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Developing a Waldorf Curriculum in Asia

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Developing a Waldorf Curriculum in Asia Freie Hochschule Stuttgart Developing a Waldorf Curriculum in Asia Written Scientific Master’s Thesis for obtaining the academic degree Master of Arts Class- and Subject Teacher for Waldorf Schools Submitted by: Serene Fong Email Address: [email protected] Date: 24 November 2017 Supervisor: Martyn Rawson Course Leader: Iris Taggert 1 Acknowledgments There are many people around the world to whom I am immensely grateful: My supervisor Martyn Rawson for his guiding help, perceptive insights, razor-sharp and witty explanations and observations that broadened my perspectives and challenged me to improve; Horst Hellman, for hours of insightful discussions, and providing an inspiring and living example of a constantly striving teacher and mentor; Iris Taggert, for constant encouragement, support and guidance; The numerous teachers and mentors who have shared their rich experiences and insights through lengthly interviews, particularly Neil Boland, Gilbert van Kerckhoven, Andrew Hill, Ursula Nicolai, Monika Di Donato, and Eugene Schwartz; All the warm and helpful teachers who responded to the survey and queries; My generous lecturers and classmates in the International Master’s Course for helping me in numerous ways, for translating and sharing their story resources, especially Zhang Shu Chun, Ianinta Sembiring, Kim So Young, Kaori Seki Kohchi, and Ji Young Park; Rosemarie Harrison, my very encouraging and supportive friend and proofreader; My teachers and friends, and all who contributed to this project in some way or other; Finally, to my family, and my mother, who have supported and encouraged me every step of the way; to Ho Pan Liang, my husband, confidante, classmate, and colleague, for walking with and helping me on this journey, and my two lovely children for their patience and love, and for many happy hours together enjoying stories from around the world. 2 Abstract As Waldorf education with its European roots expands to different countries around the world, it is important that the local curriculum reflects the geographical, historical and cultural environment the children live in and not a “copy-paste” approach. This thesis explores guidelines, the criteria for and the process of adapting the Waldorf history and culture curriculum to the local context, and possible Asian content and variations for Classes 1-8. Exisiting literature, surveys and interviews with Waldorf teachers and mentors in Asia shed light on Eurocentric Waldorf traditions and practices, adapting key aspects of the curriculum to specific cultural and historical traditions, teaching history in Asia, and selecting stories that meet the developmental needs of the Asian child, balanced with multicultural content to educate world citizens. Designing a local curriculum also requires teacher education, inner development, foreign mentor guidelines and training, quality development, cultural sensitivity, understanding child development and the evolution of human consciousness. Asian fairy tales, fables, legends, creation stories, mythology, historical events and perspectives are explored, with examples from China, Taiwan, Japan, Korea, Thailand, Philippines, Indonesia, Malaysia, Singapore and India. This research aims to contribute to pioneering schools in Asia by providing resources and suggestions to trigger ideas or further research. 3 Table of Contents 1. Introduction ....................................................................................................... 11 2. The Waldorf Curriculum ................................................................................... 15 2.1 The First Waldorf School and Curriculum.............................................................15 2.2 Defining a Waldorf Curriculum ...............................................................................17 2.3 The Need for Asian Narratives in the Curriculum.................................................19 3. Setting the Scene in Asia ................................................................................. 23 3.1 Asian Perspective on the Waldorf Curriculum......................................................23 3.2 Asian Cultures and Themes....................................................................................23 3.2.1 Asian Kingdoms and Empires .............................................................................24 3.2.2 Cultural Achievements and Inventions ................................................................24 3.2.3 Colonialism and Imperialism ...............................................................................25 3.2.4 World War II ........................................................................................................25 3.2.5 Post War and Independence...............................................................................26 3.2.6 Religion ...............................................................................................................27 3.3 Waldorf Schools in Asia..........................................................................................27 3.4 Waldorf Curriculum in Asia.....................................................................................30 4. Research Methodology..................................................................................... 35 4.1 Research Design......................................................................................................35 4.1.1 Documentary research ........................................................................................35 4.1.2 Design of Interviews ............................................................................................35 5. Overview: Asian Variations for the Curriculum ............................................. 37 5.1 Approach ..................................................................................................................37 5.2 Overview of Class 1-8..............................................................................................38 5.3 Universal Historical Impulses.................................................................................41 5.4 Child Development ..................................................................................................41 6. Class 1: Fairy Tales and Nature Stories.......................................................... 44 6.1 Developmental Profile and Needs ..........................................................................44 6.2 Curriculum Objectives and Themes.......................................................................44 6.3 Existing Curriculum.................................................................................................46 6.4 Adapting the Curriculum.........................................................................................46 6.5 Asian Variations and Alternatives..........................................................................47 6.5.1 China ...................................................................................................................47 4 6.5.2 Korea...................................................................................................................48 6.5.3 Japan...................................................................................................................49 6.5.4 Indonesia.............................................................................................................49 6.5.5 Malaysia ..............................................................................................................50 6.5.6 Singapore ............................................................................................................50 6.5.7 Philippines ...........................................................................................................50 6.5.8 Thailand...............................................................................................................50 6.5.9 India.....................................................................................................................51 7. Class 2: Fables, Legends and Holy Men and Women ................................... 52 7.1 Developmental Profile and Needs ..........................................................................52 7.2 Curriculum Objectives and Themes.......................................................................52 7.3 Existing Curriculum.................................................................................................53 7.4 Adapting the Curriculum.........................................................................................53 7.5 Asian Variations and Alternatives..........................................................................54 7.5.1 Fables told in Asia ...............................................................................................54 7.5.1.1 Buddhist Tales ........................................................................................................... 54 7.5.1.2 China ......................................................................................................................... 55 7.5.1.3 Indonesia ................................................................................................................... 55 7.5.1.4 Malaysia..................................................................................................................... 55 7.5.1.5 Singapore .................................................................................................................
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