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Drawing on the ideas of Rudolf Steiner's pioneering Curative Education course, this book goes back to basics and examines the potential benefits of this unique educational approach in today's classrooms.
These dazzling, radical lectures were given one month before the opening of the first Waldorf School--following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself. Well aware of the dangerous tendencies present in modern culture that undermine a true social life--such as psychic torpor and boredom, universal mechanization, and a growing cynicism--Steiner recognized that any solution must address not only economic and legal issues but also that of a free spiritual life. Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood. Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education. Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children. German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).
Representing more than a decade of research, this book is the first account of the history and development of Waldorf education in America. Looking at the past and present with an eye to how the understanding of the term Waldorf education has changed over time, the author identifies key trends in education, both Waldorf and general education, to imagine the direction in which Waldorf education may move in the future. Part one shows how the number of Waldorf schools grew slowly and steadily and how they have evolved through four generations, changing gradually from "experiments" to "alternatives" and, in the process, forging and re-forging Waldorf education itself. Part two examines the methods and myths of Waldorf education, showing what is essential and what is extraneous. Peeling away layers of convention and even misunderstanding, the author reveals Waldorf education as what many believe Rudolf Steiner, its founder, intended it to be: a living method of education that may be employed by any teacher or any school. As Waldorf education comes increasingly into public view and into public schools, primarily through charter schools, questions about what Waldorf education is (and is not) are becoming increasingly relevant. The author concludes that Waldorf education is not a method that can be packaged and sold, but a living method that depends on insight for continual renewal. The Story of Waldorf Education in America is a fresh, insightful, analytical, and valuable resource for parents, teachers, and educators who would like to know more about Waldorf education--whether they have extensive experience in the Waldorf education or have only just heard of it.
Interest in implementation research is growing, largely in recognition of the contribution it can make to maximizing the beneficial impact of health interventions. As a relatively new and, until recently, rather neglected field within the health sector, implementation research is something of an unknown quantity for many. There is therefore a need for greater clarity about what exactly implementation research is, and what it can offer. This Guide is designed to provide that clarity. Intended to support those conducting implementation research, those with responsibility for implementing programs, and those who have an interest in both, the Guide provides an introduction to basic implementation research concepts and language, briefly outlines what it involves, and describes the many opportunities that it presents. The main aim of the Guide is to boost implementation research capacity as well as demand for implementation research that is aligned with need, and that is of particular relevance to health systems in low- and middle-income countries (LMICs). Research on implementation requires the engagement of diverse stakeholders and multiple disciplines in order to address the complex implementation challenges they face. For this reason, the Guide is intended for a variety of actors who contribute to and/or are impacted by implementation research. This includes the decision-makers responsible for designing policies and managing programs whose decisions shape implementation and scale-up processes, as well as the practitioners and front-line workers who ultimately implement these decisions along with researchers from different disciplines who bring expertise in systematically collecting and analyzing information to inform implementation questions. The opening chapters (1-4) make the case for why implementation research is important to decision-making. They offer a workable definition of implementation research and illustrate the relevance of research to problems that are often considered to be simply administrative and provide examples of how such problems can be framed as implementation research questions. The early chapters also deal with the conduct of implementation research, emphasizing the importance of collaboration and discussing the role of implementers in the planning and designing of studies, the collection and analysis of data, as well as in the dissemination and use of results. The second half of the Guide (5-7) detail the various methods and study designs that can be used to carry out implementation research, and, using examples, illustrates the application of quantitative, qualitative, and mixed-method designs to answer complex questions related to implementation and scale-up. It offers guidance on conceptualizing an implementation research study from the identification of the problem, development of research questions, identification of implementation outcomes and variables, as well as the selection of the study design and methods while also addressing important questions of rigor.
Regular contact with other families can be a vital lifeline for parents with young children - a chance to make friends, ask questions, learn new skills and gain confidence in their own abilities as a parent. Rudolf Steiner's insight into the spiritual, sensory and intellectual needs of early childhood has inspired a unique kind of parent and child group. Drawing on this approach, Dot Male's book shows parents how they can join together with others to create a supportive family community. Illustrated with case studies from around the world, her lively, accessible guide to running a thriving parent and child group explains how to: create a calm, harmonious space ; use rhythm and ritual to structure a session ; devise appropriate toys, crafts, games and outdoor play ; celebrate seasonal festivals and the cycle of the year ; fulfil key health, safety and legal requirements. Written with the needs of busy parents in mind, the handbook can be used as a quick read for inspiration and ideas or as a comprehensive reference. Each chapter includes an introductory overview, a summary of key points, and, for those who wish to explore the issues further, book lists and useful contacts.
