DOCSLIB.ORG

Awakening Creative Behavior: Contributions from the Rudolf Steiner Method Carla Thersa Mattioli University of Massachusetts Boston

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Awakening Creative Behavior: Contributions from the Rudolf Steiner Method Carla Thersa Mattioli University of Massachusetts Boston University of Massachusetts Boston ScholarWorks at UMass Boston Critical and Creative Thinking Capstones Critical and Creative Thinking Program Collection 9-1984 Awakening Creative Behavior: Contributions from the Rudolf Steiner Method Carla Thersa Mattioli University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/cct_capstone Recommended Citation Mattioli, Carla Thersa, "Awakening Creative Behavior: Contributions from the Rudolf Steiner Method" (1984). Critical and Creative Thinking Capstones Collection. Paper 196. http://scholarworks.umb.edu/cct_capstone/196 This is brought to you for free and open access by the Critical and Creative Thinking Program at ScholarWorks at UMass Boston. It has been accepted for inclusion in Critical and Creative Thinking Capstones Collection by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. AWAKENING CREATIVE BEHAVIOR: CONTRIBUTIONS FROM THE RUDOLF STEINER METHOD A Thesis Presented By Carla Theresa Mattioli Submitted to the Office of Graduate Studies University of Massachusetts, Boston in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN CRITICAL AND CREATIVE THINKING September 1984 . AWAKENING CREATIVE BEHAVIOR: CONTRIBUTIONS FROM THE RUDOLF STEINER METHOD A Thesis Presented b y Carla Theresa Mattioli Approve d as to sty le and content by: Dr. Detores Gall of Committee a r tz , Direc r Critical a n d Cr eat i ve Thinkinp P ro g ram ii PREFACE In my efforts to understand the fundamental elements of Rudolf Steiner's (Waldorf) Educational Philosophy for the purposes of writing this thesis, I realized early on that the process of attaining such understanding would necessarily require much more than reading and comprehension on an abstract, intellectual level. In order that I might experience the principles of Waldorf Education in motion, as they were designed to be experienced, I would need to immerse myself into the experience of the arts and self­ study with my mind, physical body and emotions, as well as to read and study the works of those who understand Waldorf Education. My role as researcher, then, required that I become a participant-observer, in order that I might explain Waldorf Education through my own personal involvement and experience. My research exploration included visitations at a number of Waldorf Schools in the New England area, to observe first, sixth, eighth grade and high school classes. Subjects ranged from Geometry and Music to Bookbinding, Weaving, American Studies and Woodcarving. I was also able to conduct informal interviews of Waldorf students, parents and teachers during my travels. In addition to visiting schools, I participated in quite a number of workshops and seminars designed for Waldorf iii teachers and parents, some of which included: "Developing the Twelve Senses of the Child" with Ingo Maier, an expert in Curative Education; "Awakening to the Soul Mood of Summer" which incorporated practice in the areas of eurythmy, watercolor painting, clay modeling, speech and exercises in Goethean observation of self and nature; workshops and classes on practicing the art of story­ telling and exploring watercolor painting in the Waldorf School tradition with Nancy Mellon, a Lexington Waldorf School teacher; and another seminar on story-telling which involved readings and discussions and creating adaptations of selected fairy tales of the Brothers' Grimm collection. In addition to workshop participation, I have also attended