Waldorf School Education for Freedom and Responsibility Rudolf Steiner (1861 – 1925) „ At school, it's not about to get any education, but to prepare so that we get out of life“ stein Rudolf Steiner (1861 – 1925) o founder of Waldorf alternative school o o austrian philosopher, educator, literary critic, artist, playwright, social thinker, esoteric o o significantly influenced by the philosophy of W. Goethe o o * 1861 Kraljevec (the border between Austria and Hungary) in a family of Austrian railway official o o † 1925 Dornach (Switzerland) o o final exam in Vienna, mathematics and natural sciences at university + lectures on philosophy, literature, psychology and medicine Textové pole: - student and teacher - - 1891 doctorate in philosophy at the University of Rostock - - 1899 - 1904 teacher in Berlin - for life mission considers find new methods of exploring the soul on a scientific basis, the results of his investigation lectures for a narrow range of candidates - - personal correspondence with famous personalities of the cultural life (Ernst Haeckl), official representatives of German culture but they passed him long silence - - 1904 work Theosophia - - author anthroposophy - 1913 Anthroposophic the company's base Goetheanum (Dornach) Nové Goetheánum, velikost: 42.54 KB Anthroposophy • from Greece anthropos = human, sofia = wisdom • the science of the spiritual nature of man • system philosophical and pedagogical views on the education of man • based on Christianity, Eastern philosophies, Egyptian and Greek mysteries, the natural mysticism of Goethe's work Waldorf School o oit is one of the most significant current alternative pedagogical thinking 20th century (the first school was founded in 1919) o othey differ in a number of substances, the teaching of foreign languages, nature is not divided into isolated parts o ospecial subject called eurythmia (rhythmic aesthetic teaching) o othey pay close attention to the teacher's personality and creates a two-year teacher training o o o o Waldorf Schools about themselves oround development of the child in practical and artistic fields o oit is based on anthroposophy anthropology (distinctive view of human, evolution is cultivated respect for freedom of human individuality) o odiscover the pupil's ability o onot to favor in the curricula of any subject over second o oachieve harmony between science, art and spiritual values o oilluminating basic principles of using clear examples, does not seek to involve pupils encyclopedic summaries o n_remesla03 Waldorf Schools about themselves oteaching of the main subjects conducted in two-hour blocks - called epochs, which have further divided into the rhythm, teaching and narrative part o othe lack of books (books can be complementary but the most important are pupil workbooks that they make up yourself) o ocertificate in the form of verbal assessment, not repeated year o oone class teacher throughout the school o oan important part of the training image, rhythm o and movement, activity f_vychova2 The first Waldorf School o open 7 September 1919 on the request of Emil Molt in the village of Waldorf, Stuttgart o Molt wanted the establishment of schools according to Steiner's ideals allow new adequate education primarily to children of their employees o first Waldorf school started with eight teachers and 175 pupils o management of first Waldorf School was very loose - a voluntary tasks formulated to arouse interest o rejected strict, externally enforced discipline o all school activities = direct contact between teachers and students Anthroposophy as the basis of Waldorf education oeducational system of philosophical views, about the nature of human science o oRudolf Steiner founded the early 20th century. first Anthroposophic Society o ohuman, according to Steiner is complex of three worlds (body, soul, spirit) - are represented by three body types: physical, etheric, astral and fourth type - "I" o oit is related to the division of childhood into three stages and the seven-year development period, by which is adapted educational content Human development in terms of Anthroposophy and Waldorf Education oto 7 years - the development of the physical body oan important example and imitation, the greatest possible freedom; it is not practical explanation, the effect on the rational side o o14 years - the development of the etheric body oimportance of the natural authority of a teacher as a model, acting through parable and moral examples; constitutes the clearance, development of memory; importance is accorded to music and art o o14 years - the development of the astral body othey prefer to constituents aesthetic, moral, and religious; the memorial and emotional content generated authentic courts and judgments about things and phenomena o oaround 21 years - the birth of a free, creative and independent man Three of the objectives pursued in Waldorf schools (Trostli) n oDevelop the ability to clearly, logically and creatively think, to lead children to self-knowledge o oDiscover and develop the skills of deep feeling, sensitivity to the beautiful, the joys and the sorrows of this world, to others o oCultivate the strength and willingness to do what has to be done, to work not only for ourselves but for the benefit of all humanity and the Earth Structuring, organization and management of the Waldorf School oKindergarten - preschool degree o oTwelve years of school - team classes remains unchanged o o1st - 8th year – lower level (elementary school) oclass teacher teaches almost all subjects o o9th - 12th year - is higher (upper) level (high school) osubjects of vocational teachers o o13th year with maturity (final) exam o oDirector is not responsible for the management of the school. The entire staff in cooperation with the association of parents, teachers and friends of the Waldorf School manage the school. o Internal organization of teaching othe division of subjects on the main and training (vocational) o omain teaching - didactic form EPOCH (combined two or three lessons, discusses the same subject for three to six weeks, epochs are repeated about every six months) o mother language, mathematics, geography, history, science education, physics, chemistry and others. o otraining (vocational) classes - takes place in normal lessons (45 min), focuses on subjects that require constant exercise o foreign languages, practical work, religion, eurythmy