Spirituality and subjectivity in Waldorf (Steiner) education: a postmodern Bildung perspective

Rawson, Martyn

doi:10.1080/1364436x.2020.1854190

Cited by 3 publications

(2 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Peculiarities of training future teachers in the context of aspects of postmodern society are considered in the work of Shevchenko, et al (2021), , Nerubasska, Palshkov, & Maksymchuk (2020) who reveals the essence and content of future teachers' readiness for innovative pedagogical activity in postmodern society, determines the components, criteria and levels of its formation. Rawson (2020) emphasizes the urgent need to create a postmodern educational space for spirituality and explains the epistemology that informs this approach; offers a special view on self-development as a transformation of learning and connects it with the process of spiritual development, which will contribute to a holistic and integrated approach to educational development. Wright & Monsour (2020) focus on the development of formative assessment in the postmodern approach to education, describe and demonstrate the effectiveness of using the formative assessment experience in primary and secondary education to support critical and creative thinking.…”

Section: Theoretical and Methodological Principles Of Training Future...mentioning

confidence: 99%

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Bidenko

Bilyakovska²,

Burnos³

et al. 2022

View full text Add to dashboard Cite

The study examines the need to train future teachers using modern information and communication technologies in the context of adaptation to the aspects of postmodern society. It was found that contemporary postmodern education is impossible without application of information and communication technologies, the use of which gradually leads to changes in the content, the methods and technologies of training future teachers. The analysis of scientific literature, which confirms recognition of ICT as a key technology of the 21st century and the urgency of the problem of development and application of educational technologies capable of modernizing and reforming traditional forms of education in order to meet the level of education of future teachers to the present-day requirements. The current trends of ICT in the training of future teachers in postmodern times are considered, modern practices (scenarios) of ICT use which are the most popular in the educational process of future teachers are singled out. The content of the following compulsory components, according to the authors, of professional training of future teachers, is generalized and concretized: didactic, legal, social and methodological. Discussion issues and perspective directions of future scientific research related to complex ethical contradictions due to uncertainty or lack of necessary knowledge, unexpected effects and insufficient transparency of functioning of information and communication technologies are outlined.

show abstract

Section: Theoretical and Methodological Principles Of Training Future...mentioning

confidence: 99%

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Bidenko

Bilyakovska²,

Burnos³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The psyche is the emergent psychological inner life of the person that manifests in thinking, feeling and willing. Spirituality is the person's experience of meaning and of being embedded in a meaningful bigger context (Rawson, 2021c). Furthermore, the Waldorf approach assumes that language itself also has a spiritual dimension, that is, it has a non-material, emergent and formative quality that is a wellspring of evolving universal meaning (referred to as Logos), and is the common source of the individual evolving languages.…”

Section: The Relationship Between Pedagogical Anthropology and Practicementioning

confidence: 99%

L2 teaching and learning in Waldorf schools – why performative?

Rawson

2022

scenario

Self Cite

View full text Add to dashboard Cite

This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.

show abstract

Waldorf Yaklaşımına Göre Erken Çocukluk Döneminde Spiritüel Eğitim ve Uygulamalar

Yıldız,

Tosun

2023

Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi

View full text Add to dashboard Cite

Waldorf yaklaşımı çocuğun fiziksel, bilişsel, duygusal, sosyal ve spiritüel gelişimini destekleme konusunda bütüncül bir perspektifi vurgulamaktadır. Spiritüel eğitim ve uygulamalar, çocukların iç dünyalarını keşfetmelerine, doğa ile bağlantı kurmalarına ve hayal güçlerini geliştirmelerine olanak sağlamaktadır. Belirli din veya inanç sistemlerine odaklanmak yerine, bu yaklaşım evren ve yaşam hakkında derin bir farkındalık duygusu oluşturmaya odaklanmaktadır. Bu makale, Waldorf yaklaşımına göre erken çocukluk döneminde spiritüel eğitim ve uygulamalara ilişkin genel bir bakış sunmayı amaçlamaktadır. Nitel araştırma metodolojilerinden fenomenolojik yöntemin tercih edildiği araştırmada doküman analizi ve görüşme yöntemlerinden yararlanılmıştır. Waldorf erken çocukluk eğitimini tamamlamış dokuz eğitmen ile yapılan görüşmeler derlenerek tematik şekilde analiz edilmiş ve ilgili literatür kapsamında değerlendirilmiştir. Araştırma bulgularına göre Waldorf yaklaşımında erken çocukluk dönemi spiritüel gelişimini desteklemeye büyük önem verilmektedir. Doğal malzemelerle oyuncak yapma, doğa yürüyüşlerine çıkma ve mevsimsel etkinlikleri kutlama gibi etkinliklerin çocukların duyusal deneyimlerini zenginleştirdiği ve yaratıcılıklarını uyardığı düşüncesiyle hareket edilmektedir. Çocukların doğa ile bağlantı kurabilecekleri, iç dünyalarını keşfedebilecekleri, hayranlık ve saygı duyguları geliştirebilecekleri bir besleyici ortam sağlamaya özen gösterilmektedir. Bu yaklaşım, erken çocukluk döneminde spiritüel iyi oluşu ve bütüncül gelişimi teşvik etmek isteyen eğitimciler, ebeveynler ve araştırmacılar için değerli öneriler sunmaktadır.

show abstract

Spirituality and subjectivity in Waldorf (Steiner) education: a postmodern Bildung perspective

Cited by 3 publications

References 41 publications

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

L2 teaching and learning in Waldorf schools – why performative?

Waldorf Yaklaşımına Göre Erken Çocukluk Döneminde Spiritüel Eğitim ve Uygulamalar

Contact Info

Product

Resources

About