festivals at the Waldorf School, musical and eurythmy performances and lectures by visiting specialists in the field of Waldorf Education. On the physical labor level, I've helped with the interior wall-painting of a classroom while learning the techniques of "lazuring" - a special kind of layering of wall paint colors to achieve a certain aesthEtic effect, By participating in these workshops and various events, I have been very fortunate to have met a number of extra­ ordinary individuals who have inspired me with their wisdom, knowledge about children and capacity to share their insights into the work of Rudolf Steiner. iv I did feel, after involving myself on the physical, and emotional as well as intellectual levels with the exercises designed in the Waldorf tradition that this work allowed a new clarity to unfold in my understanding of the works of Rudolf Steiner. I also watched my writing become richer with additions and connections made possible through my own personal integration of the information. This thesis is designed to honor the work of those artist-teachers who are dedicated to Waldorf Education. Amidst the type-written pages, I have tried to maintain a visual component and bring a sense of balance, rhythm and color to the wholeness of this project. V TABLE OF CONTENTS Chapter I • UNDERSTANDING CREATIVE BEHAVIOR: A PRESENTATION OF THE KLEIN MODEL •••••••••••• 1 II. PHILOSOPHICAL FOUNDATIONS AND ASSUMPTIONS OF WALDORF EDUCATION ••••••••••••••••••••••• 15 Steiner Philosophy: History and Context Stages of Child Development According to Steiner - In Relation to Other Theories Qualities of Balance and Rhythm Sense of Continuity The Role of the Waldorf Teacher III. WALDORF EDUCATION: AWAKENING CREATIVE BEHAVIOR IN FOUR DEVELOPMENTAL SKILL AREAS ••• 53 Developing the Skill of Perceiving Developing the Skill of Intellecting Steiner's View of the Intellect Klein's Definition of Intellect Ways of Knowing According to Steiner Waking, Dreaming and Sleeping The Role of Non-Conscious Spheres in Knowing and Creative Production Imagery and Knowing How Knowing Develops Over Time According to Steiner Development of the Child's Conscious­ ness as Facilitated by the Waldorf History Curriculum (Grades 1-8) The Teachers' Role in the Development of Consciousness How Does Waldorf Education Support the Klein Model of Intellecting? Development of the Intellect through Art Developing the Skill of Feeling/Valuing Reverence for the Child The Experience of Color Storytelling and Drama Integration of Values into Waldorf Ed­ ucation Developing the Skill of Responding Responding and the Will Development of the Will According to Steiner Development of the Social Will and Social Responsibility vi TABLE OF CONTENTS Chapter IV. APPLICATION OF WALDORF METHODOLOGY: SAMPLE LESSON DESCRIPTIONS .•••.••...•.•...•. 125 Developing a Unit Theme: Begin with the Child The Rhythm of Lesson Planning The U.S. Presidency: Unit Theme Objectives and Organization for Relevance to the Eighth Grader Sample Lesson Descriptions . Additional. Ideas. for. InterDisciplinary. Connections FOOTNOTES 143 SELECTED BIBLIOGRAPHY ••...............•....••.•..... 151 vii LIST OF TABLES 1. Klein Model: Matrix of Contents and Modes •••••••••• 11 2. Klein Model: Matrix of Contents and Processes •••••• 12 3. Klein Model: Skills Related to Creativity •••••••••• 12 4. Stages of Child Development According to Rudolf Steiner •.••••••••••••••••••••••••••••••••• 30 5. Waldorf School Weekly Timetable - Grade Five ••••••• 32 6. Waldorf High School Weekly Timetable ••••••••••••••• 32 7. Sample Waldorf School Block Schedule - (Grades Nine through Twelve) ••••••••••••••••••••• 33 viii LIST OF FIGURES 1. Klein Model of Creative Behavior ...••.••••..