Tag Archives: pedagogy

Kamaroi Rudolf Steiner School and The Waldorf method of teaching

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Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of Anthroposophy. Its pedagogy strives to develop pupils’ intellectual, artistic, and practical skills in an integrated and holistic manner. The Waldorf method of teaching is a unique educational strategy which aims to create well-rounded students through a broad curriculum, including academics, art and music education, physical education, and emotional and social education. There are no grades given in a Waldorf elementary school. The aim of Waldorf schooling is to educate the whole child, “head, heart and hands”. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. The Steiner Education Approach developed a spiritual movement that he called anthroposophy, which is based on the idea that a child’s moral, spiritual and creative sides need as much attention as their intellect. As far as education goes, he strongly believed in the idea of developing the whole person.

At Kamaroi school, The arts are integrated into all learning in the Steiner philosophy and learning is fundamentally student-centered and experiential. One is reminded of the philosopher John Dewey’s thinking, also from the first half of the 20th century. As early as 1902, Dewey wrote, subject matter never can be got into the child from without. Learning is active, it involves the reaching out of the mind. It involves organic assimilation starting from within. Literally, we must take our stand with the child and our departure from him.

Kamaroi uses music in every lesson and has a totally different approach toward the use of technology.

The curriculum itself is a flexible set of pedagogical guidelines, founded on Steiner’s principles that take account of the whole child. It gives equal attention to the physical, emotional, intellectual, cultural and spiritual needs of each pupil and is designed to work in harmony with the different phases of the child’s development. The core subjects of the curriculum are taught in thematic blocks and all lessons include a balance of artistic, practical and intellectual content. Whole class, mixed ability teaching is the norm.

A modern reinterpretation of Steiner pedagogy really fitting into the 21st Century, focus in that the skills of the 21st Century are all about empathy, inventiveness, connection, storytelling. These are the skills that can’t be automated or outsourced easily. So, for children going into this unknown future, to possess those skills enable flexibility in options, and really the ability to contribute in a meaningful way to the future society.

Steiner education has proved itself adaptable. More than 80 years after the first Steiner school was started in central Europe, this education continues to inspire people from all walks of life and in all parts of the world. Steiner schools have a reputation for producing well-rounded and balanced human beings who are able to cope with the demands of a fast-changing and uncertain world. Steiner graduates are highly sought-after in further education and work place for their unjaded interest in the world and their resourcefulness.

The Benefits of Waldorf Education

  • Children enjoy an unhurried childhood. … 
  • Learning is hands-on and age-appropriate. … 
  • In-depth study enriches learning experiences. … 
  • Students learn how to take an active role in their own education. … 
  • Waldorf schools produce well-rounded individuals.

Rudolf Steiner (1861 – 1925) was an innovative academic born in Austria whose ideas founded the basis of Anthroposophy. He applied his ideas to education as well as agriculture, medicine, architecture and social reform. There are relevant analogies between the pedagogical approach of Friedrich Froebel, Maria Montessori, and Rudolf Steiner. These continue to influence the way in which contemporary pedagogy is shaped.

While both Montessori and Waldorf schools believe children need a connection to the environment, they are different in that Montessori focuses on real-life experiences and Waldorf emphasizes the child’s imagination and fantasy. Waldorf schools were founded by Rudolf Steiner, an Austrian scientist and philosopher. But the two philosophies interpret it in quite different ways: the Montessori classroom emphasizes reality, to free a child from his fantasies. The Steiner classroom enhances the child’s world of fantasy and imagination to stimulate the child’s play.

Principals of Steiner education…

  • Works for all children irrespective of academic ability, class, ethnicity or religion;
  • Takes account of the needs of the whole child – academic, physical, emotional and spiritual;
  • Is based on an understanding of the relevance of the different phases of child development;
  • Develops a love of learning and an enthusiasm for school;
  • Sees artistic activity and the development of the imagination as integral to learning;
  • Is tried and tested and is part of state funded, mainstream provision in most European countries;
  • Is respected worldwide for its ability to produce very able young people who have a strong sense of self and diverse capacities that enable them to become socially and economically responsible citizens.

