Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

This book presents a clear, deep and accessible overview of the philosophical, developmental and educational foundations of Rudolf Steiner/Waldorf education--as a dynamic, adaptable, creative process for which a profound sense of the uniqueness of each child is foundational. It demystifies Steiner as a philosopher of "freehood" and discusses the threefold human being in psychology. Child development: topics covered include the 12 senses and sensory motor development, language, and inner life. Education principles covered include imitation, purposeful activity and (...) free play; nature; music and the arts; rhythm, structure, trust and security; observing and understanding children; self-development and reflection; comparison with other preschool approaches. (shrink)

8 lectures, Stuttgart, June 12-19, 1921 (CW 302) In these eight talks on education for teenaged young people, Steiner addressed the teachers of the first Waldorf school two years after it was first opened. A high school was needed, and Steiner wanted to provide a foundation for study and a guide for teachers already familiar with his approach to the human being, child development, and education based on spiritual science. Steiner's education affirms the being of every (...) child within the world of spirit. This approach works within the context of the child's gradual entry into earthly life, aided by spiritual forces, and children's need for an education that cooperates with those forces. Some of Steiner's remarks may be controversial, but unbiased study will lead to an appreciation of the profound thought and wisdom behind what is presented here. German source: Menschenerkenntnis und Unterrichtsgestaltung (GA 302). (shrink)

14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307) In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a (...) new developmental psychology. On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature. Contents: Introduction by Christopher Bamford Science, Art, Religion, Morality The Principles of Greek Education Greek Education and the Middle Ages Spirit's Relationship to the Body Freeing Volition in the Human Organism Walking, Speaking, Thinking Rhythm, Sleep, Imitation Reading, Writing, Nature Study Arithmetic, Geometry, History Physics, Chemistry, Handwork, Language, Religion Memory, Temperaments, Physical Education, Art Education toward Inner Freedom The Three Eras of Human Religious Education Closing Address Index "Readers of Steiner's lectures printed here will be 'quietly astonished' and 'genuinely enthusiastic.' After an introduction, in which he speaks of reuniting science (intellectual knowledge), art, and morality once again, he turns to the principles of Greek education, in which body, soul, and spirit were still a unity. He then traces the development through the Middle Ages, during which new, evolving elements were added. In our time, he says, we must understand the concrete connection of the spirit with the human being, so that thinking, feeling, and willing can once more become alive. He relates this to the child's developmental stages, as well as the human basics such a sleeping and waking. Then he turns to the specifics of the curriculum: reading, writing, nature study, arithmetic, geometry, history physics, chemistry, crafts, language, and religion. Finally, he turns to memory, the temperaments, physical culture, art, and the actual organization of a Waldorf school--to which this volume is, all in all, one of the best introductions." --Christopher Bamford, from his introduction German source: Gegenw rtiges Geistesleben und Erziehung (GA 307). Previous English edition: Education and Modern Spiritual Life. (shrink)

An exploration of Rudolf Steiner's recommendation that class teachers create verses for their pupils to be inserted into their annual school reports.

9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about (...) teachers who, freely and unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305). (shrink)

This book is an in-depth exploration of the curriculum of the first Waldorf school, expanding on the original 'Lehrplan'. Divided into sections, the book outlines Steiner's comments on schools and lessons in general, as well as many details on his thinking on specific issues ranging from different age groups to classroom decoration and arrangement. This important book for all Steiner-Waldorf teachers gets to the heart of Steiner's ideas on education and child development.

This book is one of the definitive accounts of Steiner-Waldorf education by the founder of the first Waldorf School in the UK. In clear and insightful terms, Cecil Harwood presents the heart of this unique approach to children's development, learning and wellbeing as a much-needed antidote to modern educational methods. Harwood's book is full of still-fresh ideas for both parents and teachers, and is a must-read for anyone interested in Steiner-Waldorf education. The classic work has (...) been edited for the modern age, with a contextualising introduction by Professor Douglas Sloan. (shrink)

Rudolf Steiner is perhaps most widely known as the founder of the Waldorf schools and for his challenging and innovative ideas on children's mental development and education. What these ideas are and how they are put into practice are not so well known. Steiner (Waldorf) Education is a clear exposition of Steiner's view of the child as a developing personality based on body, soul, and spirit. It describes the stages of the child's development and gives a (...) detailed account of the Steiner/Waldorf school curriculum and teaching methods. It will be useful both to those already involved with Steiner/Waldorf schools and also to anyone who wants to learn more about this well-established alternative to the state educational system. (shrink)

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor (...) to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