•• 11 2. The Four Temperaments and the Corresponding Seasons, Elements and Colors (Rene Querido) .. 37 3. Diagram of the Twelve Senses (Eileen M. Hutc hins) . 56 4. Form Drawing Sample - First and Second Grades ..•.....•.......•..................... 83 5. Form Drawing Sample - Fourth and Fifth Grades ...................................... 84 6. Form Drawing Sample - Historical Designs ..•... 85 ix C H A P T E R I UNDERSTANDING CREATIVE BEHAVIOR : A PRESENTATION OF THE KLEIN MODEL One may i magine crea t ive be h avio r as a floweri n g plant wh ose f l owers , leaves , stem, roo t s a nd soi l are being exam- i n e d i n o r d e r t o f i n d o u t h o \v i t g r o ws • The result of one's search , of co urs e , depends on t h e part or parts or the plant o n c hooses to examine or the part of the flowe r ing process one ls attentive to . Some theorists see creative be h avio r as a function of certain thinking a bi lities , ot h ers see j t as a way of acting to transform the envi r onment , and stilJ ot h ers see i ts roots in t h e ind id ivual ' s a b ility to overcome ce r tai n e motio n al , pe r cep tual o r c u lt u ral b l ocks . Th e essen- tial questio n is , pe r haps , how may we t ole r ate wh at at first seems to be such co mp l exi t y , such chaos an d disorde r i n wa n t - ing to understand c r eative behavior? How may we h old i n our mind ' s e ye, t h e whole of this f l owering plant in or d e r to acknowledge its patte r ns and understand its depths? Rona l d D. Klei n' s recent model of c r eative behavior bri n gs us closer to answe r ing s u c h a question . Kl ein ' s mode l was begun as pa r t of his Doctoral Dissertatio n o n '' Evolving Creative Behavior tt and continued in h is article called " An Inquiry into the Factors Related to Creativity ", and it succeeds in synthesizing elements from multiple theories 1 2 1 and research conclusions about creativity. In this way, it presents a balanced, multi-faceted conception of the factors relating to creative behavior. Due to its compre- hensiveness, Klein's model will be used as the major lens through which this thesi s will focus on Waldorf Education's contributions to promoting creat i ve behavior in children. In order to appreciate the foundations and depth of the Klein model, it is first necessary to describe some of the prominent theories of creativity on which Klein's model is based. A great deal of introspection, exploration and scientific research has gone into the attempts to isolate and define creative behavior.
Load more

Recommended publications
  • Goldenblade 1986.Pdf
    The Golden Blade THIRTY-EIGHTH (1986) ISSUE CONTENTS E d i t o r i a l N o t e s 3 The Rejoicing Eye Doris Davy 10 The Earth Seen by the Dead Rudolf Steiner 13 The Mystery of Mary - In Body, Soul and Spirit Emil Bock 17 The Blessed Virgin compared to the Air We Breathe Gerard Manley Hopkins 36 T h e P l i g h t o f O u r F o r e s t s M a r k R i e g n e r 4 0 Food, Famine, Misery and Hope Daniel T Jones 56 Ethiopia — Nightmare or Paradise? Tim Cahiil-O'Brien 64 The British Countryside 1985-2050 John Soper 68 The Daily Bread Michael Spence 73 Karo Bergmann - Art as a Healing Force for our Times Monika Hertrampf-Pickmann 80 "The Three Spheres of Society" - The History of a Pioneering ^ 0 0 * ^ C h a r l e s D a v y 9 1 B e t w e e n t h e P o l e s C h a r l e s D a v y 9 3 Genesis Josephine Spence 97 N o t e s a n d A c k n o w l e d g e m e n t s 9 8 Edited by Adam Bittleston, Daniel T. Jones and John Meeks EDITORIAL NOTES BeforeDavy the in onset October of the1984, illness the whicheffectiveness brought of abouthis work the for death a considerable of John public, for the Anthroposophical Society, for Emerson College, and throu^ many conversations with individuals, was steadily growing.
