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Steiner Waldorf Education and the Irish Primary Curriculum: a Time of Opportunity

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Steiner Waldorf Education and the Irish Primary Curriculum: a Time of Opportunity Steiner Waldorf Education and the Irish Primary Curriculum: A Time of Opportunity By Jonathan Angus At The Institute of Technology Sligo Supervised by Doireann O’Connor A Thesis Submitted to the Higher Education and Training Awards Council for the Award of Masters of Arts July 2011 1 Abstract The object of this research was to study the implications of Steiner Waldorf pedagogy delivered in National Schools, and to consider both its viability and usefulness. This research used both qualitative and quantitative methods of primary and secondary research. A review was carried out of the literature of the Waldorf movement internationally and specific to Ireland. A history of the Waldorf movement in Ireland, as well as a brief overview of the history of Irish publicly funded education, were both created from published literature, schools' records, and websites. Interviews were conducted with all of the full time teachers at both of the temporarily recognised Steiner National Schools, Mol an Oige and Raheen Wood. Data was compiled that showed a significant drop in the Steiner Waldorf-specific background and training of newly hired teachers at the two schools over the three years since recognition, resulting today in the majority of teachers lacking any previous Steiner Waldorf training. In fulfilling this objective, it was found that the value system of Steiner schools can be a useful addition to the options created for the families of Ireland. The general aims of the Primary School Curriculum were found to be in complete accord with those of the Steiner Waldorf approach, and multiple aspects of Waldorf pedagogy were identified which can be employed to deliver the curriculum in a vibrant and creative way. Areas of conflict were found to be centred around the Steiner Waldorf Schools' ethos, which is pedagogical rather than religious, presenting a challenge to the Department of Education and Skill's need for standardised quality assurance protocols. These areas of conflict were responded to with recommendations. Ultimately, the objective of the Department should, where possible, be to support sound and creative approaches to primary education for children in Ireland. The findings of this project clearly suggest the Steiner Waldorf model is deserving of wider recognition in this regard. There remains some question, however, whether the Department of Education is prepared to grant enough latitude for Steiner National Schools to actually apply the Steiner Waldorf model. If such latitude is not granted, these schools run the risk of becoming Steiner Waldorf in name only. 2 Acknowledgement I would like to thank all those who participated in and contributed to this research, including the individuals who took part in the interviews. I would further like to thank all the staff at Mol an Óige and Raheen Wood Steiner National Schools, and at Hereford Steiner Academy, for their time, co-operation and use of facilities, without which this study would not have been accomplished. Also contributing to this research were all the children for whom I acted as Class Teacher over my years in the United States and Ireland. I wish to thank the 32 children of my class at the Minnesota Waldorf School from 1995 – 2001, and the 31 children of my combined class at Raheen Wood Steiner School from 2002 – 2008. I would also like to thank my supervisor Doireann O’Connor for her time and encouragement, and for the support she dedicated to this research. Finally, I wish to thank Gavin for friendship and invaluable advice, and Veronica for her untiring belief, support and understanding. Lastly, thank you Fionn for your inspiration. You all made it possible. 3 Declaration I confirm that the enclosed is all my own work with acknowledged exception. Jonathan Angus 4 Table of Contents Abstract ................................................................................... 2 Acknowledgement ..................................................................... 3 Declaration ............................................................................... 4 1 Introduction ........................................................................... 7 2 Literature Review .................................................................. 12 2.1 What Is Waldorf Education? ................................................................................. 12 2.1.1 Biography: Rudolf Steiner ............................................................................ 12 2.1.2 Epistemological Foundation to Waldorf Education ...................................... 16 2.1.3 Fundamental Ideas of Waldorf Education ..................................................... 19 2.1.3.1 Rudolf Steiner's View of the Three Fold Human Being ........................ 25 2.1.3.2 Human Development as a Reflection of Cultural Development ........... 29 2.1.4 Curricular Overview ...................................................................................... 32 2.1.5 The Inner Attitude of the Teacher: Teacher as Researcher ............................ 39 2.1.6 Waldorf Adapted to an Irish context .............................................................. 42 2.1.6.1 Independent Schools .............................................................................. 43 2.1.6.2 National Schools .................................................................................... 46 2.1.6.3 Irish Literature ....................................................................................... 48 2.2 An Overview of Irish Primary Education ............................................................. 49 2.2.1 A Brief History of Primary Education in Ireland ......................................... 50 2.2.2 Unique Attributes ......................................................................................... 57 2.2.2.1 Irish Gaelic and Cultural Nationalism .................................................. 57 2.2.2.2 Structure of Primary Schools ................................................................ 60 2.2.2.3 Religion ................................................................................................ 61 3 Methodology ......................................................................... 66 3.1 Introduction & Research Objectives ..................................................................... 66 3.2 Key Issues in this Research .................................................................................. 66 3.3 A Unique Paradigm for Enquiry ........................................................................... 69 3.4 Study of Research Perspectives and Methods ...................................................... 72 3.4.1 Quantitative Research ................................................................................... 72 3.4.2 Qualitative Research ..................................................................................... 72 3.4.3 Qualitative verses Quantitative ..................................................................... 73 3.5 Research Construction and Design ...................................................................... 74 3.5.1 Documentary Research ................................................................................. 74 3.5.2 Primary Research .......................................................................................... 75 3.5.3 Design of Interviews ..................................................................................... 76 3.6 Ethical Issues ...................................................................................................... 77 3.7 Limitations & Variables ........................................................................................ 78 3.8 Summary ............................................................................................................... 80 4 Findings ............................................................................... 82 4.1 Waldorf National School Class Teacher Interviews .............................................. 82 4.2 Waldorf Training of Teachers at Steiner National Schools ................................... 93 5 Analysis and Discussion ......................................................... 98 5.1 Similarities ............................................................................................................ 99 5.2 Beneficial Aspects of Waldorf ........................................................................... 101 5.3 School Readiness ................................................................................................ 105 5 5.4 Age Appropriate Learning within Curriculum Stages ........................................ 109 5.5 Duration of 'Primary' Education .......................................................................... 112 5.6 Religion ............................................................................................................... 115 5.7 Information and Communication Technology .................................................... 118 5.8 Summary ............................................................................................................. 121 6 Conclusion .......................................................................... 123 6.1 Introduction ......................................................................................................... 123 6.2 The Waldorf approach as a means to enliven education ..................................... 124 6.2.1 Ideas of universal applicability ..................................................................
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