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151-532: Rudolf Steiner School Kings Langley was a Steiner School located in Kings Langley , Hertfordshire, England, formed in 1949. The school catered for pupils aged 3 to 19 years old. The School was set on 10 acres (4.0 ha) of grounds, on the site of Kings Langley Palace , a 13th-century Plantagenet royal palace. In July 2017 the Department for Education (DfE) issued an order of de-registration of

302-530: A homeschooling movement. Germany, the United States, and the Netherlands have the most Waldorf schools. Many Waldorf schools have faced controversy due to Steiner's connections to racist ideology and magical thinking . Others have faced regulatory audits and closure due to concerns over substandard treatment of children with special educational needs. Critics of Waldorf education point out

453-644: A principal or head teacher, but rather by a number of groups, including: There are coordinating bodies for Waldorf education at both the national (e.g. the Association of Waldorf Schools of North America and the Steiner Waldorf Schools Fellowship in the UK and Ireland) and international level (e.g. International Association for Waldorf Education and The European Council for Steiner Waldorf Education (ECSWE)). These organizations certify

604-584: A book in 1990 stating that Waldorf schools do not allow questioning the historical accuracy of the Old Testament . One study of science curriculum compared a group of American Waldorf school students to American public school students on three different test variables. Two tests measured verbal and non-verbal logical reasoning and the third was an international TIMSS test. The TIMSS test covered scientific understanding of magnetism . The researchers found that Waldorf school students scored higher than both

755-449: A certain subject should be included in the curriculum because it serves one of the aims of education. While many positions about what subjects to include in the curriculum are controversial, some particular issues stand out where these controversies go beyond the academic discourse to a wide public discourse, like questions about sexual and religious education . Controversies in sex education involve both biological aspects, such as

906-518: A classical education embraced study of literature, poetry, drama, philosophy, history, art, and languages. In the 20th and 21st centuries it is used to refer to a broad-based study of the liberal arts and sciences, as opposed to a practical or pre-professional program. Classical Education can be described as rigorous and systematic, separating children and their learning into three rigid categories, Grammar, Dialectic, and Rhetoric. According to educational essentialism, there are certain essential facts about

1057-427: A combination of temperaments rather than a pure single type. No evidence exists for such "personality types" to be consistent in an individual across time or context, nor that such "types" are useful in providing more effective education. Today, Waldorf teachers may work with these pseudoscientific "temperaments" to design instruction for each student. Seating arrangements and class activities may take into account

1208-407: A common good. An important and controversial issue in the philosophy of education concerns the contents of the curriculum , i.e. the question of what should be taught to students. This includes both the selection of subjects to be taught and the consideration of arguments for and against the inclusion of a particular topic. This issue is intimately tied to the aims of education: one may argue that

1359-490: A competitive advantage over others. One difficulty with this demand, when understood in a wide sense, is that there are many sources of educational inequality and it is not always in the best interest to eliminate all of them. For example, parents who are concerned with their young children's education may read them bedtime stories early on and thereby provide them with a certain advantage over other children who do not enjoy this privilege. But disallowing such practices to level

1510-669: A conference at Oxford University . Two years later, on his final trip to Britain at Torquay in 1924, Steiner delivered a Waldorf teacher training course. The first school in England ( Michael Hall ) was founded in 1925; the first in the United States (the Rudolf Steiner School in New York City) in 1928. By the 1930s, numerous schools inspired by Steiner's pedagogical principles had opened in Germany, Switzerland,

1661-430: A diverse social spectrum. It was also the first comprehensive school in Germany, serving children of all genders, abilities, and social classes. At Steiner's behest, the early Waldorf schools were "open to all students, regardless of income. If the parents were unable to pay the full tuition, the remaining amount would be subsidized." Waldorf education became more widely known in 1922 through lectures Steiner gave at

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1812-1044: A few years later by the Communist government . In North America in 1967, there were nine schools in the United States and one in Canada. As of 2021, that number had increased to more than 200 in the United States and over 20 in Canada. There are currently 29 Steiner schools in the United Kingdom and three in the Republic of Ireland . After the dissolution of the Soviet Union , Waldorf schools again began to proliferate in Central and Eastern Europe . More recently, many have opened in Asia, especially China. There are currently over 1,200 independent Waldorf schools worldwide. The structure of Waldorf education follows

1963-530: A form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the definition and adding its own selection of topics. By the end of the 18th century, in addition to the trivium and quadrivium of the Middle Ages, the definition of

2114-456: A greater role. Steiner considered children's cognitive, emotional, and behavioral development to be interlinked. When students in a Waldorf school are grouped, it is generally not by a focus on academic abilities. Instead, Steiner adapted the pseudoscientific proto-psychological concept of the classic four temperaments – melancholic, sanguine, phlegmatic, and choleric. Steiner indicated that teaching should be differentiated to accommodate

2265-723: A lazure technique, and include textured surfaces. The schools primarily assess students through reports on individual academic progress and personal development. The emphasis is on characterization through qualitative description. Pupils' progress is evaluated through portfolio work in academic blocks and discussion of pupils in teacher conferences. Standardized tests are rare, with the exception of examinations necessary for college entry taken during secondary school years. Letter grades are generally not given until students enter high school. Pupils are not typically asked to repeat years of elementary or secondary education. Though Waldorf schools are autonomous institutions not required to follow

2416-494: A less radical and more common criticism concerns specific compulsory topics in the curriculum, for example, in relation to sexuality or religion. Another contemporary debate in the United States concerns the practice of standardized testing: it has been argued that this discriminates against certain racial, cultural, or religious minorities since the standardized test may implicitly assume various presuppositions not shared by these minorities. Other issues in relation to power concern