    [Show full text]
  • Chapter 1 Waldorf Teacher Education
    Chapter 1 Waldorf Teacher Education: Methodology of the Study Section 1 Introduction 1. Background information The primary focus of most of the literature on Steiner or Waldorf Education ~ whether couched in ways variously intending to theorise, compare, inform, expound, or extol ~ has been on the question of how children (whether of early childhood, primary or high school years) should be educated. The main aim of this thesis is to explore the question of how Waldorf teachers should be educated. In order to begin to tackle this seemingly straightforward question it seemed logical to begin at the beginning, that is, with the theory underlying what Waldorf teachers were being educated for. Steiner’s educational theory is explicit in maintaining that education is about facilitating the process of becoming more human. But aren’t we human enough already? What does it mean to become more human? How are human beings (for so long referred to as ‘Man’) constituted? What is ‘Man’? In some ways the trend of the questioning is reminiscent of, and inevitably leads to, the Classical Greek injunction “O Man. Know Thyself”1. It was in contemplating these questions that the realisation came of what the underlying core of the thesis would be. Something had to be said about what Steiner believed the human being to be, and therefore how the education of the human being should proceed. More specifically still, how the teachers who were to implement the 1 This injunction was engraved above the portal of the temple of Apollo at Delphi. 2 educational ideas would themselves be educated.
    [Show full text]
  • Centre Guy Lorge « Eveil En Rencontres »
    IDCCH ASBL (Initier, Développer, Connaître, Cultiver, Humaniser) Centre Guy Lorge « Eveil en Rencontres » Librairie associative—Centre de Documentation Rue du Centre, 12 B-4560 Auvelais (Sambreville) Renseignements : +32 (0)494 789 048 Courrier et commandes : [email protected] https://www.idcch.be Date : 01/09/2018 Page 2 Guy Lorge Aussi accessible 2ème édition à nos membres mai 2014 en prêt du livre dans notre centre ô homme, connais-toi toi-même et deviens toi-même ! exhortation que l'homme s'adresse à lui-même 17,00 € éveil en rencontres dans notre librairie Le livre: I D C C H — CENTRE GUY LORGE Page 3 L'auteur: Page 4 PRINTEMPS 1953- TRIADES 1 - N°1 : S. Rihouet-Coroze : ÉTÉ 1953 - TRIADES 1 - N°2 : S. Rihouet-Coroze : I D C C H — CENTRE GUY LORGE Page 5 AUTOMNE 1953- TRIADES 1 - N°3 : Emile Rinck : : HIVER 1953 - TRIADES 1 - N°4 Paul Coroze : Pierre Morizot : Ernest Uehli : Dr Fred Husemann : F. Bessenich : Page 6 PRINTEMPS 1954 - TRIADES 2 - N°1 G. Wachsmuth : Emile Rinck: Jacques Lusseyran : Dr Husemann : S.R.C. : ÉTÉ 1954 - TRIADES 2 - N°2 S. Rihouet-Coroze : Emile Rinck : Pierre Lusseyran : Maurice Leblanc : Paul Coroze : H. Poppel baum : I D C C H — CENTRE GUY LORGE Page 7 AUTOMNE 1954- TRIADES 2 - N°3 : Raymond Burlotte: Hildegarde Gerbert : HIVER 1954 - TRIADES 2 - N°4 Emile Rinck : Paul Coroze : S. Rihouet-Coroze : Jean-Denis : Dr Gérard Schmidt : Page 8 PRINTEMPS 1955- TRIADES 3 N°1 Dr E. Marti : Naissance d’un enfant. Emile Rinck : L’homme en face de la matière.