o odaily class schedule includes theoretical, artistic and practical subjects oduring the school year - monthly festivals, holidays, class games, excursions, trips o School Day at the Waldorf School orhythmic alternation of the main teaching (epochal) and training - in accordance with the basic life-rhythms and hygiene requirements o oinitiation of day - 15 to 30 minutes simple art activities o othe main object - two-hour block called epoch o otraining subjects for 45 min. (possibly another two-hour block) o o5th, 6th class - afternoon classes (practical, artistic and physical activity courses) o odaily class schedule includes theoretical, artistic and practical subjects oduring the school year - monthly festivals, holidays, class games, excursions, trips o o o The Curriculum oThey do not have a precise and uniform curriculum framework plans but adapted to the needs of the school o oanthropocentric o otrying to reconcile science, art and religion Epochs omonothematic two-hour block of instruction oat the beginning of day oone teacher develops a given topic (eg. math, house building, the history of Greece) othe emphasis on the aesthetic and work items and foreign languages oone main subjects, usually for 3-6 weeks continuously, then joins the main subject of the next epoch oepochs usually taught by one classroom teacher odivides the rhythm, teaching and narrative section opreferably epoch – undistributed pupil attention for many subjects o osubject occurring only on Waldorf School eurythmy - art to express the idea of movement, music or your own experience Evaluation ostudents are not graded ovalued by characteristics that always relate to the abilities of the child onot compared with other pupils oreceive recommendations for further development opupil shall not be forfeited, pupils usually stay together as a group throughout the course of schooling Methods oThey use an image, rhythm and movement oThree phases of each individual procedure - recognizing, understanding and skills to create: o 1. observation, experience, experimentation o 2. remembering, describing, drawing, verbalized o 3. processing, analysis, abstraction, generalization, formation theories o oIncludes a range of physical activities oThe pupils catch himself, record, describe and document all learning material in an epoch workbook o Aids at the Waldorf School I. omaterials, that the teacher creates itself or in cooperation with other colleagues o obooks they can be complementary (eg. exercise books and atlases), rather than the main means of teaching o opupil work and epoch notebooks první čtení Aids at the Waldorf School II. otraditional type of textbooks are considered like a secondary sources and "passive" learning resources - use limited o othe basis aids are "active" learning resources (collections of texts, original documents, statistics, encyclopedias, manuals, which creates a teacher) o opupils recording all the development of teaching material in the epoch notebooks (teacher checks requires corrections and additions) o omedia is not used in teaching o Negative Pages of Waldorf School osmall continuity eg. primary schools in regular secondary schools osome students can develop feelings of frustration eg. the fact that the school learned nothing systematic, that they will not be able to cope graduates from other schools oexcessive freedom pupils at these alternative schools leads to a lower level of educational attainment o oeducation often provide young teachers, who usually have little experience odoes not put enough emphasis on the standard pedagogical higher education (class teacher from first to eighth year. teaches almost all subjects, as a prerequisite for graduation and completion of education workshops for teachers of Waldorf education) o othe idea that imposes certain pupils (up dogmatic) style education, not open to scientific criticism, confrontation with other alternative schools o o o o o o Waldorf Schools in Czech republic oBrno, České Budějovice, Hradec Králové, Jeseník, Karlovy Vary, Olomouc, Ostrava, Pardubice, Písek, Praha, Příbram, Semily oCurrently, the most common type of alternative schools (over 900 Waldorf Schools worldwide, 35 in Czech republic mapacr Overview Waldorf Schools oKindergarden o Beroun, Boseň, Brno, České Budějovice, Karlovy Vary, Klatovy, Olomouc, Písek, Praha 3, Praha 6, Příbram, Rovensko pod Troskami, Sedlčany, Staré Ždánice, Semily, Strakonice, Turnov, Žďár n. Sázavou oPrimary and Secondary School o Brno, Olomouc, Ostrava, Pardubice, Písek, Praha 5, Praha 6, Příbram, Semily oHigh School o Ostrava, Praha, Příbram, Semily oSpecial School o Praha Samples of some types of Waldorf Schools obrkoncepce1 f_remesla08 třida.jpg oWaldorf class - special color tones (different in each class, corresponding to the psyche of age), flowers, artwork and amount of student paintings and products olearning experience oemphasis on artistic and creative aspect of teaching o ohandicrafts oforeign language teaching o thumb-500.jpg Demonstration of physical activity during math lessons - 4th grade http://waldorf.pb.cz/gallery-tridy/albums/tridy-4-druha-matematika/PA100009.JPG Sample the English language teaching odrawing letters: oevery letter has a story, characterization and color o oexample, the letter „W“ nteacher tells a story, which plays an important role in the water, the sea (eg. The Little Mermaid), will focus on colorful description waves nchildren along with teachers demonstrate the movement of hands and whole body and say, "wave after wave of swirling wind, high water sprayed upward." nthe next day everything repeated and paint pictures of the stormy sea nusing teachers appear amid waves letter „w“, which is blue n Samples drawing forms • It is a specific subject area, it is a dynamic drawing that expresses feelings, rhythm and movement • by drawing patterns emerge children of the world around them, they will explore geometric shapes (sun, conch, spiral etc.). • The picture shows a rendering of the rhythm of walking, jumping, dancing, blowing wind, a stream of water, waves, flight • with a drawing of forms is also linked to teaching writing, • exercise fine motor skills Samples drawing forms – 4th grade http://waldorf.pb.cz/gallery-tridy/albums/tridy-4-treti-formy/P9070009.JPG The first school in the Czech Republic, which began work on the principles of Waldorf education – ZŠ Svobodná v Písku (od 1990/91) skola