2567-487: A lot on how "indoctrination" is to be defined. Most definitions of indoctrination agree that its goal is to get the student to accept and embrace certain beliefs. It has this in common with most forms of education but differs from it in other ways. According to one definition, the belief acquisition in indoctrination happens without regard for the evidential support of these beliefs, i.e. without presenting proper arguments and reasons for adopting them. According to another,

2718-411: A more feminine approach based on emotion and intuition. A related criticism holds that there is an overemphasis on abilities belonging to the public sphere , like reason and objectivity , in contrast to equally important characteristics belonging to the private sphere , like compassion and empathy . The philosophy of education is also interested in the epistemology of education . This term

2869-543: A more theoretical side as well, which includes the examination of the fundamental concepts and theories of education as well as their philosophical implications. These two sides are sometimes referred to as the outward and the inward looking nature of the philosophy of education. Its topics can range from very general questions, like the nature of the knowledge worth teaching, to more specific issues, like how to teach art or whether public schools should implement standardized curricula and testing . The problem of education

3020-420: A nondenominational offering. In the United Kingdom, public Waldorf schools are not categorized as " Faith schools ". Waldorf teacher education programs offer courses in child development , the methodology of Waldorf teaching, academic subjects appropriate to the future teachers' chosen specialty, and the study of pedagogical texts and other works by Steiner. For early childhood and elementary school teachers,

3171-419: A preferential treatment for high performers in order to help them fully develop their exceptional abilities and thereby benefit society at large. A similar problem is the issue of specialization. It concerns the question of whether all students should follow the same curriculum or to what extent they should specialize early on in specific fields according to their interests and skills. Marxist critiques of

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3322-658: A prescribed curriculum (beyond what is required by law in a given jurisdiction) there are widely agreed upon guidelines for the Waldorf curriculum. Main academic subjects are introduced through two-hour morning lesson blocks that last for several weeks. These blocks are horizontally integrated at each grade level in that the topic of the block will be infused into many classroom activities and vertically integrated in that each subject will be revisited with increasing complexity as students develop their skills, reasoning capacities and individual sense of self. This has been described as

3473-437: A separate area from the main school building. This was where children from 3 years of age to 5 years spent their day. Kindergarten was like an extended playgroup. During the day the children played games, did creative activities and went on short walks in the school grounds. The lower school consisted of classes 1 to 8. There was one class per year with roughly 25 students in each class. The years were academically one year behind

3624-402: A single theme over one month's time. This typically begins with introductory activities that may include singing, instrumental music, and recitations of poetry, generally including a verse written by Rudolf Steiner for the start of a school day. There is little reliance on standardized textbooks. Waldorf elementary education allows for individual variations in the pace of learning, based upon

3775-461: A social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want

3926-800: A spiral curriculum. Many subjects and skills not considered core parts of mainstream schools, such as art, music, gardening, and mythology, are central to Waldorf education. Students learn a variety of fine and practical arts. Elementary students paint, draw, sculpt, knit, weave, and crochet. Older students build on these experiences and learn new skills such as pattern-making and sewing, wood and stone carving, metal work, book-binding, and doll or puppet making. Music instruction begins with singing in early childhood and continuing through high school. Pupils also usually learn to play pentatonic flutes, recorders and/or lyres in early elementary grades. Around age 9, diatonic recorders and orchestral instruments are introduced. Certain subjects are largely unique to

4077-424: A theory about education is true or false, but how one can arrive at the knowledge to answer such questions. Normative theories, on the other hand, try to give an account of how education should be practiced or what is the right form of education. Some normative theories are built on a wider ethical framework of what is right or good and then arrive at their educational normative theories by applying this framework to

4228-519: A theory of childhood development devised by Rudolf Steiner, utilizing distinct learning strategies for each of three developmental stages or "epochs": early childhood, elementary, and secondary education. Steiner believed each stage lasted approximately seven years. Aside from their spiritual underpinnings, Steiner's seven-year stages are broadly similar to those later described by Jean Piaget and also theories described earlier by Comenius and Pestalozzi . The stated purpose of this approach

4379-416: A valuable role as personal mentors, establishing "lasting relationships with pupils", Ullrich documented problems when the same teacher continues into middle school . Noting that there is a danger of any authority figure limiting students enthusiasm for inquiry and autonomy , he cited a number of schools where the class teacher accompanies the class for six years only, after which specialist teachers play

4530-428: A variety of reasons for this: Waldorf educators believe that use of these conflicts with young children's developmental needs, media users may be physically inactive, and media may be seen to contain inappropriate or undesirable content and to hamper the imagination. Waldorf pedagogues consider that readiness for learning to read depends upon increased independence of character, temperament, habits, and memory, one of

4681-540: Is a theory of learning and school governance in which students and staff participate freely and equally in a school democracy. In a democratic school, there is typically shared decision-making among students and staff on matters concerning living, working, and learning together. Educational progressivism is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. Progressivists , like proponents of most educational theories, claim to rely on

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4832-432: Is also reflected on the level of the philosophy of education, which encompasses the study of the philosophical presuppositions and issues both of education as a process and as a discipline. Many works in the philosophy of education focus explicitly or implicitly on the education happening in schools. But in its widest sense, education takes place in various other fields as well, such as at home, in libraries, in museums, or in

4983-417: Is based on the educational philosophy of Rudolf Steiner , the founder of anthroposophy . Its educational style is holistic , intended to develop pupils' intellectual, artistic, and practical skills, with a focus on imagination and creativity. Individual teachers have a great deal of autonomy in curriculum content, teaching methods, and governance. Qualitative assessments of student work are integrated into

5134-400: Is best understood and whether it is applicable in all cases. An initial problem concerns what is meant by " equality ". In the field of education, it is often understood as equality of opportunity . In this sense, the demand for equality implies that education should open the same opportunities to everyone. This means, among other things, that students from higher social classes should not enjoy