    [Show full text]
  • Journal Fanthroposophy
    Journal for anthroposophy [Image: paintingbyPhilipNelson]NUMBER 57 FALL 19 9 3 Between two worlds life hovers like a star, 'Twixt night and morn, upon the horizon's verge: H ow little do we know that which we are! H ow less what we may be! The eternal surge Of time and tide rolls on, and bears afar Our bubbles; as the old burst, new emerge, Lash'dfrom the foam o f ages; while the graves O f Empires heave but like some passing waves. L ord Byron NUMBER 57 • FALL 1993 ISSN-0021-8235 Front Cover: PHILIP NELSON OHNE TITEL ( Without Title) 1988 Gouache, acrylic, grated minerals and quartz sand on canvas, 120 cm x 90 cm EDITOR Hilmar Moore MANAGING EDITOR Clare M oore The Journal for Anthroposophy is published twice a year by the Anthroposophical Society in America. Subscription is $12.00 per year (domestic); $15.00 per year (foreign). Manuscripts (double-spaced, typed), poetry, artwork, and advertising can be mailed to the editor. For information on sending manuscripts on disc, contact the editor. Back issues can be obtained for $5.00 ea. plus postage. An index for all issues is $3.00. All correspondence should be sent to: Journal for Anthroposophy 3700 South Ranch Road 12 Dripping Springs, TX 78620 512/858-1699 512/858-4080 Fax Journal for Anthroposophy, Number 57 - Fall 1993 © 1993, The Anthroposophical Society in America Printed in the United States of America at Morgan Printing, Austin, Texas Printed on Recycled Paper CONTENTS 5 Earthly Person, Personal Earth BY TYSON ANDERSON 19 From the Cradle to the Grave BY RICHARD LEVITON 28 Love
    [Show full text]
  • Doing Your Bit – Because You Can English Composition Meets Accounting
    Doing Your Bit – because You can English composition meets accounting Study material published as a contribution to public debates. Comments to the publisher c/o economics[at]goetheanum.ch always welcome. Part of any sale proceeds goes to finance research into associative economics. Please respect copyrights, otherwise how will authors live. © Meg Freeling Doing your Bit – because You can1 English composition meets accounting Introduction “To know one’s place in history and find and do one’s bit... To discuss the same issues that others discuss..., but to come from a different picture of the human being in the world.” – Christopher Houghton Budd “In my composition class I learned... that finding your purpose in life takes a lot of soul searching. My biggest take-away from this class is that even though talking about what you want to do in life is simple, you must put in work to turn your goals into accomplishments.... I think that my ‘true’ self is now more confident, patient and happy: more confident because I'm not afraid to chase after my dreams no matter what the circumstances hold for me; more patient because I can take time to make my dreams come true and become accomplishments; and more happy because I was taught in this class to use critical thinking about my purpose in life, and even though it was hard, I did learn how to start my own destiny path toward my ‘bit’.” – A student. In the fall of 2016, I worked with twenty-three high school students who signed up for my College English Composition class not only to see what they could learn about writing, but also to explore what it is like to be in college.
    [Show full text]
  • Mit Der Tastenkombination „Strg F“ Können Sie Dies Dokument Durchsuchen)
    Auswahl-Katalog Antiquariat Ruth Jäger für ANTHROPOSOPHIE Stand 18.4.2020 (mit der Tastenkombination „Strg F“ können sie dies Dokument durchsuchen) Steiner, Rudolf: ... Et incarnatus est ... : Die 4.50 EUR Umlaufszeit geschichtlicher Ereignisse Vortrag. Versandkosten: 2.00 EUR Versand: [Inland: Deutschland] am 23.12.1917 in Basel. Dornach, Schweiz. - gr. 8. Lieferzeit: 2 - 7 Werktage. - Rudolf-Steiner-Nachlassverwaltung., 1956. 22 S. EINBAND: kartoniert. In den Warenkorb - BUCHZUSTAND: Kanten leicht angestoßen, Titelblatt Weiterempfehlen beschriftet, gut. Bestellnummer: 20692 - Aus Liste: Anthroposophie/ GA/ Vorträge Frage zu diesem Angebot stellen Karlén, Barbro: "... und die Wölfe heulten" 16.00 EUR Fragmente eines Lebens / Basel, Perseus-Verl., Versandkosten: 2.00 EUR Versand: [Inland: Deutschland] 1997. - 237 S. EINBAND: kartoniert. 