DOCSLIB.ORG

Holistic Education: an Analysis of Its Pedagogical Application

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Holistic Education: an Analysis of Its Pedagogical Application HOLISTIC EDUCATION: AN ANALYSIS OF ITS PEDAGOGICAL APPLICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Lucila Telles Rudge, M.A. ***** The Ohio State University 2008 Dissertation Committee: Dr. Brian W. Edmiston, Advisor Approved by Dr. Anna O. Soter, Co-advisor Dr. Bryan R. Warnick ____________________________ Advisor Dr. Rebecca Kantor College of Education and Human Ecology Dr. John P. Miller ABSTRACT This dissertation is a theoretical and interpretative study, in which I analyze and evaluate the pedagogical application of the philosophical ideas advocated by the holistic education movement in four approaches to schooling. Holistic education is an eclectic and inclusive movement, which emerged in the mid-1980s as a response to the then dominant worldview of mainstream education. It is an educational paradigm that integrates the idealistic ideas of humanistic education with spiritual philosophical ideas. It incorporates principles of spirituality, wholeness, and interconnectedness along with principles of freedom, autonomy, and democracy. Holistic education theorists assume an integration of what most progressive and democratic movements in education have proposed should be kept separate, namely, spirituality and humanistic ideals. While these principles may be combined philosophically into an ideal of education, the question I ask in this study is as follows: could they be jointly applied in an approach to education? In this dissertation, therefore, I explore the pedagogical applicability of these principles and examine some of the tensions that arose for me as I compared how holistic education principles were applied in different approaches to schooling. ii To carry out this study I selected four approaches to schooling that draw on holistic educational ideals in order to analyze the pedagogical application of the philosophical principles advocated by the leading theorists in the holistic education movement. For analytical purposes, I synthesized the principles of holistic education into eight broad principles (spirituality, reverence to life/nature, interconnectedness, human wholeness, individual uniqueness, caring relations, freedom/autonomy, and democracy). For each of the appointed principles, I identified pedagogical features across the selected school systems that I argue promote that particular principle and I examined the way and the extent by which they are applied. Finally, I compared the findings of all pedagogical features to determine the extent to which each principle is applied in each of the pedagogical approaches to schooling. The findings of this study indicated that there are tensions in accommodating pedagogically the spiritual and humanistic principles of holistic education in one approach to education. I examine some of these tensions across the four selected approaches to schooling. iii Dedicated to my beloved children Julia and Matheu, for their love and endurance throughout this challenging journey iv ACKNOWLEDGMENTS I am grateful to the members of my committee, Dr. Brian W. Edmiston, Dr. Anna O. Soter, Dr. Bryan R. Warnick, Dr. Rebecca Kantor, and Dr. John P. Miller. I want to express my appreciation for the thorough work of Dr. Soter. I want to give special thanks to Dr. Warnick for his help in the last stages of this dissertation and to Dr. John Miller for his guidance in the earlier stages. I also want to acknowledge my gratitude to Dr. Ron Miller, who gave me advice in the very early stage of this dissertation. And finally, I want to express my deep appreciation to my advisor, Dr. Edmiston, for his guidance, support, and assistance throughout my study at OSU. v VITA 1962………………………………………. Born – São Paulo, Brazil 1987………………………………………. B.A. in Performing Arts, University of São Paulo 2000………………………………………. M.A. in Drama in Education, University of Central England 1985-2002………………………………… Foreign Language and Drama Teacher, Brazil, San Martin, and United Kingdom 2002-2008………………………………….Doctoral student, The Ohio State University 2004-2007………………………………….Graduate Research Associate, The Ohio State University FIELDS OF STUDY Major Field: Education Cognate Areas: Drama in Education, Transformative Education, and Discourse Analysis vi TABLE OF CONTENTS Abstract...........................................................................................................................ii Dedication......................................................................................................................iv Acknowledgments .......................................................................................................... v Vita ................................................................................................................................vi List of Tables.................................................................................................................xi Chapters: Preface ............................................................................................................................ 1 1. Introduction .............................................................................................................. 4 1.1. Holistic Education – Its Beginning and Evolution........................................... 5 1.2. Philosophies, Theories, and Worldviews Underlying Holistic Education ....... 8 1.3. Definitions of Holistic Education................................................................... 13 1.4. Purpose of this Dissertation............................................................................ 