5285-428: Is good". Waldorf preschools employ a regular daily routine that includes free play, artistic work (e.g. drawing, painting or modeling), circle time (songs, games, and stories), outdoor recess, and practical tasks (e.g. cooking, cleaning, and gardening), with rhythmic variations. Rhythm and repetitive patterns are considered important in anthroposophy and are believed to hold spiritual significance. The classroom

5436-478: Is intended to resemble a home, with tools and toys usually sourced from simple, natural materials that lend themselves to imaginative play. The use of natural materials has been praised as fulfilling children's aesthetic needs and reinforcing connections to nature, though some scholars have questioned whether the preference for natural, non-manufactured materials is truly a "reasoned assessment of twenty-first century children's needs", rather than "a reaction against

5587-420: Is introduced to classes 1 to 8. Pottery is an art lesson where pupils can learn how to work with clay and design ceramic projects. The school has its own separate building for this subject which also houses a kiln. Pottery is introduced from class 4. Woodwork and Metalwork are both lessons where pupils can develop their practical skills using hand and machine tools. Metal work contains more hazardous machines, so it

5738-483: Is no universally correct form of reasoning. According to them, education should focus more on teaching subject-specific skills and less on imparting a universal method of thinking. Other objections focus on the allegation that critical thinking is not as neutral, universal, and presuppositionless as some of its proponents claim. On this view, it involves various implicit biases, like egocentrism or distanced objectivity, and culture-specific values arising from its roots in

5889-461: Is often cited as one of the central aims of education. There is no generally accepted definition of critical thinking. But there is wide agreement that it is reasonable, reflective, careful, and focused on determining what to believe or how to act. It has clarity and rationality as its standards and includes a metacognitive component monitoring not just the solution of the problem at hand but also ensuring that it complies with its own standards in

6040-417: Is often used to talk about the epistemic aims of education, i.e. questions like whether educators should aim at transmitting justified true beliefs rather than merely true beliefs or should additionally foster other epistemic virtues like critical thinking. In a different sense, the epistemology of education concerns the issue of how we arrive at knowledge on educational matters. This is especially relevant in

6191-511: Is only introduced from class 9 onwards. Painting and drawing are introduced to pupils from a young age. In the higher classes, more materials are introduced like acrylic and oil paints, charcoal and pastels. Sponsors are ordinary teachers who are assigned to supervise an upper school class from classes 9 to 13. There can be up to two sponsors per class. The sponsor lessons are only for the upper school and pupils discuss any issues or questions with their sponsor. The school has had six inspections by

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6342-588: Is relevant to how funding budgets are spent on research, which in its turn has important implications for policymaking. One question concerns how the learners are to be conceptualized. John Locke sees the mind as a blank slate or a tabula rasa that passively absorbs information and is filled with contents through experience . This view contrasts with a more pragmatist perspective, which in its emphasis on practice sees students not as passive absorbers but as active learners that should be encouraged to discover and learn things by themselves. Another disputed topic

6493-529: Is starting to change in the 21st century due to decolonization and related movements. The starting point of many philosophical inquiries into a field is the examination and clarification of the fundamental concepts used in this field, often in the form of conceptual analysis . This approach is particularly prominent in the analytic tradition . It aims to make ambiguities explicit and to uncover various implicit and potentially false assumptions associated with these terms. Theorists in this field often emphasize

6644-408: Is that all educational and cultural institutions should be self-governing and should grant teachers a high degree of creative autonomy within the school; this is based upon the conviction that a holistic approach to education aiming at the development of free individuals can only be successful when based on a school form that expresses these same principles. Most Waldorf schools are not directed by

6795-458: Is that the modern states compel children to attend school, so-called compulsory education . The children and their parents usually have few to no ways of opting out or changing the established curriculum. An important question in this respect is why or whether modern states are justified to use this form of power. For example, various liberationist movements belonging to the fields of deschooling and unschooling reject this power and argue that

6946-454: Is the role of testing in public education. Some theorists have argued that it is counterproductive since it puts undue pressure on the students. But testing also plays various critical roles, such as providing feedback on the learning progress both to the student, their parents, and their teachers. Concrete discussions on the role of testing often focus less on whether it should be done at all and more on how much importance should be ascribed to

7097-422: Is the source of the name Waldorf , which is now trademarked in the United States when used in connection with the educational method. Molt's proposed school would educate the children of employees of the factory. Molt was a follower of anthroposophy , an esoteric spiritual movement based on the notion that an objectively comprehensible spiritual realm exists and can be observed by humans, and of Rudolf Steiner,

7248-408: Is to awaken the "physical, behavioral, emotional, cognitive, social, and spiritual" aspects of each pupil. In Waldorf pedagogy, young children learn best through immersion in unselfconscious imitation of practical activities. The early childhood curriculum focuses on experiential education and imaginative play. The overall goal of the curriculum is to "imbue the child with a sense that the world

7399-636: Is to provide a supportive role model both through personal example and through stories drawn from a variety of cultures, educating by exercising "creative, loving authority". Class teachers are normally expected to teach a cohort for several years, a practice known as looping . Starting in first grade, specialized teachers teach many subjects, including music, crafts, movement, and two foreign languages from complementary language families (in English-speaking countries these are typically German and either Spanish or French). While class teachers serve

7550-477: Is usually the first lesson of the day for all classes, up until class 12, which covers a number of different topics depending on which class you attend. A typical main lesson could last about 2–4 weeks. Gardening is an outdoor lesson which introduces some agricultural education into the school's curriculum. This lesson is done from classes 3 to 6. Handwork is part of the craft lessons, and teaches young students how to knit, crochet and varied forms of sowing. This lesson

7701-407: Is whether the aim of education is to mold the mind of the pupil or to liberate it by strengthening its capacity for critical and independent inquiry. An important consequence of this debate concerns the problem of testimony , i.e to what extent students should trust the claims of teachers and books. It has been argued that this issue depends a lot on the age and the intellectual development of

