Upper-School Teaching at Steiner Waldorf Schools: Cognitive Challenges for the Embodied Self

dc.creator	Wilfried Sommer
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:38:03Z
dc.date.available	2015-08-12T11:38:03Z
dc.identifier	1891-6511
dc.identifier	https://doaj.org/article/7f5b12197ce64613974b36cc24121763
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31436
dc.description	The processes at work in Steiner Waldorf (hereafter ‘Waldorf’) upper school teaching show specific characteristics. They address, for example, heterogeneous learning groups, structuring the learning process in a manner that engenders in the student communication with the world and with themselves. The didactic preparation of teaching material should not merely facilitate this but also consider the embodied self with its diverse life modes. This process shall be considered in the language of phenomenological anthropology. The dialectics of the centric and eccentric positions will be the subject of discussion as will be the significance of engaged and detached perspectives.Part I of this article, in this issue, discusses not only the teaching processes but also their philosophical setting. Two concrete examples from the classroom illustrate how this then translates into the appropriate path in practical teaching. In the next issue, Part II of the article will examine classroom methodology. This will discuss how classroom practice can help students, as embodied persons, to relate to their need for intellectual positioning and thus develop a way of thinking that does not alienate them from themselves as persons but puts their embodied, personal existence into context.
dc.publisher	Rudolf Steiner University College & Alanus University of Arts and Social Sciences
dc.relation	http://www.rosejourn.com/index.php/rose/article/viewFile/4/49
dc.relation	https://doaj.org/toc/1891-6511
dc.source	Research on Steiner Education, Vol 1, Iss 1, Pp 19-32 (2010)
dc.subject	Rudolf Steiner
dc.subject	Steiner Waldorf Education
dc.subject	didactics
dc.subject	phenomenological anthropology
dc.subject	classroom methodology
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.title	Upper-School Teaching at Steiner Waldorf Schools: Cognitive Challenges for the Embodied Self
dc.type	article