An Introduction to Steiner Education: The Waldorf School by Francis Edmunds

By Francis Edmunds

To teach formative years ... is to ennoble the brain, to fireside the mind's eye, to give a boost to the desire and to quicken initiative for life.' So writes Francis Edmunds during this inspiring, authoritative and renowned advent to Steiner (Waldorf) schooling. Rudolf Steiner's academic procedure, good demonstrated and revered at the eu continent, is progressively spreading the world over. Its radical ideas, in accordance with a view of the person as composed of physique, soul and spirit, permits a very holistic and balanced schooling that nourishes the entire baby. the writer explains in a transparent, full of life kind many elements of Steiner's academic concept, specifically the 3 phases of adolescence improvement and the way the Waldorf curriculum enables a fit realizing, nurturing and help of those levels. The function of the category instructor, the 'main lesson', temperaments, attitudes to self-discipline, festival and examinations are all mentioned, and solutions given in keeping with the author's decades of wealthy and sundry adventure as an educator of either little ones and adults. This quantity is a wonderful creation to the idea and perform of Steiner schooling, either for academics or educationalists who wish to understand extra approximately Steiner's principles, and for fogeys deliberating sending their baby to a Waldorf tuition.

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Extra resources for An Introduction to Steiner Education: The Waldorf School

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In a context where we are all implicated, where we cannot escape our social location(s), how do we find standpoints from which to act (Lewis, 1993)? A commitment to social justice requires a moral and ethical attitude toward equality and possibility and a belief in the capacity of people as agents who can act to transform their world (Freire, 1970; Weiler, 1991). Hegemony is never complete; it is always open to contestation (Morrow & Torres, 1995). Raising up the contradictions between espoused social principles and lived experience offers one place to begin.

In such a context, individuals and groups gain equality by becoming as much like the privileged group as possible, automatically marginalizing those who can never “pass” into the dominant culture by virtue of race, gender, or other noticeable difference and stripping people of cultural aspects they value and prefer to maintain. At its worst, this process has justified the near extermination of the native people of this continent (Churchill, 1995; Stannard, 1992; Wright, 1992). The tension between individual and group identity(ies) is complicated further by the fact that group identity is also for many people self-consciously chosen and affirmed as a fundamental aspect of self-definition.

In either case, those who are advantaged need to understand the role they play in maintaining the system and contend with the high moral and societal costs of privileged status in an unequal system (Thompson, Schaefer, & Brod, 2003). For example, when millions of Americans are homeless and hungry, those who are comfortable pay a social and moral price. Enjoying plenty while others starve corrodes our ability to view ourselves as decent people and to claim our society as just. It also prevents us from examining underlying structural problems in the economic system that ultimately make all Americans vulnerable in a changing international economy that disregards national boundaries or allegiances.

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