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7852-532: Is wide consensus concerning certain general aims of education, like that it should foster all students, help them in the development of their ability to reason, and guide them in how to judge and act. But these general characteristics are usually too vague to be of much help and there are many disagreements about the more specific suggestions of what education should aim for. Some attempts have been made to provide an overarching framework of these different aims. According to one approach, education should at its core help

8003-459: The Aristotelian tradition , on the other hand, focus more on moral habituation through the development of virtues that concern both perception, affect, and judgment in regard to moral situations. A related issue, heavily discussed in ancient philosophy , is the extent to which morality can be taught at all instead of just being an inborn disposition. Various discussions also concern

8154-411: The philosophy of science or the philosophy of law , study their topics. A central task for the philosophy of education is to make explicit the various fundamental assumptions and disagreements at work in its field and to evaluate the arguments raised for and against the different positions. The issue of education has a great many manifestations in various fields. Because of this, both the breadth and

8305-438: The qualitative or ethnographical approach . The quantitative approach usually focuses on wide experimental studies and employs statistical methods to uncover the general causal factors responsible for educational phenomena. It has been criticized based on the claim that its method, which is inspired by the natural sciences , is inappropriate for understanding the complex cultural and motivational patterns investigated by

8456-409: The social sciences . The qualitative approach, on the other hand, gives more weight to particular case studies for reaching its conclusions. Its opponents hold that this approach lacks the methodological rigor to arrive at well-warranted knowledge. The mixed-method research is a recent contemporary approach in which the methods of both camps are combined. The question of the most promising approach

8607-832: The Anthroposophy Society was prohibited in November 1935 and Reich Education Minister Bernhard Rust forbade all private schools from accepting new students in March 1936, the last Waldorf school was not closed until 1941." The affected schools reopened after the Second World War ended. A few schools elsewhere in Europe (e.g. in Norway) survived by going underground. Some schools in East Germany were re-closed

8758-465: The Czech Republic, Denmark, Spain, and Portugal provide the majority of independent schools' funding. In countries outside of this region, funding for independent schools varies widely. Educational philosophy A great variety of topics is discussed in the philosophy of education. Some studies provide a conceptual analysis of the fundamental concepts of education. Others center around

8909-562: The Netherlands, Norway, Austria, Hungary, the United States, and England. From 1933 to 1945, political interference from the Nazi regime limited and ultimately closed most Waldorf schools in Europe, with the exception of some British, Swiss, and Dutch schools (UK and Switzerland did not get occupied by Nazi Germany). Rudolf Hess , the adjunct Führer, was a patron of Waldorf schools. Nazis did not like private schools, especially after Hess flew to England. According to Karen Priestman, "Although

9060-491: The School Inspection Service and Ofsted from March 2015 to December 2016. The School Inspection Service report on the March 2015 inspection stated: "risk assessments, have not been adequately maintained and updated". The School Inspection Service inspectors wrote in November 2015: "The school has not investigated either fully or impartially important matters that were raised by parents nor considered them in

9211-481: The Waldorf schools. Foremost among these is eurythmy , a movement art usually accompanying spoken texts or music which includes elements of drama and dance. Although found in other educational contexts, cooking, farming, and environmental and outdoor education are centrally incorporated into Waldorf curriculum. Other differences include: non-competitive games and free play in younger years as opposed to athletics instruction; instruction in two foreign languages from

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9362-405: The aims of education concerns the question of who is the primary beneficiary of education: the individual educated or the society having this individual as its member. In many cases, the interests of both are aligned. On the one hand, many new opportunities in life open to the individual through education, especially concerning their career. On the other hand, education makes it more likely that

9513-501: The aims of education is whether the primary beneficiary is the student or the society to which the student belongs. Many of the more specific discussions in the philosophy of education concern the contents of the curriculum . This involves the questions of whether, when, and in what detail a certain topic, like sex education or religion , should be taught. Other debates focus on the specific contents and methods used in moral , art, and science education . Some philosophers investigate

9664-488: The aims or purpose of education, like passing on knowledge and the development of the abilities of good reasoning , judging, and acting. An influential discussion concerning the epistemic aims of education is whether education should focus mainly on the transmission of true beliefs or rather on the abilities to reason and arrive at new knowledge. In this context, many theorists emphasize the importance of critical thinking in contrast to indoctrination . Another debate about

9815-413: The authority and responsibility teachers have towards their students. Postmodern theorists often see established educational practices as instruments of power used by elites in society to further their own interests. Important aspects in this regard are the unequal power relation between the state and its institutions in contrast to the individual as well as the control that can thus be employed due to

9966-411: The average state school, for example children in class six would be in year seven at a state secondary school. Writing and reading skills were developed during classes 1 and 2. French and German were also introduced at this time through songs and games. Creativity was still being developed in the children at this stage. They started handwork where they learnt to knit , perform a play during the course of

10117-496: The basis on which to develop into free , morally responsible , and creative beings. No independent studies have been published as to whether or not Waldorf education achieves these aims more than any other approach. The philosophical foundation of the Waldorf approach, anthroposophy , underpins its primary pedagogical goals: to provide an education that enables children to become free human beings, and to help children to incarnate their "unfolding spiritual identity", carried from

10268-451: The beginning of elementary school; and an experiential-phenomenological approach to science. In this method, students observe and depict scientific concepts in their own words and drawings rather than encountering the ideas first through a textbook. The scientific methodology of modern Waldorf schools utilizes a so-called "phenomenological approach" to science education employing a methodology of inquiry-based learning aiming to "strengthen

10419-437: The beliefs are instilled in such a way as to discourage the student to question or assess for themselves the believed contents. In this sense, the goals of indoctrination are exactly opposite to other aims of education, such as rationality and critical thinking. In this sense, education tries to impart not just beliefs but also make the students more open-minded and conscious of human fallibility . An intimately related issue