Currently, the V&A plans to transform the Museum of Childhood in Bethnal Green in London into a world leading museum of design and creativity for children, families and young people.

Distance Learning from Waldorf perspectives at times of Covid19

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https://www.steinerwaldorf.org/roots-and-renewal-national-conference-review/

Among the resources on Rudolf Steiner’s theory and the Waldorf method, I found particularly interesting the article dealing with the present implications of the Covid19 spread, written by Martyn Rawson. The article clearly shows how Steiner’s education can still be relevant in the 21th Century.

Beginning with an analysis of the meaning of learning, that the writer describes as a process in which both the physical body and the spiritual one are engaged in the process of establishing relationship to self, others, and the world,  Rawson considers the implication of a learning journey from the Waldorf perspective. Major points underline the emotional aspects of the student’s wellbeing when attending and participating in a lesson, those also involve a fruitful collaboration among the group of peers. At times of Covid19 the daily routine is forced to be adapted to online tuitions, where empathy and a sense of unity can be strongly affected. Therefore, the Waldorf method suggests a rhythmic approach, that involves a multitude of online activities between student and teacher, as well as between the classroom of alumni. Physical exercise is recommended together with artistic activities such as singing, reciting a poem, and so on. The timetable follows a daily schedule.
Teachers should structure the lesson in a flexible way, giving the student a chance to align with the learning offer, following both an authentic interest in the subject, and a good level of physical energy. Clear information on marking criteria, guidelines, a list of useful and not expensive materials, should be provided.

Rawson concludes: “Obviously online learning and homeschooling are missing key elements such as learning from someone – the teachers, learning through being in a learning group, rich direct experience and being attuned to learning. Nevertheless, it will support the learning under these special conditions if teachers remember the basic principles of Waldorf learning.”

Elena Arzani

Link to video: https://youtu.be/Bw4Rt9gU5tg

Resources:

https://www.waldorf-resources.org/articles/display/archive/2020/05/04/article/distance-learning-from…

Music. Technology & the old ways at NBCS in Sydney

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The Place of Music in 21st Century Education –Northern Beaches Christian School, Sidney, Australia

The Northern Beaches Christian School, Sydney, Australia, seems to have found the perfect combination of teaching & learning experience, embedding technologies into a sustainable learning environment, that is designed to optimized the students’ experience.

The Director of Innovation, Steve Collis, underlines that learning is profoundly social, yet the students experience outside the school environments is deeply shaped by a massive use of technologies, among which mobile phone devices. This factor must be taken under consideration when designing and providing learning experiences, as one cannot underestimate the impacts of the flattened world the students live in.

With anthropologists arguing human intelligence has become wider and collective, as a consequence to the daily opportunity of media interaction and exposure through the social-media networks connectivity, it is imperative to consider how the technological revolution can best be harnessed to improve teaching and learning.

But what does it truly mean to foster innovation, while providing cultural landscapes in teaching? To some extent, I believe gaining a better understanding of technologies, and their use, can help the students achieving a higher control of their lives. Yet, the learning offer should be designed around the person, having an holistic approach, fostering the stimulation of the wide scope of perceptions. As the Director Steve Collins describes, you design physical space along the principles I’ve spoken about, then technological space, and actually finally you shape cultural space as well.

Moreover, as mentioned by the music teachers Brad Fuller, and Peter Orenstein, the students experience an inspirational space. Students are divided into music bands, which is, in my opinion, one of the strongest elements to consider. This methodology enhance the opportunity of collaboration between members, it flattens hierarchical matters, thus enables students to take control of they journey through learning. While they can access technologies in exciting ways, they experience the old ways of making music, performing on stage, and interact between peers.

I believe this philosophy and methodology might be applied to several academic courses with successful outcomes. To some extent the NBCS embodies, in my view, every student’s dream to be protagonist in their journey into school, while collecting one of those memorable experiences, that may last a life time… just like in the movie: School of Rock! And isn’t this the best gift of education?

Elena Arzani

School of Rock, 2003, starring Jack Black. here is a Video clip

Northern Beaches Christian School is an independent non-denominational Christian co-educational primary and secondary day school, located in Terrey Hills, New South Wales, Australia