20 Lieferzeit: 2 - 7 Werktage. cm ISBN: 3907564251 BUCHZUSTAND: Kanten leicht angestoßen, Name auf In den Warenkorb Vortitelblatt, Buchblock etwas schiefgelesen, keine Weiterempfehlen Anstreichungen im Text. Bestellnummer: 22075 - Aus Liste: Anthroposophie/ Biografien Frage zu diesem Angebot stellen Treichler, Rudolf: 12 x 12 Rätsel. Rätsel-Sprüche 9.00 EUR und -Gedichte / Mit Lösungen. München Rose- Versandkosten: 2.00 EUR Versand: [Inland: Deutschland] Verlag., 1964. 102 S. EINBAND: kartoniert. Lieferzeit: 2 - 7 Werktage. BUCHZUSTAND: Kanten leicht angestoßen, Seiten gebräunt, gut. In den Warenkorb Bestellnummer: 19357 - Aus Liste: Anthroposophie/ Weiterempfehlen Allgemeines Frage zu diesem Angebot stellen Anthroposophische Vereinigung in Deutschland: 15. u. 16. Brief 10.00 EUR (Doppelbrief) Winter und Frühjahr 1960. - 61 S. Mit einigen Versandkosten: 2.00 EUR Versand: [Inland: Deutschland] Illustrationen. 0 brosch. Lieferzeit: 2 - 7 Werktage. Aus dem Inhalt: Walther, Kurt: Über das vierte Mysteriendrama Rudolf Steiners ?Der Seelen Erwachen?. VII. Buchzustand :Einband lichtrandig und gebräunt, keine In den Warenkorb Anstreichungen, gut.
    [Show full text]
  • Ostern 1999 1
    titel 08.09.2002 12:13 Uhr Seite 2 Rundbrief der Sektion für redende und musizierende Künste Ostern 1999 1 Liebe Leser! Zu Ostern 1999, zur ersten weltweiten Sektionstagung mit Eurythmisten, Sprachgestal- tern und Musikern, erscheint der 30. Rundbrief. Viele Stimmen gab es, die erfreut reagiert haben auf die neue Form des Rundbriefes, aber es gab natürlich auch kritische Äusserungen zu den Neuerungen. Das Bühnenforum liess sich nicht ganz in der Form fortsetzen, wie es wünschenswert wäre: mit vielen aktuellen Beiträgen und Interviews, die Begegnung und Austausch fördern. Dazu braucht es die Hilfe vor Ort – haben Sie wieder Lust, ein Gespräch aufzuzeichnen mit den Initiativträgern einer Aufführung, eines Projektes? Es sind sehr wesentliche und verschiedenartige Beiträge enthalten, die sich mit zeitge- mässen Fragen der verschiedenen Sektionsbereiche auseinandersetzen. Die Absicht, zu Marie Steiners 50. Todestag mehrere Beiträge zu veröffentlichen, die die Grundlage und Leistungen Marie Steiners für die Sektion würdigen, erwies sich als nicht möglich. Viel ist geschrieben worden in den Zeitschriften, Aufsätze, in denen Marie Steiners Einsatz auf allen Gebieten gewürdigt wurde: es wäre nur Wiederholung gewesen. Das Buch: «Marie Steiner – Lebensspuren einer Individualität» von Wilfried Hammacher bringt ein umfassendes Bild dieser besonderen Persönlichkeit an der Seite Rudolf Steiners. Die Sektionstagung verspricht vieles von dem, was in der Sektion unbemerkt lebendig ist, sichtbar werden zu lassen. Die Begegnung der Künste, Gemeinsamkeiten
    [Show full text]
  • Flower Essence Repertory Acomprehensive Guide to North American and English Flower Essences for Emotional and Spiritual Well-Being
    Flower Essence Repertory AComprehensive Guide to North American and English Flower Essences for Emotional and Spiritual Well-Being by Patricia Kaminski and Richard Katz Flower Essence Repertory by Patricia Kaminski & Richard Katz A Comprehensive Guide to North American and English Flower Essences for Emotional and Spiritual Well-Being Published by The Flower Essence Society a division of the non-profit educational and research organization Earth-Spirit, Inc. P.O. Box 459 Nevada City, CA 95959 USA Telephone: 800-736-9222 530-265-9163 Fax: 530-265-0584 www.flowersociety.org [email protected] © by the Flower Essence Society, a division of Earth-Spirit, Inc., a non-profit educational and research organization. ISBN 0-9631306-1-7 All rights reserved in all countries. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the publisher. No translation of this work, or of any portion of this work, may be published or included in any publication without the written authorization of the publisher. This E-Book edition is offered as a courtesy to Flower Essence Society members while a new print edition of the Flower Essence Repertory is in preparation. Printed copies are allowed only for personal and non-commercial use, or use in a private practice. Acknowledgments To Dr. Edward Bach for his original indications regarding the 39 English remedies that are included in this Repertory; and for the further insights of many practitioners, especially the insights of Julian Barnard (The Healing Herbs of Edward Bach), Mechthild Scheffer (Bach Flower Therapy), and Phillip M.