19 1.5. Mode of Inquiry.............................................................................................. 21 1.5.1. The Selection of Holistic Pedagogical Practices ................................. 26 1.5.2. Method of Analysis ............................................................................. 28 1.6. The Interpretative Nature of this Study.......................................................... 33 1.7. Definitions of Terms....................................................................................... 34 1.8. Chapters Organization.................................................................................... 36 2. School Movements with Holistic Pedagogical Practices ....................................... 37 2.1. The Homeschooling Movement .................................................................... 38 2.2. Democratic/Free Schools............................................................................... 40 2.3. Open Schools................................................................................................. 42 2.4. Quaker/Friends Schools................................................................................. 43 2.5. Krishnamurti Schools .................................................................................... 45 vii 2.6. KPM Schools................................................................................................. 47 2.7. The Robert Muller Schools ........................................................................... 49 2.8. Selecting the School Movements .................................................................. 51 2.8.1. Waldorf Schools ................................................................................. 56 2.8.2. Montessori Schools ............................................................................ 61 2.8.3. Neohumanist Schools ......................................................................... 66 2.8.4. Reggio Emilia Schools ....................................................................... 70 3. The Four Spiritual/Holistic-based Principles and their Pedagogical Application- Spirituality, Reverence for Life/Nature, Interconnectedness, and Human Wholeness.............................................................................................................. 75 3.1. Human Spirituality ........................................................................................ 77 3.1.1. The Principle of Human Spirituality in the Four School Systems ..... 81 3.1.1.1. Waldorf Schools................................................................... 82 3.1.1.2. Montessori Schools.............................................................. 84 3.1.1.3. NHE Schools........................................................................ 86 3.1.2. Pedagogical Features that Foster Human Spirituality........................ 88 3.1.2.1. Development of Morality..................................................... 88 3.1.2.2. The Arts ............................................................................... 89 3.1.2.3. Meditation and/or Religion.................................................. 91 3.1.3. Evaluative Summary ......................................................................... 93 3.2. Reverence for Life/Nature............................................................................ 96 3.2.1. The Principle of Reverence for Life/Nature in the Four School Systems ............................................................................................. 97 3.2.2. Pedagogical Features that Foster Reverence for Life/Nature ........... 99 3.2.2.1. Earth Connection .............................................................. 100 3.2.2.2. Environmental Education.................................................. 102 3.2.2.3. Cosmic Awareness...........................................................
Load more

Recommended publications
  • Humanistic Education for the Future 'Crime Fighters'1
    Chong – Humanistic Education for the Future ‘Crime Fighters’ Copyright © 20 1 8 International Journal of Criminal Justice Sciences (IJCJS) – Official Journal of the South Asian Society of Criminology and Victimology (SASCV) - Publisher & Editor - in - Chief – K. Jaishankar ISSN: 0973 - 5089 January – June 201 8 . Vol. 1 3 ( 1 ): 10 – 28 . DOI: 10.5281/zenodo.1403375 / IJCJS is a Diamond Open Access (Authors / Readers No Pay Journal). This is an Open Access article distributed under the terms of the Creative Commons AttributionHTU - NonCommercial - ShareAlike 4.0 International ( CC - BY - NC - SA 4.0) License ,UTH whichT permits unrestricted non - commercial use ,T distribution, and reproduction in any medium, provided the original work is properly cited. LECTURE Humanistic Education for the Future ‘ Crime Fighters ’ 1 Mark David Chong 2 Ja mes Cook University, Queensland, Australia. Abstract Aspiring to a life of crime fighting is a challenging but noble calling, and consequently, the educating of our future police, correctional, probation, parole, child protection, crime prevention, and yo uth justice officers, to name just a few, is an absolutely critical task if we want to live in a community that is not only safe but also one that allows for its members to flourish and grow. Given this imperative, the process of moulding our next generati on of crime fighters in North Queensland must strive not only to impart knowledge and know - how – it should also endeavor to bring to the surface their nobler selves, the best of what it means to be human. It has to go beyond merely educating the mind, and must likewise invigorate their body and inspire their spirit.