10570-405: The best available scientific theories of learning. Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning known as "the pattern of inquiry": 1) Become aware of the problem. 2) Define the problem. 3) Propose hypotheses to solve it. 4) Evaluate the consequences of the hypotheses from one's past experience. 5) Test

10721-456: The better. These characteristics can then be used to distinguish education from other closely related terms, such as "indoctrination". Other fundamental notions in the philosophy of education include the concepts of teaching , learning , student , schooling , and rearing . A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in

10872-430: The broader context of risk to children." A year later (November 2016), there was an Ofsted inspection, which stated: "They (pupils) say that they are safe – but they are not, because of flaws in the school’s systems and procedures for safeguarding and child protection." In December 2016, Ofsted carried out another inspection and the report rated the school as inadequate against 4 criteria and requiring improvement against

11023-591: The children themselves, facilitated by the adults. Unschooling differs from conventional schooling principally in the thesis that standard curricula and conventional grading methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child. Contemplative education focuses on bringing introspective practices such as mindfulness and yoga into curricular and pedagogical processes for diverse aims grounded in secular, spiritual, religious and post-secular perspectives. Contemplative approaches may be used in

11174-492: The children's welfare is best served in the absence of compulsory schooling in general. This is sometimes based on the idea that the best form of learning does not happen while studying but instead occurs as a side-effect while doing something else. This position is often rejected by pointing out that it is based on overly optimistic presuppositions about the children's natural and unguided development of rationality . While some objections focus on compulsory education in general,

11325-528: The classroom, especially in tertiary or (often in modified form) in secondary education. Parker Palmer is a recent pioneer in contemplative methods. The Center for Contemplative Mind in Society founded a branch focusing on education, The Association for Contemplative Mind in Higher Education . Contemplative methods may also be used by teachers in their preparation; Waldorf education was one of

11476-465: The close connection between power and knowledge , specifically the knowledge passed on through education. A recurrent demand on public education is that all students should be treated equally and in a fair manner. One reason for this demand is that education plays a central role for the child's path and prospects in life, which should not be limited by unfair or arbitrary external circumstances. But there are various disagreements about how this demand

11627-405: The creativity and effectiveness of teachers. The existentialist sees the world as one's personal subjectivity, where goodness, truth, and reality are individually defined. Reality is a world of existing, truth subjectively chosen, and goodness a matter of freedom. The subject matter of existentialist classrooms should be a matter of personal choice. Teachers view the individual as an entity within

11778-636: The curriculum design, pedagogical approach, and organizational structure, it is explicitly not taught within the school curriculum and studies have shown that Waldorf pupils have little awareness of it. Tensions may arise within the Waldorf community between the commitment to Steiner's original intentions and openness to new directions in education, such as the incorporation of new technologies or modern methods of accountability and assessment. Waldorf schools frequently have striking architecture, employing walls meeting at varied angles (not only perpendicularly). The walls are often painted in subtle colors, often with

11929-635: The curriculum. The school became fully committed to the Steiner method in 1949. The main school block was built in stages between 1955 and 1975, the dining room and theatre added in 1969–71 and the sports hall in 1970. The kindergarten was built on the edge of the grounds near Friarswood in 1966 and the Pottery, was opened in 1991. There are three stages to any Steiner education: kindergarten , lower school and upper school. There were two Kindergartens at Rudolf Steiner Kings Langley School, both of which were in

12080-614: The daily life of the classroom, with standardized testing limited to what is required to enter post-secondary education . The first Waldorf school opened in 1919 in Stuttgart , Germany. A century later, it has become the largest independent school movement in the world, with more than 1,200 independent schools and nearly 2,000 kindergartens in 75 countries, as well as more than 500 centers for special education in more than 40 countries. There are also numerous Waldorf-based public schools , charter schools , and academies , as well as

12231-661: The dehumanizing aspects of nineteenth-century industrialization". Pre-school and kindergarten programs generally include seasonal festivals drawn from a variety of traditions, with attention placed on traditions brought forth from the surrounding community. Waldorf schools in the Western Hemisphere have traditionally celebrated Christian festivals, though one source states that some North American Waldorf schools also include Jewish holidays. Waldorf kindergarten and lower grades generally discourage pupils' use of electronic media such as television and computers. There are

12382-436: The different needs that these "types" represent. For example, Anthroposophists believe "cholerics are risk takers, phlegmatics take things calmly, melancholics are sensitive or introverted, and sanguines take things lightly". Steiner also believed that teachers must consider their own temperament and be prepared to work with it positively in the classroom, that temperament is emergent in children, and that most people express

12533-422: The domain of philosophy. While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. According to some definitions, it can be characterized as an offshoot of ethics. But not everyone agrees with this characterization since the philosophy of education has

12684-408: The education; one Google executive was quoted as saying "I fundamentally reject the notion you need technology aids in grammar school." Waldorf education aims to educate children about a wide range of religious traditions without favoring any single tradition. One of Steiner's primary aims was to establish a spiritual yet nondenominational setting for children from all backgrounds that recognized

12835-418: The educational experience to focus on creating opportunities for self-direction and self-actualization. They start with the student, rather than on curriculum content. Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be

12986-472: The epistemic aims of education. According to the epistemic approach, the central aim of education has to do with knowledge , for example, to pass on knowledge accumulated in the societal effort from one generation to the next. This process may be seen both as the development of the student's mind as well as the transmission of a valuable heritage. Such an approach is sometimes rejected by pragmatists , who emphasize experimentation and critical thinking over

13137-410: The essential basis for younger children's learning and growth, Waldorf schools view computers as being first useful to children in the early teen years, after they have mastered "fundamental, time-honoured ways of discovering information and learning, such as practical experiments and books". In the United Kingdom, Waldorf schools are granted an exemption by the Department for Education (DfE) from