    [Show full text]
  • Rudolf Steiner) Schools As Schools in the Progressive Education Tradition
    WALDORF (RUDOLF STEINER) SCHOOLS AS SCHOOLS IN THE PROGRESSIVE EDUCATION TRADITION Alduino Bartolo Mazzone M.Ed.St., B.Ed., Grad. Dip. (Ed. Admin.) Dip. T. (Sec) Abstract The Waldorf school movement is the largest non-denominational, non- sectarian, independent school movement in the world. Since its beginning in Germany in 1919, over six hundred schools have been founded in forty countries including Australia. This paper will outline the foundation and development of the Waldorf schools, addressing such questions as the educational context of the Waldorf schools; their relationship to the early progressive education movement in Europe; the background to Rudolf Steiner and the key characteristics of Waldorf education; the founding of the first Waldorf school in Germany and the spread of the Waldorf school movement across the world. The paper will then focus on how and why groups of Australians, especially within the Anthroposophical Society, came together and founded Rudolf Steiner or Waldorf schools, and of the role that teachers and parents played in their development. The paper considers the effect of the rapid expansion of Waldorf schools in the 1980s noting the factors that assisted their growth and limited their development, and concludes with a review of the movement's current situation. The Early Progressive Education Movement in Europe The origin of Waldorf Education is to be found in the general educational awakening that took place towards the end of the 19th and in the first third of the 20th century. The most appropriate context in which to locate the Waldorf schools seems to be that of the progressive education movement, and therefore a short outline of the important developments in that movement will be given.
    [Show full text]
  • Midsummer 2019, No. 66 Imprint
    D e u t s c h e V e r s i o n a u f d e r R ü c k s e i t e at the Goetheanum Pedagogical Section Midsummer 2019, Midsummer No.2019, 66 Journal Imprint The Journal of the Pedagogical Section Publisher: Pädagogische Sektion am Goetheanum Postfach, CH-4143 Dornach 1 Tel.: 0041 61 706 43 15 Tel.: 0041 61 706 43 73 Fax: 0041 61 706 44 74 E-Mail: [email protected] Homepage: www.paedagogik-goetheanum.ch Editors: Florian Osswald, Dorothee Prange, Claus-Peter Röh Correction: Angela Wesser Cover picture: Publications Waldorf 100, Photograph in the Goetheanum Park, François Bonhôte How To Make a Donation to the Pedagogical Section suggested contribution: 30 Swiss Francs or 30 Euro: International General Anthroposophical Society accounts: 4143 Dornach, Switzerland EUR account IBAN CH37 8093 9000 0010 0605 3 in Switzerland Raiffeisenbank Dornach, CH–4143 Dornach BIC RAIFCH22 Marked: 1060 USD account General Anthroposophical Society CH–4143 Dornach, Switzerland IBAN CH48 8093 9000 0010 0604 9 Raiffeisenbank Dornach, CH–4143 Dornach BIC RAIFCH22 Marked: 1060 GBP account General Anthroposophical Society CH–4143 Dornach, Switzerland IBAN CH77 8093 9000 0010 0601 2 Raiffeisenbank Dornach, CH–4143 Dornach BIC RAIFCH22 Marked: 1060 From Germany: Freunde der Erziehungskunst e.V. Postbank Stuttgart IBAN: DE91 6001 0070 0039 8007 04 SWIFT / BIC: PBNKDEFFXXX Marked: Pedagogical Section, Journal Pedagogical Section, Journal No. 66 Index Index 3 Foreword Dorothee Prange 4 A Birthday Present Aban Bana 5 The Waldorf School and Its People – Review of a
    [Show full text]
  • STEINER and the SIMILIMUM Tested by Seeing What May Be on the Margins