    [Show full text]
  • Humanistic Education, a Concept Which Has Been Adulterated Bysome, Misplaced by Others, and Diluted by Many
    DOCUMENT RESUME ED 158 816 JC 780 474 AUTHOR Boland, Clay A., Jr. TITLE Homer's Odyssey and Humanistic Education: Towards a Theory of the Humanities. INSTITUTION Claremont Graduate School, Calif. SPONS AGENCY Andrew W. Mellon Foundation, New York, N.Y.; Department of Health, Education, and Welfare, Washington, D.C. ;National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE Jun 78 NOTE 31p. EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage. DESCRIPTORS *Classical Literature; *Humanism; *Humanistic Education; Humanities Instruction; *Individual Development; *Post Secondary Education; Self Actualization; Values IDENTIFIERS Odyssey ABSTRACT Homer's Odyssey can serve as a good source of working definitions of humanism, humanist, humanities, and their relation to humanistic education, a concept which has been adulterated bysome, misplaced by others, and diluted by many. Humanism is definedas an attitude that an is independent of any devine realm and therefore responsible for himself and his society; the humanist is a model in his life-style, attitudes, and goals, in his speech, writing, reading, interests, and teaching of humanistic virtues; the humanities are the affective aspects of self-discipline, brotherly love, cpenmindedneas, ethical behavior, dignity, grace, virtue, and excellence. Humanistic education, being the sum total of these, is the humanities taught by a humanist in a spirit of humanism. The Odyssey provides material for humanistic education's broadest subject areas: man's responsibility to himself, his family, and his society; his existence in the midst. of an impersonal and 'indifferent' nature; and his attitude to the vagaries and arbitrariness of fate. The ideal common to all these areas of life is the need for self-discipline.
    [Show full text]
  • ED 202 032 AUTHOR TITLE INSTITUTION REPORT NO PUB DATE AVAILABLE from SP 018 154 Gensemer, Robert E. Humanism And, Behaviorism I
    DOCUMENT RESUME, ED 202 032 SP 018 154 AUTHOR Gensemer, Robert E. TITLE Humanism and, Behaviorism in Physical Education. NEA Aspects of..Learning. INSTITUTION National iducation Association, Washington, D.C. REPORT NO ISBN-0-8106-1488-X PUB DATE 80 NOTE 130p: AVAILABLE FROMNEA Distribution Center, Academic Building, West Haven, CT 06516 (Stock No. 1488-X-00; $7.95 each; NEA members discount available for orders over 10 copies). EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Behavioral Objectives; *Behavior Modification; Classroom Environment; Elementary Secondary Education; *HuManism; *Humanistic Education; *Intermode Differences; *Physical Education; Psychoeducational Methods; Student Responsibility; Student Teacher Relationship; Teacher Responsibility; *Teaching Methods IDENTIFIERS *Behaviorism ABSTRACT This book offers analyses, applications, and a combined form of behaviorism and h4manism as they relate to the teaching 'of physical education. The composition of the two systems is explored pragmatically, with an overall objective of assisting teachers in their endeavors to make teaching and learning more efficient, effective, and rewarding. The differences between the two philosophies are apparent: humanism assigns the responsibility for learning to the student, while behaviorism assigns the responsibility for learning to the teacher. Humanism is concerned withself-directed activity such as creativity and self-discovery. Applying humanism to .a physical education course entailscreating an environment of psychological, intellectual, and physical (movement)-freedom. The behaviorist model of teaching represents a branch of psychology which relies on a stimulus-response view of education. The centralidea of behaviorism is that behavior is affected by its consequences,and the future occurrence of behaviors is influenced by the wayin which the environment (usually people) responds to those behaviors.