Although this book was first published in 1919, it remains highly relevant to social problems encountered today. Uniquely, Steiner's social thinking is not based on intellectual theory, but on a profound perception of the archetypal spiritual nature of social life. As he suggests in this classic work, society has three distinct realms - the economic, the political (individual human rights), and the cultural (spiritual). While social life as a whole is a unity, the autonomy of these three sectors should be respected if our increasing social problems are to be resolved. Steiner relates the ideals of 'liberty, equality and fraternity' to modern society. Economics calls for fraternity (brotherhood), political rights require equality, while culture should be characterised by liberty (freedom). The slogans of the French Revolution, he suggests, can only become truly manifest if our social thinking is transformed to correspond to the spiritual reality.
"Almost every day you can read somewhere that a fundamental change is needed in schools and the education system.... With this book it is my deep wish to make a contribution to this." --M. Glöckler, pediatrician How do we accompany and support the development of children and adolescents so that they can be motivated to face the upcoming challenges? What skills are needed to solve the global problems of social injustice and to deal with the consequences of the ecological-economic crisis creatively? What must the education system be like, that it prepares us as adults to be less molded to existing conditions and therefore better able to see what needs to be changed for the future? Which activities in the classroom are necessary so that initiative and entrepreneurial will can develop for the realization of new ideas? What does an age-appropriate media education look like, for achieving maturity and competence in working with information technology? Regardless of what problem you are considering: What is needed are courage and confidence, health and joy for life. But how can school and the parental home create the conditions for these qualities to develop? This book is a plea for radically aligning upbringing and education with the requirements of children and adolescents for healthy development--not aligning at the wrong time with performance goals coming from business and government policy. In view of the increasing life expectancy worldwide, this is an urgent requirement--because a healthy physical-emotional-spiritual maturation is the best prerequisite for a creative life in old age. That is why the annual milestones of human development are at the centre of this book and are the basis for why everyone must have the right to education in the first eighteen years of their life--regardless of which school-leaving certificate they aspire to.
The first truly popular biography of the influential twentieth-century mystic and educator who-while widely known for founding the Waldorf schools and other educational and humanitarian movements-remains a mystery to many who benefit from his ideas. People everywhere have heard of Waldorf schools, Biodynamic farming, Camphill Villages, and other innovations of the Austrian philosopher Rudolf Steiner (1861-1925). Indeed, Steiner—as an architect, artist, teacher, and agriculturalist—ranks among the most creative and prolific figures of the early twentieth century, pioneering work in alternative education, holistic health, and environmental research. While his accomplishments are felt all over the world, few people understand this unusual figure. Steiner's own writings and lectures fill several bookcases, intimidating those who would like to know more. Works on Steiner are often dense and "insider" in tone, further deterring the curious. No popular biography, written by a sympathetic but critical outsider, has been available. Gary Lachman's Rudolf Steiner provides this missing introduction. Along with telling Steiner's story and placing Steiner in his historical context, Lachman's book presents Steiner's key ideas in a readable, accessible manner. In particular, Lachman considers the spread of Steiner's most popular projects, which include Waldorf schools-one of the leading forms of alternative education-and Biodynamic farming-a popular precursor to organic farming. He also traces Steiner's beginnings as a young intellectual in the ferment of fin de siécle culture, to his rise as a thought leader within the influential occult movement of Theosophy, to the founding of his own metaphysical teaching called Anthroposophy. Finally, the book illustrates how Steiner's methods are put into practice today, and relates Steiner's insights into cosmology to the work of current thinkers. Rudolf Steiner is a full-bodied portrait of one of the most original philosophical and spiritual luminaries of the last two centuries, and gives those interested in the history of ideas the opportunity to discover one of the most underappreciated figures of the twentieth century.
