By Rudolf Steiner
This booklet from Rudolf Steiner represent probably the most finished introductions to his philosophy, psychology, and perform of schooling. He describes the union of technology, artwork, faith, and morality, that's the objective of all his paintings and underlies his finished ides on academic renewal.
Against this history, Steiner describe a brand new developmental psychology. in keeping with the improvement of children’s recognition, he discusses the methods a number of topics will be provided in order that they can develop inwardly in kids. except teenagers take up the proper topic within the correct manner and on the correct time, the internal freedom they desire lots for contemporary lifestyles won't turn into a part of their nature.
Here is a wonderful creation to Waldorf schooling.
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Additional resources for A Modern Art of Education (Foundations of Waldorf Education)
The first to bear in mind is that the Greek principles of education were applied to only a small portion of humanity, the upper classes, and they presuppose the existence of slavery. Without slavery it would have been impossible to educate even a small portion of humanity in this way. This education dictates that part of humankind’s work on earth fell to those who were limited to an elementary human destiny and without education in the Greek sense. Greek civilization and education are unthinkable without slavery.
Greek teachers thought that they should make sure human beings could preserve for themselves, throughout life, the forces of childhood, and that between the seventh and fourteenth years, those forces retain their living nature. This is a tremendously far-reaching and deeply significant principle of education. Gymnastic exercises were based on the perception that the forces of early childhood do not disappear, but merely slumber and must be reawakened each day. Gymnastic education was meant to awaken those slumbering forces between the seventh and the fourteenth years, to draw out forces that were present naturally during the first period.
Throughout the Middle Ages, those who could act through soul powers—those who could convince others—remained the ideal of education; now the knower became the ideal. Just consider the earliest universities (the University of Paris, for example) during the Middle Ages. You can see that the ideal there was not the knower but the doer, the one who can be most convincing through speech, the most skillful in argument, the master of dialectic and the word, which now begins to assume the color of thought.