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- Category : Dissertations, Academic
- Languages : en
- Pages : 690
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This book marks the centenary of the first Waldorf School, established by Rudolf Steiner in Stuttgart in 1919. With around 1,150 Waldorf Schools and over 1,800 Waldorf Kindergartens established in over 60 countries, this book examines and analyses how the initial impulse of Steiner education has grown over the last century to become a worldwide alternative movement in education. The author documents and compares the growth and development of Waldorf schools and Steiner-inspired educational institutions around the world, and determines the extent to which the original underpinning philosophy has been maintained against the contexts and challenges of contemporary global trends in education. Within such diverse international contexts, it is significant that the schools retain such a distinctive identity, and clearly redefine how ‘alternative education’ can be viewed. This comprehensive volume will be of interest and value to scholars of Steiner education and Waldorf schools as well as alternative education more widely.
This book covers Rudolf Steiner’s biography, presented from an educational point of view and also unfolds the different aspects of Steiner’s educational thought in Waldorf Education. His point of view is unique in that it relates education to a wide horizon of different contexts, such as social, pedagogical, evolutionary and spiritual aspects. His ideas are philosophical (ethical, epistemological, ontological). However, above all, they are based on spiritual understanding of the human being and the world. In many ways, they stand in stark contrast to the views that inform present mainstream educational thought and practice. Nevertheless, there are points where Steiner’s ideas can find a resonance in more recent educational thought. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.
The Yearbook of International Organizations provides the most extensive coverage of non-profit international organizations currently available. Detailed profiles of international non-governmental and intergovernmental organizations (IGO), collected and documented by the Union of International Associations, can be found here. In addition to the history, aims and acitvities of international organizations, with their events, publications and contact details, the volumes of the Yearbook include networks between associations, biographies of key people involved and extensive statistical data. Providing both an international organizations and research bibliography, Volume 4 cites over 46,000 publications and information resources supplied by international organizations, and provides nearly 18,000 research citations under 40 subject headings. This volume also includes a research bibliography on international organizations and transnational associations.
This book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world. Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account – body, mind and spirit – and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments in China and other Asian countries. Considering all aspects of Steiner education, this book is essential reading for anyone wanting to understand the fundamental elements of this approach and its continuing relevance within the educational landscape.
This book offers an in‐depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. Across each of the sections, contributors will draw on specific case studies to illustrate the origins, debates and tensions in the field and overview new trends, directions and developments. Each section includes an introduction that provides an overview of the theme and the overall emphasis within the section. In addition, each section has a concluding chapter that offers a critical and comparative analysis of the national case studies presented. As a Handbook, the emphasis is on deeper consideration of key issues rather than a more superficial and broader sweep. The book offers researchers, postgraduate and higher degree students as well as those teaching in this field a definitive text that identifies and debates key historiographical and methodological issues. The intent is to encourage comparative historiographical perspectives of the nominated issues that overview the main theoretical and methodological debates and to propose new directions for the field.
In postwar Europe and the Middle East, Hilton hotels were quite literally "little Americas." For American businessmen and tourists, a Hilton Hotel—with the comfortable familiarity of an English-speaking staff, a restaurant that served cheeseburgers and milkshakes, trans-Atlantic telephone lines, and, most important, air-conditioned modernity—offered a respite from the disturbingly alien. For impoverished local populations, these same features lent the Hilton a utopian aura. The Hilton was a space of luxury and desire, a space that realized, permanently and prominently, the new and powerful presence of the United States. Building the Cold War examines the architectural means by which the Hilton was written into the urban topographies of the major cities of Europe and the Middle East as an effective representation of the United States. Between 1953 and 1966, Hilton International built sixteen luxury hotels abroad. Often the Hilton was the first significant modern structure in the host city, as well as its finest hotel. The Hiltons introduced a striking visual contrast to the traditional architectural forms of such cities as Istanbul, Cairo, Athens, and Jerusalem, where the impact of its new architecture was amplified by the hotel's unprecedented siting and scale. Even in cities familiar with the Modern, the new Hilton often dominated the urban landscape with its height, changing the look of the city. The London Hilton on Park Lane, for example, was the first structure in London that was higher than St. Paul's cathedral. In his autobiography, Conrad N. Hilton claimed that these hotels were constructed for profit and for political impact: "an integral part of my dream was to show the countries most exposed to Communism the other side of the coin—the fruits of the free world." Exploring everything the carefully drafted contracts for the buildings to the remarkable visual and social impact on their host cities, Wharton offers a theoretically sophisticated critique of one of the Cold War's first international businesses and demonstrates that the Hilton's role in the struggle against Communism was, as Conrad Hilton declared, significant, though in ways that he could not have imagined. Many of these postwar Hiltons still flourish. Those who stay in them will learn a great deal about their experience from this new assessment of hotel space.