Waldorf schools around the world

Rawson, Martyn

doi:10.4324/9780429319679-6

Cited by 4 publications

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“…Waldorf education has been characterised since its inception by the assumption of teacher autonomy (Steinwachs, 2019;Zech, 2023). Although Rawson (2011Rawson ( , 2021Rawson ( , 2023 has argued that the level of autonomy that was originally intended was at the school level, since it is the school that ultimately must assure the quality of the education and be accountable for it to parents and the state, it is nevertheless also true that Steiner assumed that teachers would individually be creative regarding the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

Rawson

2024

Front. Educ.

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The first Waldorf School was founded in 1919 and the first curriculum was published in German in 1925. Since then, this curriculum has been translated into many other languages and transmitted across geographical space to other cultural contexts while maintaining the character of Steiner Waldorf education. For much of the past 100 years it has been a taken-for-granted source of inspiration for Waldorf teachers. However, Waldorf education faces a number of challenges to its curriculum. In many countries it is increasingly forced to explain and justify itself to the state and comply with educational policy requirements for standardisation and testing. It is challenged to adapt to the digital age and it faces calls to modify its original Western focus and become more attuned to local cultures, while retaining its universal humanist aspirations and its intrinsic character and function. Given that the curriculum is one of the best-known features of Waldorf education, it is surprising that there has been so little research on it. Drawing on the relevant literature, this review paper explores the fundamental concepts of curriculum within Waldorf education: its primary characteristics and functions. It tracks the historical development and the way the curriculum has been adapted both to requirements within schools and to external factors. Along the way there have been differing understandings of the status and function of the curriculum, including whether and in what sense it is universal and essentially unchangeable and/or how it can be adapted. This paper highlights a number of areas in which further research is needed and reports on important new developments, which promise to sustain the viability and relevance of the Waldorf curricula.

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Section: Introductionmentioning

confidence: 99%

Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

Rawson

2024

Front. Educ.

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Adaptation Analysis of Some Alternative Competence-Based Education Programs’ in a Hungarian Public School

Hanák

Dorner

2012

PEC

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Some international researches has proven that Hungarian students are below the desired level regarding the application of acquired knowledge in many areas. In recent years competence based education includes knowledge, attitudes and abilities, gained ground in Hungarian schools. Our research aims to analyze the sustainability of some competence based, alternative education programs in Hungarian public education. Additional objectives include: revealing the opinion, examining the impact, exploring the related experience of students, parents, and teachers towards the following competence-based education programs: „Student Cognition” „Lesson Differentiation”, „Project Based Education”, „Epochal Education”, „Cooperative Education” and „ICT tools”. Questionnaire was used as a research method, applying SPSS to evaluate our data. The survey was carried out in a public school which takes part in the dissemination of competence based trainings. Sample consists of 158 participants. Results: applying these practices students and teachers are more effective to discuss their problems, the quality of education improves. Meet the students’ age characteristics, establish better measurement and evaluation system, clearer rules. Adapt to the students’ abilities/skills increasing their self-sufficiency and performance orientation. Consequently, the new practices can be appropriate to meet the challanges of public education in the 21st century. Key words: Hungarian students, Hungarian public education, competence-based education programs.

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The Unique, Spiritual and Insightful Education of Waldorf Pedagogy

Attfield¹

2022

Spiritual-Intellectual Upbringing and Teaching of Youth in the 21st Century

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International Waldorf schools are a century old but still vigorous entities, present in 64 countries world-wide. Waldorf pedagogy has spirituality at its core and yet schools are not doctrinally spiritual. Rudolf Steiner designed his education around the natural growth of the human being; three seven-year periods allow children to develop at distinct stages of doing, feeling, and thinking. We consider whether this works as a complex, intelligent system.

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Waldorf schools around the world

Cited by 4 publications

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Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

Adaptation Analysis of Some Alternative Competence-Based Education Programs’ in a Hungarian Public School

The Unique, Spiritual and Insightful Education of Waldorf Pedagogy

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