    STEINER AND THE SIMILIMUM tested by seeing what may be on the margins. Homœopathic and anthroposophic medicine: the relationship of the ideas of Hahnemann, Goethe and I propose to bring contemporary evidence of any Steiner relationship between Goethe and Hahnemann, the By Francis Treuherz M.A. persons themselves and their ideas, as developed by their followers. In particular I shall consider the Reprinted from the Journal of the American Institute ideas and influence of Rudolf Steiner (1861-1925), of Homoeopathy. (Presented at a meeting of the the editor of Goethe’s scientific writings and Faculty of Homœopathy, Scottish Branch, in originator of the term Anthroposophy. Glasgow. November, 1984) In 1820 Hahnemann was treating Prince Abstract Schwarzenberg, the General Officer commanding This is an examination of the interlocking ideas and the allied armies against Napoleon. “The patient’s lives of Hahnemann and Goethe, who never met, condition improved extraordinarily well under the although the latter was influenced by the former. homœopathic treatment and this, of course, aroused still more the vexation and jealousy of Hahnemann’s Goethe was the major inspiration for Steiner and so colleagues.”2 The Prince did not desist from his for anthroposophical medicine. Anthroposophy and gluttonous habits, nor his allopathic physicians from homœopathy seem to be inextricably linked through phlebotomising him, probably contributing to his the writings and practice of a number of physicians, early death from a stroke. including European refugees to Britain. Goethe wrote of both the rejection of Hahnemann’s Anthroposophy has had a major influence on British ideas and the Prince’s interest: homœopathy since World War II.
    [Show full text]
  • Anthroposophical Society and the Rudolf Steiner School in New York City, and by the Late
    70 • DONNA MARIE TROSTLI Anthroposophical Society and the Rudolf Steiner School in New York City, and by the late ’70s he was ready to take up the task of working within his own professional sphere—that of Columbia Uni­ versity and the world of academia—to bring Rudolf Steiner’s work in the field of education to the attention of the academic community. In March 1979, as part of the 50th Anniversary celebrations of the founding of the Rudolf Steiner School in New York, Dr. Sloan helped to organize a conference on the theme of Waldorf Education, which was hosted by Teachers College. Participants included students and faculty from Teachers College as well as parents and teachers from Steiner schools throughout America. Speakers included Henry Barnes, Alan Howard, and John Davy; the texts of their addresses were printed in the Spring 1980 edition of the Teachers College Record under the title, “Waldorf Education: An Introduction.” This first major effort to bring Waldorf education to the attention of the greater educational community met with mixed success: On the one hand, there appeared in the libraries of colleges and universities throughout the country a scholarly, respected educational journal containing ar­ ticles on Waldorf education; and those attending the conference came away with a much clearer idea of what Waldorf schools are and the philosophy of education that underlies them. On the other hand, to quote Sloan: “The scandal continued.” Most professors in the field of education—as in most fields today—are so ensconced in their own specialized niches of study that work outside those interests, especially work of such an apparently generalized nature as Waldorf education, simply does not interest them.
    [Show full text]