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Rose Vol 8 Nr 2.Indd Research on Steiner Education An International Peer-Reviewed Journal Vol 8 Number II 2018 FUNDAMENTALS Albrecht Hüttig: Anthroposophie in der Esoterikforschung – ein wichtiges Zeitphänomen ? Martyn Rawson: The case for illuminative practitioner research in Steiner education Martyn Rawson: Using a constructionist reading of Steiner’s epistemology in Waldorf pedagogy Ruhi Tyson: Exploring Waldorf education as a practice through case narratives: a framework for empirical research Stefanie Greubel: Die Perspektive des Kindes: Partizipatorische Ansätze in der elementarpädagogischen Bildungsdokumentation und ihre Herausforderungen Stefanie Greubel: Las ramifi caciones sociales y de desarrollo de la transición del jardín de infantes a la escuela primaria Torbjørn Eftestøl: Listening to History. A phenomenon-based approach to teaching music-history Torbjørn Eftestøl: Escuchando la Historia. Un enfoque basado en fenómenos para la enseñanza de la historia de la música Frode Barkved: Views of history and history teaching in Waldorf education Frank Steinwachs: Mittelalterliche Literatur im Unterricht. Perspektiven, Möglichkeiten und Grenzen des Faches an Regel- und Waldorfschulen. Eine Standortbestimmung FORUM ANTHROPOSOPHIE UND WISSENSCHAFT Helmut Zander: ¿Cómo podemos dialogar con Rudolf Steiner? BOOK REVIEWS Angelika Wiehl and Michael Zech: Jugendpädagogik in der Waldorfschule. Ein Studienbuch. A Pedagogy of Youth in Waldorf Education. By Martyn Rawson Hosted at www.rosejourn.comat www.rosejourn.com ISSN 1891-6511 ISSN 1891-6511 (online) (online) II Disclaimer Publishers Prof. Dr. Marcelo da Veiga, Alfter/Germany Dr. Anne-Mette Stabel, Oslo/Norway Prof. Dr. Jost Schieren, Alfter/Germany Advisory Board Dr. Neil Boland, Auckland/New Zealand Dr. Douglas Gerwin, Wilton, NH/USA Dr. Jennifer Gidley, Melbourne/Australia Prof. Dr. Tania Stoltz, Paraná/Brasil Editorial Board (A complete updated list of members can be found on the journal website) Responsible Managing Editor Prof. Dr. Axel Föller-Mancini, Alfter/Germany Email: [email protected] Assistant Editor Translations into English Traducciónes al Español/Castellano Maike Sommer Norman Skillen Aida Montenegro Bonn/Germany Cape Town/South Africa Bonn/Germany Layout Dipl. Komm.-Des. Friederike Boock, M.A. München/Germany Email: [email protected] Technical Support Digitale Heimat Berlin/Germany Support Contact: [email protected] Legal Notice: The author(s) of each article appearing in this Journal is/are solely responsible for the content thereof; the publication of an article shall not constitute or be deemed to constitute any representation by the Editors, the Publishers, the Rudolf Steiner University College, Oslo or the Alanus University of Arts and Social Sciences, Alfter that the data presented therein are correct or sufficient to support the conclusions reached or that the study design or methodology is adequate. © RoSE: Research on Steiner Education (2010-2017) An International Peer-Reviewed Journal ISSN (online)1891 – 6511 Hosted by the Rudolf Steiner University College, Oslo (Norway) & by the Alanus University of Arts and Social Sciences, Alfter (Germany) RoSE online: www.rosejourn.com www.rosejourn.com RoSE - Research on Steiner Education Vol.8 No.2 2018 III Table of Contents / Inhaltsverzeichnis Editorial [Deutsch] ............................................................................................................................................................................... IV Editorial [English] ................................................................................................................................................................................. VI Editorial [Español] .............................................................................................................................................................................VIII peer reviewed Part I: Fundamentals / Grundlagen Albrecht Hüttig: Anthroposophie in der Esoterikforschung – ein wichtiges Zeitphänomen ? ......................... 1 Martyn Rawson: The case for illuminative practitioner research in Steiner Education....................................... 14 Martyn Rawson: Using a constructionist reading of Steiner’s epistemology in Waldorf pedagogy............... 33 Ruhi Tyson: Exploring Waldorf education as a practice through case narratives: a framework for empirical research................................................................................................................................................ 51 Stefanie Greubel: Die Perspektive des Kindes: Partizipatorische Ansätze in der elementarpädagogischen Bildungsdokumentation und ihre Herausforderungen ................................................. 