13288-768: The example of the natural sciences by using wide experimental studies. Others prefer a qualitative approach, which is closer to the methodology of the social sciences and tends to give more prominence to individual case studies . Various schools of philosophy have developed their own perspective on the main issues of education. Existentialists emphasize the role of authenticity while pragmatists give particular prominence to active learning and discovery. Feminists and postmodernists often try to uncover and challenge biases and forms of discrimination present in current educational practices. Other philosophical movements include perennialism , classical education , essentialism , critical pedagogy , and progressivism . The history of

13439-473: The expectation that a child will grasp a concept or achieve a skill when he or she is ready. Cooperation takes priority over competition. This approach also extends to physical education; competitive team sports are not introduced until upper grades. Each class remains together as a cohort throughout all elementary, developing as a quasi-familial social group. In elementary years, a core teacher teaches primary academic subjects. A central role of this teacher

13590-426: The field of child development , learning , and motivation can provide important general insights. More specific questions about the curriculum of a particular subject, such as mathematics , are often strongly influenced by the philosophy of this specific discipline, such as the philosophy of mathematics . The problem of power is another issue in the philosophy of education. Of specific interest on this topic

13741-452: The field of educational research, which is an active field of investigation with many studies being published on a regular basis. It is also quite influential in regard to educational policy and practice. Epistemological questions in this field concern the objectivity of its insights. An important methodological divide in this area, often referred to as the "paradigm wars", is between the quantitative or statistical approach in contrast to

13892-543: The field would have serious negative side-effects. A weaker position on this issue does not demand full equality but holds instead that educational policies should ensure that certain factors, like race , native language , and disabilities , do not pose obstacles to the equality of opportunity. A closely related topic is whether all students, both high and low performers, should be treated equally. According to some, more resources should be dedicated to low performers, to help them get to an average level, while others recommend

14043-632: The functioning of sex organs , and social aspects, such as sexual practices and gender identities . Disagreements in this area concern which aspects are taught and in which detail as well as to which age groups these teachings should be directed. Debates on religious education include questions like whether religion should be taught as a distinct subject and, if so, whether it should be compulsory. Other questions include which religion or religions should be taught and to what degree religious views should influence other topics, such as ethics or sex education. Another prominent topic in this field concerns

14194-645: The historical and cultural traditions of the local community. Examples include Waldorf schools in Israel and Japan, which celebrate festivals drawn from these cultures, and classes in the Milwaukee Urban Waldorf school, which have adopted African American and Native American traditions. Religion classes are typically absent from United States Waldorf schools, but are mandatory in some German federal states, which require teachers who identify with each offered religion to teach such classes in addition to

14345-636: The idea that animals evolved from humans, that human spirits are physically incarnated into "soul qualities that manifested themselves into various animal forms", that the current geological formations on Earth have evolved through so-called "Lemurian" and "Atlantean" epochs, and that the four kingdoms of nature are "mineral, plant, animal, and man". All of these are directly contradicted by mainstream scientific knowledge and have no basis in any form of conventional scientific study. Contradictory notions found in Waldorf textbooks are distinct from factual inaccuracies occasionally found in modern public school textbooks, as

14496-505: The importance of this form of investigation since all subsequent work on more specific issues already has to assume at least implicitly what their central terms mean to demarcate their field. For example, in order to study what constitutes good education, one has to have a notion of what the term "education" means and how to achieve, measure, and evaluate it. Definitions of education can be divided into thin and thick definitions. Thin definitions are neutral and descriptive. They usually emphasize

14647-508: The inaccuracies in the latter are of a specific and minute nature that results from the progress of science. The inaccuracies present in Waldorf textbooks, however, are the result of a mode of thinking that has no valid basis in reason or logic. This unscientific foundation has been blamed for the scarcity of systematic empirical research on Waldorf education as academic researchers hesitate in getting involved in studies of Waldorf schools lest it hamper their future career. A Swedish parent wrote

14798-534: The individual lead a good life. All the different more specific goals are aims of education to the extent that they serve this ultimate purpose. On this view, it may be argued that fostering rationality and autonomy in the students are aims of education to the extent that increased rationality and autonomy will result in the student leading a better life. The different theories of the aims of education are sometimes divided into goods-based , skills-based , and character-based accounts. Goods-based accounts hold that

14949-436: The influence of the philosophy of education are significant and wide-ranging, touching many other branches of philosophy, such as ethics , political philosophy , epistemology , metaphysics , and philosophy of mind . Its theories are often formulated from the perspective of these other philosophical disciplines. But due to its interdisciplinary nature, it also attracts contributions from scholars belonging to fields outside

15100-430: The intellectual capacities to evaluate the reasons for and against certain claims and thus to critically assess them. In this sense, one can distinguish unavoidable or acceptable forms of indoctrination from their avoidable or unacceptable counterparts. But this distinction is not always affirmed and some theorists contend that all forms of indoctrination are bad or unacceptable. A recurrent source of disagreement about

15251-569: The interest and ability to observe" in pupils. Experts have called into question the quality of this phenomenological approach if it fails to educate Waldorf students on basic tenets of scientific fact. The Waldorf approach is said to cultivate students with "high motivation" but "average achievement" in the sciences. One study conducted by California State University at Sacramento researchers outlined numerous theories and ideas prevalent throughout Waldorf curricula that were patently pseudoscientific and steeped in magical thinking . These included

15402-413: The likeliest solution. [1] Unschooling is a range of educational philosophies and practices centered on allowing children to learn through their natural life experiences, including child directed play , game play, household responsibilities, work experience, and social interaction , rather than through a more traditional school curriculum. Unschooling encourages exploration of activities led by