The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools. ENDORSEMENTS "At a time when even the world’s most stable democracies are backsliding towards autocratic rule, Ronald Evans has pulled together an essential guide for teachers who want to do something about it. The 2nd edition of the Handbook on Teaching Social Issues is a brilliant and timely collection that should be the constant companion for teachers across the disciplines." Joel Westheimer University Research Chair in Democracy and Education University of Ottawa "The Handbook on Teaching Social Issues (2nd edition) is a fantastic resource for teachers, teacher educators, and professional development specialists who are interested in ensuring that social issues are at the center of the curriculum. The chapters are focused on the most important contemporary thinking about what social issues are, why they are so important for young people to learn about, and what research indicates are the most effective pedagogical approaches. The wide-ranging theoretical and practical expertise of the editor and all of the chapter authors account for why this handbook makes such an exceptional contribution to our understanding of how and why the social issues approach is so important and stimulating." Diana Hess Dean, UW-Madison School of Education Karen A. Falk Distinguished Chair of Education "Democracy, both as a form of governance and a reservoir of principles and practices, faces an existential threat. The Handbook on Teaching Social Issues is a perfectly-timed and wonderfully engaging exploration of what lies at the heart of social studies curriculum: social inquiry for democratic life. The authors provide conceptual frames, classroom strategies and deep insights about the complex and utterly crucial work of education for democratic citizenship. Education like that conceptualized and described in this volume is a curative so needed at this critical moment. Ron Evans and his colleagues have delivered, assembling an outstanding set of contributions to the field. The Handbook underscores John Dewey's now-haunting invocation that democracy must be renewed with each generation and an education worthy of its name is the handmaiden of democratic rebirth." William Gaudelli Dean and Professor Lehigh University "This volume is so timely and relevant for democratic education. Instead of retreating to separate ideological corners, the authors in this handbook invite us to engage in deliberative discourse that requires civic reasoning and often requires us to meet in a place that serves us all." Gloria Ladson-Billings, Professor Emerita Department of Curriculum & Instruction University of Wisconsin President, National Academy of Education Fellow, AERA, AAAS, and Hagler Institute @ Texas A&M "At the heart of our divisive political and social climate is the need to understand and provide clarity over polarizing concepts. Historically, confusion and resistance has hindered the nation's growth as a democratic nation. Typically, the most vulnerable in our society has suffered the most from our unwillingness to reconceptualize society. The Handbook on Teaching Social Issues, 2nd edition, is a good step in helping social studies educators, students, and laypersons realize a new society that focuses on equity. With over 30 chapters, Ronald Evans and his colleagues' centered inquiry, critical thinking, controversy, and action to challenge ideologies and connect social studies to student's lives and the real world. The first edition helped me as a young social studies teacher; I am excited to use the 2nd edition with my teacher education students!" LaGarrett King Isabella Wade Lyda and Paul Lyda Professor of Education Founding Director, CARTER Center for K-12 Black history education University of Missouri "Ronald Evans has curated a collection of informative contributions that will serve as an indispensable resource for social studies educators committed to engaging their students in the thoughtful examination of social issues. The Handbook on Teaching Social Issues, 2nd edition, articulates the historical, definitional, and conceptual foundations of social issues education. It offers clear presentations of general guidelines for unit planning, discussion methods, and assessment. It identifies specific teaching strategies, resources, and sample lessons for investigating a range of persistent and contemporary social issues on the elementary, middle, and secondary levels through the social studies disciplines. Updated with perspectives on education for social justice that have emerged since the first edition, this edition effectively situates social issues education in the contemporary sociopolitical milieu. The Handbook on Teaching Social Issues, is a timely, accessible, and practical guide to involving students in a vital facet of citizenship in a democracy." William G. Wraga, Professor Dean’s Office Mary Frances Early College of Education University of Georgia "The Handbook on Teaching Social Issues, 2nd edition is a long-awaited, welcome, and timely volume. It is apparent that the foundational tenets of the first edition have served social studies professionals well over the past 25 years, given the growth of social issues scholarship showcased in this new edition. Notable is the re-framing and presentation here of scholarship through a social justice lens. I appreciate the offering of unique tools on an array of specific, critical topics that fill gaps in our pedagogical content knowledge. This volume will sit right alongside my dog-eared 1996 edition and fortify many methods courses, theses, and dissertations to come. Sincere thanks to the editor and authors for what I am certain will be an enduring, catalyzing contribution." Nancy C. Patterson Professor of Education Social Studies Content Area Coordinator Bowling Green State University "The Handbook on Teaching Social Issues is a tool that every informed social studies educator should have in their instructional repertoire. Helping students understand how to investigate and take action against problems is essential to developing a better world. The articles in this handbook provide explanations and reasonings behind issues-centered education as well as strategies to employ at every age level of learning. I look forward to using this edition with the K-12 social studies teachers in my district in order to better prepare our students for future learning and living." Kelli Hutt, Social Studies Curriculum Facilitator Dallas Center-Grimes CSD Grimes, Iowa "Ron Evans has chosen an appropriate time to create a companion publication to the first Handbook on Teaching Social Issues published in 1996. During the last few years, social studies teachers have been confronted by student inquiries on a plethora of historical and contemporary issues that implores for the implementation of an interdisciplinary approach to the teaching of anthropology, economics, geography, government, history, sociology, and psychology in order for students to make sense of the world around them and develop their own voices. This demands a student centered focus in the classroom where problematic questions must be addressed and investigated in depth in order to increase social understanding and active participation toward social progress. This volume provides crucial upgrades to the original handbook including a greater emphasis on teaching issues in the elementary grades, the inclusion of issues pertaining to human rights, genocide and sustainability to be addressed in the secondary grades, and addressing issues related to disabilities." Mark Previte, Associate Professor of Secondary Education University of Pittsburgh-Johnstown Chair, NCSS Issues Centered Education Community
A selection of Rudolf Steiner's source texts on childhood development including scholarly commentary, supplemental essays, and a selection of Steiner's texts on early childhood collected in English for the first time. Translated from the German.
