Steiner Waldorf Pedagogy in Schools

Rawson, Martyn

doi:10.4324/9780429319679

Cited by 13 publications

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“…The theory of Waldorf L2 is embedded within the overall theory of Waldorf education (e.g., as outlined in Dahlin, 2017 andRawson, 2021a), which space does not permit a fuller account of here. A number of generative principles have been derived from this pedagogical anthropology that have led to certain ways of teaching and learning L2.…”

Section: L2 Pedagogy In Waldorf Schoolsmentioning

confidence: 99%

“…Catherine Bryden is a clowning facilitator and experienced L2 teacher, Martyn Rawson is a teacher educator and L2 teacher, and both of us live and work in Germany, though we teach courses internationally. Waldorf education (Dahlin, 2017;Rawson, 2021a) is one of the largest alternative education movements globally. There are currently 3,142 educational institutions in 74 countries (Paull & Hennig, 2020), served by around 200 teacher education programs.…”

Section: Introductionmentioning

confidence: 99%

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Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education

Rawson¹,

Bryden²

2022

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This article illustrates one way in which L2 teachers can learn to teach performatively. It explores the practice of theatre clowning in Steiner/Waldorf teacher education and ongoing teacher learning developed over the past 20 years and how it can help L2 teachers to develop performative teaching dispositions. L2 teachers have to be creative, imaginative, skilled in narrative and performative presentation as well as being spontaneously responsive to student needs and capable of improvisation in unexpected teaching situations. Theatre clowning has been previously studied in teacher development and this study affirms the outcomes of that research and adds the contribution of structured reflection to L2 teacher education and professional development. The study offers an initial theoretical account of theatre clowning and suggests that it can be a valuable contribution to performative L2 teacher learning, especially when supported by reflection.

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Section: L2 Pedagogy In Waldorf Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education

Rawson¹,

Bryden²

2022

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“…Waldorf education aims to enable and support the health development of the person and equip them to participate in society as autonomous and ethical individuals (Rawson, Richter, & Avison, 2014). The education (or Bildung) process is understood as a cultural space that influences the way an individual engages with self (including the body), others and the world (Rawson, 2021a). The educational philosopher Gert Biesta (2021) has suggested it can be useful to analyse the function of all schools in terms of socialisation, qualification and subjectification (or becoming a subject).…”

Section: Overall Aims Of Waldorf Educationmentioning

confidence: 99%

“…Waldorf education is based on Steiner's pedagogical anthropology (Steiner, 2020), which describes the interactions between spirit, psyche and body over the life course of childhood and youth and the implications of this for learning and development (Rawson, 2021a). In doing so, Steiner makes an important distinction between spirit and psyche (in German Seele, often translated into English as soul).…”

Section: The Relationship Between Pedagogical Anthropology and Practicementioning

confidence: 99%

“…An example for a generative working principle is the iterative interaction between sensory experience, affect, memory and recall and the activity of the individual spirit as locus of consciousness and source of agency. The implications of this for pedagogy are that the learning process should be structured in certain ways and this informs pedagogical practice, such as curriculum and teaching methods (Rawson, 2021a). Language, for example, is learned through shared attention and communicative intentionality, senso-motoric activity and participation in social practices that involve speech and gesture within a community of practice (Tomasello, 2008(Tomasello, , 2019.…”

Section: The Relationship Between Pedagogical Anthropology and Practicementioning

confidence: 99%

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L2 teaching and learning in Waldorf schools – why performative?

Rawson

2022

scenario

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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.

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Different pedagogies, equivalent results: a comparison of language skills and school attitude between Waldorf school students and public school students in the Philippines

van Schie,

Vedder

2023

Globalisation, Societies and Education

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Steiner Waldorf Pedagogy in Schools

Cited by 13 publications

References 0 publications

Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education

Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education

L2 teaching and learning in Waldorf schools – why performative?

Different pedagogies, equivalent results: a comparison of language skills and school attitude between Waldorf school students and public school students in the Philippines

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