15553-500: The main issues of education. They often include normative theories about how education should or should not be practiced and are in most cases controversial. Another approach is to simply list all topics discussed in the philosophy of education. Among them are the issues and presuppositions concerning sex education , science education , aesthetic education, religious education , moral education , multicultural education , professional education , theories of teaching and learning,

15704-546: The markers of which is the loss of the baby teeth. Formal instruction in reading, writing, and other academic disciplines are therefore not introduced until students enter the elementary school, when pupils are around seven years of age. Steiner believed that engaging young children in abstract intellectual activity too early would adversely affect their growth and development. Waldorf elementary schools (ages 7–14) emphasize cultivating children's emotional life and imagination. In order that students can connect more deeply with

15855-505: The measurement of learning, knowledge and its value, cultivating reason, epistemic and moral aims of education, authority , fallibilism, and fallibility . Finally, yet another way that philosophy of education is often tacitly divided is in terms of western versus non-western and “ global south ” perspectives. For many generations, philosophy of education has maintained a relatively ethnocentric orientation, with little attention paid to ideas from outside Europe and North America, but this

16006-528: The methods and forms of evidence responsible for verifying existing beliefs and arriving at new knowledge. It promotes the epistemic autonomy of students and may help them challenge unwarranted claims by epistemic authorities. In its widest sense, the epistemic approach includes various related goals, such as imparting true beliefs or knowledge to the students as well as teaching dispositions and abilities, such as rationality, critical thinking, understanding, and other intellectual virtues . Critical thinking

16157-452: The most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. Since people are people first, and workers second if at all, one should teach liberal topics first, not vocational topics. The focus is primarily on teaching reasoning and wisdom rather than facts, the liberal arts rather than vocational training. The Classical education movement advocates

16308-424: The movement's founder and spiritual leader. Many of Steiner's ideas influenced the pedagogy of the original Waldorf school and still play a central role in modern Waldorf classrooms: reincarnation, karma, the existence of spiritual beings, the idea that children are themselves spiritual beings, and eurythmy . As the co-educational school also served children from outside the factory, it included children from

16459-554: The mystical nature of anthroposophy and the incorporation of Steiner's esoteric ideas into the curriculum. Waldorf schools have also been linked to the outbreak of infectious diseases due to the vaccine hesitancy of many Waldorf parents. The first school based upon the ideas of Rudolf Steiner was opened in 1919 in response to a request from Emil Molt , owner and managing director of the Waldorf-Astoria Cigarette Company in Stuttgart , Germany. This

16610-408: The person becomes a good, law-abiding, and productive member of society. But this issue becomes more problematic in cases where the interests of the individual and society conflict with each other. This poses the question of whether individual autonomy should take precedence over communal welfare. According to comprehensive liberals , for example, education should emphasize the self-directedness of

16761-499: The philosophical movement of the European Enlightenment . The problem of critical thinking is closely connected to that of indoctrination . Many theorists hold that indoctrination is in important ways different from education and should be avoided in education. But others contend that indoctrination should be part of education or even that there is no difference between the two. These different positions depend

16912-419: The philosophy of education started in ancient philosophy but only emerged as a systematic branch of philosophy in the latter half of the 20th century. The philosophy of education is the branch of philosophy that examines the nature, aims, and problems of education . As the philosophical study of education, it investigates its topic similar to how other discipline-specific branches of philosophy, like

17063-426: The pioneers of the latter approach. In this case, inspiration for enriching the content, format, or teaching methods may be sought through various practices, such as consciously reviewing the previous day's activities; actively holding the students in consciousness; and contemplating inspiring pedagogical texts. Zigler suggested that only through focusing on their own spiritual development could teachers positively impact

17214-542: The possibility of objectivity in general. They use this claim to argue against universal forms of education, which they see as hiding particular worldviews , beliefs, and interests under a false cover. This is sometimes utilized to advance an approach focused on more diversity, for example, by giving more prominence in education to the great variety of cultures, customs, languages, and lifestyles without giving preference to any of them. Different approaches to solving these disputes are employed. In some cases, psychology in

17365-477: The practice of education. But the descriptive and the normative approaches are intertwined and cannot always be clearly separated since descriptive findings often directly imply various normative attitudes. Another categorization divides topics in the philosophy of education into the nature and aims of education on the one hand, and the methods and circumstances of education on the other hand. The latter section may again be divided into concrete normative theories and

17516-464: The preceding spiritual existence, as beings of body, soul, and spirit in this lifetime. Educational researcher Martin Ashley suggests that the latter role would be problematic for secular teachers and parents in state schools, and the commitment to a spiritual background both of the child and the education has been problematic for some committed to a secular perspective. While anthroposophy underpins

17667-427: The process of education. This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize these goals. There is a lot of disagreement and various theories have been proposed concerning the aims of education. Prominent suggestions include that education should foster knowledge, curiosity , creativity , rationality , and critical thinking while also promoting

17818-534: The process. In this sense, education is not just about conveying many true beliefs to the students. Instead, the students' ability to arrive at conclusions by themselves and the disposition to question pre-existing beliefs should also be fostered, often with the goal of benefitting not just the student but society at large. But not everyone agrees with the positive role ascribed to critical thinking in education. Objections are often based on disagreements about what it means to reason well. Some critics argue that there

17969-470: The public media. Different types of education can be distinguished, such as formal and informal education or private and public education . Different subdivisions of the philosophy of education have been suggested. One categorization distinguishes between descriptive and normative issues. Descriptive theories aim to describe what education is and how to understand its related concepts. This includes also epistemological questions, which ask not whether

18120-453: The public school students and the national average on the TIMSS test while scoring the same as public school students on the logical reasoning tests. When the logical reasoning tests measured students' understanding of part-to-whole relations, the Waldorf students also outperformed the public school students. The authors of the study noted the Waldorf students' enthusiasm for science, but viewed