These seven talks, considered one of the best introductions to the Waldorf approach to education, were given by Rudolf Steiner to a small group on his last visit to England in 1924. Steiner shows how essential it is for teachers to work upon themselves -- to transform their natural gifts -- and to use humor to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything in the light of knowledge of the (...) child as a citizen of the spiritual as well as the earthly world. Throughout, he returns to the practical value of Waldorf education. From the Foundations of Waldorf Education series. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Transnational higher education (TNHE) has been characterised as a crude form of market-driven internationalisation, often targeting immobile student populations in countries with high demand for international academic degrees. In response to recent scholarship on the role of higher education internationalisation in facilitating and producing diasporic networks, this study examines its inverse: how TNHE services existing diasporic communities in situ by mobilising institutions across borders rather than student bodies. It specifically examines these dynamics within the United Arab Emirates (UAE), (...) simultaneously host to one of the largest concentrations of TNHE globally and a five million-member diasporic community of long-term, yet impermanent residents from South Asia. Drawing on interviews with South Asian students in undergraduate degree programmes at three British international branch campuses (IBCs), it explores how students perceive their IBCs as strategic sources of valuable degree capitals for enhancing employment opportunities in the UAE and securing against precarity and uncertain futures as perpetually impermanent residents. The research implicates the role of TNHE in diaspora policymaking, asking how IBCs function as an extension of a limited social contract between a diasporic community and its ‘host’ state. (shrink)

Ethics is a foundational competency in healthcare inherent in everyday nursing practice. Therefore, the promotion of qualified nurses’ and nursing students’ moral competence is essential to ensure ethically high-quality and sustainable healthcare. The aim of this integrative literature review is to identify the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence. The review has been registered in PROSPERO (CRD42023386947) and reported according to the PRISMA guideline. Focusing on qualified nurses’ and nursing students’ moral competence, a (...) literature search was undertaken in January 2023 in six scientific databases: CINAHL, Cochrane Library, PsycINFO, PubMed Medline, Scopus and Web of Science. Empirical studies written in English without time limitation were eligible for inclusion. A total of 29 full texts were retrieved and included out of 5233 citations. Quality appraisal was employed using Joanna Briggs Institute checklists and the Mixed Method Appraisal Tool. Data were analysed using inductive content analysis. Research about the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence is limited and mainly explored using descriptive research designs. The contributing factors were identified as comprising two main categories: (1) human factors, consisting of four categories: individual, social, managerial and professional factors, and ten sub-categories; and (2) structural factors, consisting of four categories: educational, environmental, organisational and societal factors, and eight sub-categories. This review provides knowledge about the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence for the use of researchers, nurse educators, managers, organisations and policymakers. More research about the contributing factors is needed using complex intervention, implementation and multiple methods designs to ensure ethically sustainable healthcare. (shrink)

On the method of Saint Giovanni Bosco, 1815-1888, in guidance and counselling.

Steiner schools have helped carry the flag of liberal, creative, humanistic education through these dark ages and can now act as a beacon. Professor Peter Woods, formerly of the Open University.Contributors to this accessible book will show how Steiner kindergarten practice can offer an understanding of observation and assessment which is strikingly different from approaches found in many nursery and reception classes, and yet it's this understanding that can encourage deep reflection on practitioners' and students' values and principles. Drawing (...) on their extensive research in the field, the contributors, who include experienced Steiner educators and early childhood experts from other traditions, have worked together to explore and understand what is distinctive about Steiner kindergarten practice. Whilst observation and assessment are not the appropriate terms to describe the more relaxed, intuitive and trusting ways in which Steiner teachers aim to meet with children, the researchers used these techniques to present and explore the variety of perspectives on Steiner kindergarten practice. Key aspects of the Steiner philosophy, such as caring for the physical environment, respecting the rhythms and routines in what children do, and creating an environment that allows teachers and children to properly get to know each other are explored. In these chapters, readers will meet with aspects of the Steiner philosophy which will help to inform and expand on their own practice as early years professionals"-- Provided by publisher. (shrink)

The importance of pedagogy as a science is in exploration and improvement of education as an integral part of the social reality. Theory of education, General pedagogy and Methodics of educational work are the scientific disciplines that are most directly related to examining the educational work, and represent its theoretical and methodological basis in the process of its realization. Educational work provides the essence of the overall education process, since it refers and unites the knowledge, skills, attitudes, (...) beliefs and values of the individual, and its results are seen in developing student’s unique personality. In this paper the focus is on the Methodics of educational work, as a pedagogical discipline which is most closely related to the process of realization of educational work. The aim is through analysis of the basic theoretical and terminological aspects to emphasize its role in the overall education process. Taking into consideration the complexity of educational work and difficulties related to the process of assessment of the outcomes, application of the taxonomy of the affective domain is suggested as a possible approach. Also, the importance of some topics that are particularly relevant in pedagogy is emphasized, but which, due to terminological inconsistencies, are not sufficiently recognized as part of the Methodics of educational work. (shrink)