    [Show full text]
  • Research on Humanistic Education Based on Scientific and Technological Progress
    2020 International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2020) Research on Humanistic Education Based on Scientific and Technological Progress Zeyu Xiang1,a,* 1University of Washington, College of Education, Miller Hall, 2012 Skagit Ln, Seattle,WA 98105 [email protected] *corresponding author Keywords: humanistic education, educational efficiency, educational resources Abstract: With the development of society, science and technology have brought infinite convenience to human life. The development of humanistic education has a long history, and with the historical process of human beings, it is also evolving to a more advanced direction. The relationship between humanistic education and the development of science and technology is complementary to each other. However, it has both negative and positive impacts when they are integrated. At present, the formulation of educational policies and the determination of the direction should be based on the characteristics of the times, the needs of educators and learners to explore the best integration measures of humanistic education and scientific and technological development, so that learners can become "adults" who conform to the development of the times and possess scientific and technological expertise. 1. Introduction According to Maslow’s hierarchy of needs theory, physiological needs are one of the most basic essential elements of human life. When people meet the basic needs of life, their next pursuit is spiritual pursuit. At this time, the cultivation of perfect spiritual accomplishment has become one of the higher basic elements pursued by human beings, so humanistic education is the only way to cultivate people into "more spiritual person"[5]. Obviously, in humanistic education, a long-term training process and a better environment are needed to enable learners to feel the benefits of humanistic education.
    [Show full text]
  • Download Article (PDF)
    Advances in Social Science, Education and Humanities Research, volume 101 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017) A Study on the Integration of College English Teaching and the Humanities Education 1, a Zhihong Fan 1Jiangxi College of Engineering, Xinyu City, Jiangxi Province, 338000, China aemail Keywords: College English; English teaching; Humanistic education; Integration strategy Abstract. The loss of the humanities education has become one of the serious defects of modern higher education, and this phenomenon has caused widespread concern in academic circles all over the world. Based on the author's study and practice, this paper first explained the basic concept of humanistic education, then discussed the necessity of humanities education in College English teaching, finally, put forward the strategies to integrate the College English teaching and the humanities education. Introduction College education should aim at promoting the overall and harmonious development of human beings to lay a solid foundation for social progress. As an important part of Higher Education, College English also bears the important task of leading social culture, shouldering the mission of cultivating qualified talents for the society, and it is an indispensable position of human cultural heritage, humanistic education and personality shaping, so, what is the relationship between College English and humanities education? How to implement humanistic education in English teaching? These are the urgent problems to be solved in the current college English teaching, but also new topics in the new era, therefore, it is necessary to put the humanistic education on a newer and higher level to study. An Interpretation for Humanistic Education Humanistic quality is an inherent quality of talents, and it includes knowledge, ability, idea, emotion and so on.
    [Show full text]
  • An Epistemological Review on Humanistic Education Theory
    Volume 1 Nomor 1 E-ISSN: 2527-807X Januari-Juni 2016 P-ISSN: 2527-8088 AN EPISTEMOLOGICAL REVIEW ON HUMANISTIC EDUCATION THEORY Lilik Untari IAIN Surakarta [email protected] Abstract: Humanism as a paradigm is often declared as an alternative approach to education. This paradigm is, in fact, an approach developed in the field of literature and education. The objective of this study is to determine the values underlie the epistemology of the humanistic education theory. Epistemology is the elements that are abstract or implicit. To recognize the epistemology of humanism education theory, this study examines the elements of basic assumptions, values and models of the theory. The results show that the assumptions promoting the theory have similarities with the basic assumptions of the phenomenological epistemology. It sees humans as creatures with consciousness and knowledge for what he did. Thus, every human‟s behavior or action is conducted in purpose. In humanistic education theory, meaningfulness and usefulness of the learning process are determined by the learner, not the educator. For that reason, learning design and methods should be developed by the participants based on the needs of the learners. Therefore, the theory does not provide a model for an individual learning process. Thus, it can be concluded that the theory of humanism education rooted from phenomenology epistemology. Key words: humanism, education, epistemology, phenomenology INTRODUCTION on developing learners' intelligence, but Recently, curriculum changes raise also developing learners‟ humanistic pros and cons. Changes in the characters. curriculum itself are basically Humanism as a paradigm is often reasonable. These changes are declared as an alternative approach to necessary to keep up with the changes education.