65 Stefanie Greubel: Las ramificaciones sociales y de desarrollo de la transición del jardín de infantes a la escuela primaria................................................................................................................................. 78 Torbjørn Eftestøl: Listening to History. A phenomenon-based approach to teaching music-history.......... 89 Torbjørn Eftestøl: Escuchando la Historia. Un enfoque basado en fenómenos para la enseñanza de la historia de la música............................................................................................................................................ 97 Frode Barkved: Views of history and history teaching in Waldorf education.......................................................................................................................................................................... 105 Frank Steinwachs: Mittelalterliche Literatur im Unterricht. Perspektiven, Möglichkeiten und Grenzen des Faches an Regel- und Waldorfschulen Eine Standortbestimmung............................................................................................................................................................... 120 Part III: Forum Anthroposophy and Science / Forum Anthroposophie und Wissenschaft Helmut Zander: ¿Cómo podemos dialogar con Rudolf Steiner?.................................................................................. 133 Book Reviews / Rezensionen Angelika Wiehl and Michael Zech: Jugendpädagogik in der Waldorfschule. Ein Studienbuch / A Pedagogy of Youth in Waldorf Education. Von Martyn Rawson (English).............................................137 www.rosejourn.com RoSE - Research on Steiner Education Vol.8 No.2 2018 Volume 8 Number 2 pp. IV-V Januar 2018 Research on Steiner Education Hosted at www.rosejourn.com Editorial Axel Föller-Mancini Auch mit dieser Ausgabe erscheinen wieder Artikel in den drei Sprachen Deutsch, Englisch und Spanisch. Der Hauptfokus von RoSE Vol. VIII / Nr. 2 liegt diesmal auf der theoretischen Fundierung von Forschung zur Anthroposophie und der Reflexion didaktischer Konzepte der Waldorfpädagogik. In seinem Artikel „Anthroposophie in der Esoterik-Forschung – ein wichtiges Zeitphänomen?“ untersucht Albrecht Hüttig unterschiedliche Paradigmen in der Auseinandersetzung mit Formen der Esoterik. In Relation zu akademischen Kriterien arbeitet er Aspekte des anthroposophischen Selbstverständnisses heraus. Der Vergleich will die bisherigen Diskussionen erhellen. In zwei Aufsätzen bespricht Martyn Rawson die fundamentalen und dann auch realisierbaren Möglichkeiten einer pädagogischen Praxisforschung, die kompatibel sein will mit den besonderen Herausforderungen des Erkenntnisanspruchs der Waldorfpädagogik. Mit dem Ansatz des „Illuminative Practioner Research (IRP)“ schlägt er ein Konzept vor, das hermeneutische, phänomenologische und kontemplative Methoden integriert. Ruhi Tyson entwickelt in seinem Artikel Perspektiven für ein erweitertes Verständnis von „Bildung“. Da der Beleg für erfolgte Bildungsprozesse sich aus mindestens drei Quellen speisen kann: a) aus der dokumentierten Erfüllung von Kriterien, b) aus der Innenperspektive des Subjekts und c) über einen weiteren Standpunkt von „außen“, erkundet der Autor die Möglichkeiten einer systematischen und kohärenten Art der Fallbeschreibung von Bildungsprozessen. In zwei Beiträgen (Deutsch und Spanisch) zeigt Stefanie Greubel relevante Themen der Frühpädagogik auf. Einerseits bespricht sie die Möglichkeiten früher kindlicher Mitentscheidungen (Partizipationen) in pädagogischen Kontexten, wobei sie die Frage stellt, inwiefern dies auch kritisch gesehen werden kann. Andrerseits reflektiert sie sensible Übergangsphasen: Eintritt in den Kindergarten / Eintritt in die Schule als Aufgabe der aufmerksamen Begleitung. Einen besonderen Fokus legt die Autorin dabei auf die Praxis der Waldorfpädagogik. Zwei Beiträge führen in die Problematik von Lehrprozessen, die durch die Vermittlung historischer Fakten gekennzeichnet ist. Dabei liegt der Fokus auf der Didaktik der Waldorfpädagogik. Torbjørn Eftestøl thematisiert die Musikgeschichte als erfahrungsbasierte Unterrichtsform und schließt dies an Überlegungen Rudolf Steiners an. Frode Barkved problematisiert die Ausgangspunkte der Geschichtsbetrachtung Steiners als eurozentrisch und untersucht, inwiefern dies Auswirkungen auf das Fach „Geschichte“ in der Praxis der Waldorfpädagogik hat. In seiner Studie „Mittelalterliche Literatur im Unterricht“ nimmt sich Frank Steinwachs eines bedeutenden Topics der Waldorfpädagogik an: er fragt nach dem Bildungswert intensiver Unterrichts- Lektüren im Allgemeinen und an Beispielen der 10. Und 11. Klasse im Besonderen („Nibelungenlied“, „Parzival“). Die Untersuchung bezieht Curricula des staatlichen Schulsystems
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