This research was conducted to reveal the views of the parents and prospective parents in our country on the oncept of childhood, the methods of education they applied and their opinions about the effects of the internet. In this context; under the 40; 26 male 32 female, between 40-60; 7 male, 9 female, over the 60; 2 male, 2 female total78 people were interviewed. The findings were assessed regarding gender-generation and gender-repeat/expression. The results of this research show that the (...) participants are aware of the fact that every single child has a unique personality. According to the study, while the younger participants use more diverse and modern education techniques, the older ones still use traditional educational methods. In further detail, the participants are fully aware of the adverse effects of the internet, and they take control over their children's use of the internet. (shrink)

Originally published in 1904, this book discusses the fundamental importance of education and theories of education within the works of Erasmus. Beginning with an outline of the life and characteristics of Erasmus, the text moves through his educational aims, ideas on the beginnings of the educational process and conception of the liberal arts. The second part of the text presents four extracts from the writings of Erasmus which express his views on education. Apart from a short chapter (...) from De Conscribendis Epistolis, which is given in Latin with English headings, these extracts are all translated into English. This book will be of value to anyone with an interest in Erasmus and the historical development of education. (shrink)

Translated from the German by Roland Everett and edited by Rhona Everett.

The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods of the higher (...) education system and to disclose the advantages as well as dysfunctions of each conception. This paper examines the mechanisms through which governments allocate resources to higher education in order to establish effective means to transfer these subsidies to institutions. (shrink)

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation of (...) metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: a social basis for education; the spirit of the Waldorf school; educational methods based on anthroposophy; children at play; teaching through the insights of spiritual science; adolescents after the fourteenth year; science, art, religion, and morality; the spiritual basis of education; the role of caring in education; the roots of education and the kingdom of childhood; address at a parents' evening; and education within the broader social context. (shrink)

This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyze the socio-cultural-political movements of the U.S. and its influence on higher education trends. Then, models of adult consciousness and transformative approaches to adult learning are introduced to problematize dominant narratives and make the case for more complex epistemologies. With critical contemplation, acts of compassion for interdependence, self-compassion for intentionality, authentic (...) relationships for political consciousness, listening for non-duality, and mindfulness for impermanence (CALM) are introduced as ways to emphasize self-transformation and self-actualization. CALM practice is just one way to join others in the social justice work of wholeness and humanity to better support multidimensional adult learners. Along with this understanding comes the potential to disrupt dominant narratives with a moral stance, honoring innate human value and the diverse human condition. The future of institutions of higher education must be guided by a moral position in the name of healing and wellness. Together, we can transform higher education so that institutions are a place where adult learners create the conditions of freedom to actualize the right to self-worth, the liberty to connect with others, and the pursuit of personal fulfillment, honoring this nations guiding principles of life, liberty, and happiness. (shrink)

It Has Been Rightly Said That Only A True Philosopher May Give A Practical Shape To Education. Philosophy And Education Go Hand In Hand. Education Depends On Philosophy For Its Guidance While Philosophy Depends On Education For Its Own Formulation. Teaching Methods Are Very Much Concerned With The Philosophy Of Education The Teacher Holds. The Philosophical Systems Of Education Govern The Teacher S Attitude To The Method Of Teaching. With A View To Comprehend (...) The Close Relationship Of Philosophy And Education And Their Great Significance In The Modern Times, The Present Book Philosophy Of Education Has Been Written.The Book Aims At Presenting The Western Isms Of Philosophy As Well As Indian Philosophy Of Education Beginning From The Vedas To The Contemporary Philosophies. It Elucidates The Philosophical Issues And Attempts To Draw The Philosophical Implications Of Every Isms. Invaluable Viewpoints On Education Of Eminent Educators Like Rousseau, Russell, Swami Dayanand, Annie Besant, M.K. Gandhi, Rabindranath Tagore And Many Others, And The Influence Of Their Philosophies Have Been Studied In Depth. It Acquaints The Readers With The Varied Aims And Ideals Of Education, Methods And Principles Of Teaching, Role And Influence Of Teachers As Propounded By The Great Philosophers.Written In A Simple Language And Lucid Style, The Book Is Expected To Serve As An Ideal Textbook On The Subject. It Will Prove Indispensable For The Students And Teachers Of Education. Question Bank At The End Of The Book Is An Added Advantage Provided To The Students Which Would Prove Helpful In Preparation For Examination. Even The General Readers Will Find This Book Worth-Reading. (shrink)

My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of philosophy is then further assessed, while in the final section (...) attention is drawn to Peters’ commitment to the idea of education being an integrally moral enterprise. (shrink)