    [Show full text]
  • Humanism and Education
    ISSN: 2350-0328 International Journal of Advanced Research in Science, Engineering and Technology Vol. 7, Issue 5 , May 2020 Humanism and Education YA MIN AUNG Assistant Director, Department of Higher Education, Naypyidaw, Myanmar ABSTRACT : The philosophers of education suppose education is logically connected. Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one .In the light of humanistic philosophy, the objective of education is to facilitate the development of the student to achieve self –actualization. Educated Man is one who possesses a broad range of knowledge of different types_ knowledge of facts, practical knowledge of how to do things, knowledge by acquaintance with works of arts and other objects. Many would argue that educating children is as much a matter of shaping character of impacting knowledge and knowledge can be used for good or evil purposes. In life, human beings acquire all kinds of knowledge. The study was designed to investigate humanism and education .The purpose of this paper are to find out the aims and curricula of humanist approach in education, to delineate the education for person and moral sensitivity and to investigate the individual inheritance, religious education, faith schools, and parents’ rights. Literature analysis method is used for this research. The research revealed that philosophy, branches of philosophy, philosophy and education, education and well-being, humanism and history, humanist approach to education thoroughly. Therefore, the researcher paper will be benefits for some readers.
    [Show full text]
  • The Progressive Class Holistic Learning Model & Family School Partnership
    1 Deakin University Faculty of Arts and Education School of Education Research Paper Title: THE PROGRESSIVE CLASS HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL 2003-2009 Candidate Name ANDREW KOHANE Degree: MASTER OF EDUCATION E700 Andrew Kohane 2 B.A., (Melbourne University) Dip Ed (James Cook University) Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education. September, 2011. Student ID No: 2000196107 Address 23 Waldemar Rd, Heidelberg, Victoria, 3084. Supervisor: Jennifer Angwin Examiner: CANDIDATE'S STATEMENT I certify that the Research Paper entitled: THE PROGRESSIVE CLASS: HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL: 2003-2009 Submitted for the degree of Masters of Education EXR 796-7 is the result of my own work, except where otherwise acknowledged, and that this Research Paper/Minor Thesis (or any part of the same) has not been submitted for a higher degree to any other university or institution. There has been no requirement for Ethics approval. Signed Date 3 TABLE OF CONTENTS ................................................................................................ 3 GLOSSARY OF TERMS ............................................................................................... 6 Chapter 1 INTRODUCTION 1.1 The Context of the Research- Development of the Progressive Class Stream .......... 7 1.2 Research Questions ...................................................................................................
    [Show full text]
  • THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A
    Fall 2018 Volume 29, Issue 1 THE HOLISTIC EDUCATOR Editors' Notes Gary Babiuk and Susan A. Schiller In This Issue Feature Articles Preface - International Handbook of Holistic Education Page 2 Where the Mind is without Fear by Anne Adams Page 6 Reflections upon Narrative Writing and the Contemplative Life by G. Rossini Page 12 On Exhibit: Kees Boeke’s Holistic Education Vision of Head, Hart, and Hands by Krystyna Henke Page 16 Welcome to the fall edition of the Holistic Educator. The Ecotherapy in education and life above photo is a reminder that as the newsletter is issued by E.D. Woodford Page 19 many of us have just enjoyed the Thanksgiving holiday season Announcements Page 24 and are transitioning from fall to winter. This issue is a mixed collection of unique and interesting articles. We begin with providing the “Preface” of the newly published International Handbook of Holistic Education, which provides an excellent overview of holistic education and features chapters by a host of influential writers and educators in the field of holistic education. The next article is by Anne Adams and outlines a systemic, integral model for education, followed by an article by Giovanni Rossini who takes us on a reflective and contemplative journey into narrative writing. The last two articles include Krystyna Henke’s review of a not so well known early 20th century Dutch reform pedagogue Kees Boeke, and to round out this issue we have some musings about how to integrate some “Ecotherapy” into our teaching and lives. As usual, we end with our Announcement section, which includes some book reviews, interesting conferences, online resources and our submission guidelines.
