But Steiner suggested a different way of change of direction arising out of the needs establishing world peace.1 As early as of the time? Does dealing with language 1916, he spoke with Herbert Hahn about today require a different emphasis, indeed future foreign language teaching from considerable innovation, arising from the this perspective. To what extent has the spiritual, physical and soul levels? What do language teaching of the last hundred young teachers say about this? years pursued this approach? *** • A second point concerns health. In recent decades there has been such an accumu- What kind of language teaching do children lation of language deficiencies in chil- and young people need at the present time? dren between the ages of 2 and 10 that The present is not a free-floating point in con- the health insurance companies in Ger- stant transformation which appears in our many have long been sounding the alarm consciousness. It is more than that. The pres- and are offering programmes to combat ent can be understood as the flowing to- these deficiencies which are categorized gether of a stream of time from the past with as causes of subsequent illness.2 At this a stream of time from the future. “Let the fu- physical bodily level, the question arose ture rest on what has passed; let what has as to the contribution which language passed obtain a sense of what is to come for 1 An understanding of one’s own ethnicity; see Rudolf Steiner, CW 121, The Mission of Individual Folk Souls. 2 There is a good up-to-date overview in: Sprache, das Lebenselixier des Kindes, Rainer Patzlaff, Stuttgart, 2017, Chapter 19. 3 Wilhelm Viëtor, Der Sprachunterricht muss umkehren!, Heilbronn, 1886. 10 Pedagogical Section, Journal No. 65 The Four Teacher Generations as Exemplified in Foreign Language Teaching powerful existence in the present” reads the tures in Discussions with Teachers.5 In these Capricorn verse of the Twelve Cosmic Moods.4 lectures from the year 1919, we can find eleven topics for organising foreign lan- Let the Future Rest on What has Passed guage teaching in a way that meets the de- What already exists for spiritual foreign lan- mands of the time: guage teaching? There are primarily two lec- Working economically Cultivating pronunciation Expressing our own thoughts in the foreign It would be nice to have the thought of one language pupil formulated by another in a different language Conversely: Discuss a topic in the pupil’s The pupils should have conversations with own language and then the child should one another with the teacher only offering retell what was discussed in the foreign lan- guidance. guage. Telling a story A great deal of reading Homework Grammar Cultivating the reflex-like movement in lan- guage For decades, these indications did not mean Language as the medium in which to express a great deal to quite a number of new teach- thoughts is only the last phase of linguistic ers and many students. They appeared harm- expression. Before that, language, in accor- less to them. There is often a failure to un- dance with the developmental stage of the derstand the educational value of first telling child, is pictorial and touches the soul more. a story, something that is urgently recom- Being touched emotionally in this way mended, particularly in foreign language through language is required more than ever teaching. Some students ask themselves, for by every child in the second seven-year pe- example, why they should tell a story and riod, particularly in the media age. It is only then follow up by reading the text. The when an experienced teacher tells the future pupils would know the story once it had teacher what can be achieved with a differ- been told, so why was it necessary to read it entiated understanding of language that the afterwards? Telling the story first was thus latter can become enthusiastic about it. Or counterproductive. This attitude comes from we have to acquire the background knowl- a reductionist view of language which is edge to understand the dimension of such common in modern education. methodological stratagems.6 4 Rudolf Steiner, CW 40a. 5 Rudolf Steiner, CW 295: Lectures 9 and 10. 6 E.g. Rudolf Steiner, CW 162, 18 July 1915; CW 224, 28 April 1923. Pedagogical Section, Journal No. 65 11 The Four Teacher Generations as Exemplified in Foreign Language Teaching Only then do we notice how relevant such derstanding. Intent ages into understanding. indications from Steiner are. Only then can It is – at a higher level – the same as with the future aspects which each new teacher small children: they do something and look brings with them rest on past events. This at their mother hoping for approval or disap- gives expression to an expectation: young proval from the figure of authority.
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