    [Show full text]
  • Humanistic School Culture and Social 21St Century Skills
    Humanistic School Culture and Social 21st Century Skills THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Nicole Leach Graduate Program in Education The Ohio State University 2012 Master's Examination Committee: Lynley Anderman, Advisor Sebnem Cilesiz Copyrighted by Nicole Leach 2012 Abstract At their core, the essence of the Humanism movement and the 21st century skills movement share the same goal – both are concerned with promoting the education of people to be critically thinking and socially conscious citizens (Aloni, 2002; Balot, 2001; Kane, Berryman, Goslin, & Meltzer, 1990; Knapp, 1964; Lemke, 2002; Powell, 1988). Given the strong similarities in the fundamental objectives of the Humanism movement and the 21st century skills movement, it seems appropriate to question if a humanistic school culture is an appropriate environment to develop Social 21st century skills in students. Therefore, this study examines a school whose self-description is congruent with humanistic school culture and (1) describes how humanistic intentions manifest themselves in the school‟s culture, and (2) examines connections between found humanistic school culture characteristics and 21st century skills. Five humanistic school culture characteristics were found: personal student-teacher relationships, community, trust, respect, and consciousness. All humanistic school culture characteristics were found to have relationships with 21st century skills: personal student-teacher relationships and Foundational 21st century skills, community and collaboration, community and sociability, community and communication, trust and decision-making, respect and collaboration, and consciousness and social responsibility. The significance of this study is in its‟ ability to combine the two literatures in a manner that informs both while creating an unexplored line of thought.
    [Show full text]
  • Holistic Approaches to Art Education: a Case Study of Choice-Based
    HOLISTIC APPROACHES TO ART EDUCATION: A CASE STUDY OF CHOICE-BASED ART EDUCATION A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Lauren J. Lutkus August 2019 Thesis written by Lauren J. Lutkus B.A., Kent State University, 2012 M.A. Kent State University, 2019 Approved by ______________________________________ Linda Hoeptner-Poling, Ph.D., Advisor, Associate Professor, School of Art ______________________________________ Marie Bukowski, MFA, Director, School of Art ______________________________________ John R. Crawford-Spinelli, Ed.D., Dean, College of the Arts TABLE OF CONTENTS Page LIST OF FIGURES ........................................................................................................................v ACKNOWLEDGMENTS ............................................................................................................. vi CHAPTER I. INTRODUCTION 1 Topic Development.......................................................................................................2 Significance..................................................................................................................3 Purpose and Justification..............................................................................................4 Research Questions...…………………………………………...………………….....7 Definitions………………………………………………………………………........7 Assumptions and Limitations…………………………………………………...........9 II. REVIEW OF RELATED LITERATURE……………………...………………..…...16
    [Show full text]
  • Nurturing the Aesthetic: Learning to Care for the Environment in a Waldorf School Melissa A
    Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School Melissa A. Grella Antioch University, New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Art Education Commons, Early Childhood Education Commons, and the Environmental Studies Commons Recommended Citation Grella, Melissa A., "Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School" (2015). Dissertations & Theses. 339. http://aura.antioch.edu/etds/339 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. Department of Environmental Studies DISSERTATION COMMITTEE PAGE The undersigned have examined the dissertation entitled: Nurturing The Aesthetic: Learning to Care for the Environment in a Waldorf School Presented by Melissa A. Grella Candidate for the degree of Doctor of Philosophy and hereby certify that it is accepted* Tania M. Schusler, PhD, Antioch University New England (Committee Chair) Joy W. Ackerman, PhD, Antioch University New England Candace J. Stout, PhD, Ohio State University Defense Date: May 26, 2015 *Signatures are on file with the Registrar’s Office at Antioch University New England NURTURING THE AESTHETIC: LEARNING TO CARE FOR THE ENVIRONMENT IN A WALDORF SCHOOL By Melissa A. Grella A dissertation submitted in partial fulfillment of the requirements of Doctor of Philosophy Environmental Studies at Antioch University New England (2015) © Copyright by Melissa A.
    [Show full text]