18271-399: The relation between education and power , often specifically regarding the power used by modern states to compel children to attend school. A different issue is the problem of the equality of education and factors threatening it, like discrimination and unequal distribution of wealth . Some philosophers of education promote a quantitative approach to educational research , which follows

18422-489: The remaining two. The report stated: "The arrangements for safeguarding are not effective". In a letter of 9 March 2017, the Secretary of State for Education imposed a restriction: "to cease to admit any new student to the school". 51°42′43″N 0°27′32″W  /  51.71194°N 0.45889°W  / 51.71194; -0.45889 Waldorf Education Waldorf education , also known as Steiner education ,

18573-462: The requirement to teach ICT as part of Foundation Stage education (ages 3–5). Waldorf schools have been popular with some parents working in the technology sector in the United States, including those from some of the most advanced technology firms. A number of technologically oriented parents from one school expressed their conviction that younger students do not need the exposure to computers and technology, but benefit from creative aspects of

18724-477: The role of art and aesthetics in public education. It has been argued that the creativity learned in these areas can be applied to various other fields and may thereby benefit the student in various ways. It has been argued that aesthetic education also has indirect effects on various other issues, such as shaping the student's sensibilities in the fields of morality and politics as well as heightening their awareness of self and others. Some researchers reject

18875-420: The role of the transmission of knowledge and understanding in education. Thick definitions include additional normative components, for example, by stating that the process in question has to have certain positive results to be called education. According to one thick definition, education means that the person educated has acquired knowledge and intellectual skills, values these factors, and has thus changed for

19026-465: The role of upholding this inequality and thereby reproduces the capitalist relations of production . Other criticisms of the dominant paradigms in education are often voiced by feminist and postmodern theorists. They usually point to alleged biases and forms of discrimination present in current practices that should be eliminated. Feminists often hold that traditional education is overly man-oriented and thereby oppresses women in some form. This bias

19177-463: The school systems in capitalist societies often focus on the inequality they cause by sorting students for different economic positions. While overtly this process happens based on individual effort and desert, they argue that this just masks and reinforces the underlying influence of the preexisting social class structure . This is sometimes integrated into a wider Marxist perspective on society which holds that education in capitalist societies plays

19328-478: The school. This followed earlier concerns over child safeguarding resulting in a March 2017 instruction from the DfE to not admit new students. An appeal of the de-registration order on behalf of the school failed, and the school closed on 29 March 2019. The grounds are on the site of the medieval Dominican Priory of Kings Langley . The school was incorporated in its present form offering Waldorf education in 1949 and

19479-603: The science curriculum as "somewhat old-fashioned and out of date, as well as including some doubtful scientific material". In 2008, Stockholm University terminated its Waldorf teacher training courses. In a statement, the university said "the courses did not encompass sufficient subject theory and a large part of the subject theory that is included is not founded on any scientific base". The dean, Stefan Nordlund, stated "the syllabus contains literature which conveys scientific inaccuracies that are worse than woolly; they are downright dangerous". Because they view human interaction as

19630-444: The social domain, such as fostering a sense of community and solidarity and thus turning the individual into a productive member of society while protecting them from the potentially negative influences of society. The discussion of these positions and the arguments cited for and against them often include references to various disciplines in their justifications, such as ethics , psychology , anthropology , and sociology . There

19781-444: The spiritual development of students. Plato 's educational philosophy was grounded in a vision of an ideal Republic wherein the individual was best served by being subordinated to a just society due to a shift in emphasis that departed from his predecessors. The mind and body were to be considered separate entities. In the dialogues of Phaedo , written in his "middle period" (360 BCE), Plato expressed his distinctive views about

19932-428: The student. In the earlier stages of education, a high level of trust on the side of the students may be necessary. But the more their intellectual capacities develop, the more they should use them when trying to assess the plausibility of claims and the reasons for and against them. In this regard, it has been argued that, especially for young children, weaker forms of indoctrination may be necessary while they still lack

20083-402: The students. On this view, it is up to the student to choose their own path in life. The role of education is to provide them with the necessary resources but it does not direct the student with respect to what constitutes an ethically good path in life. This position is usually rejected by communitarians , who stress the importance of social cohesion by being part of the community and sharing

20234-550: The study of the conceptual and methodological presuppositions of these theories. Other classifications additionally include areas for topics such as the role of reasoning and morality as well as issues pertaining to social and political topics and the curriculum. The theories within the philosophy of education can also be subdivided based on the school of philosophy they belong to. Various schools of philosophy, such as existentialism , pragmatism , Marxism , postmodernism , and feminism , have developed their own perspective on

20385-470: The subject matter, academic instruction is presented through artistic work that includes story-telling, visual arts , drama, movement, music, and crafts. The core curriculum includes language arts, mythology, history, geography, geology, algebra, geometry, mineralogy, biology, astronomy, physics, chemistry, and nutrition. The school day generally begins with a one-and-a-half to two-hour, cognitively oriented academic lesson, or " Main lesson ", that focuses on

20536-548: The subject of moral education . This field is sometimes referred to as "educational ethics". Disagreements in this field concern which moral beliefs and values should be taught to the students. This way, many of the disagreements in moral philosophy are reflected in the field of moral education. Some theorists in the Kantian tradition emphasize the importance of moral reasoning and enabling children to become morally autonomous agents who can tell right from wrong. Theorists in

20687-722: The supposed temperaments of students but this is often not described to parents, students, or observers. In most Waldorf schools, pupils enter secondary education when they are fourteen years old. Secondary education is provided by specialist teachers for each subject. The curriculum is purported to foster pupils' intellectual understanding, independent judgment, and ethics. In the third developmental stage (14 years old and up), children are supposed to learn through their own thinking and judgment. Students are asked to understand abstract material and expected to have sufficient foundation and maturity to form conclusions using their own judgment. The overarching goals are to provide young people

20838-589: The teacher acts as the authority figure guiding the learning activity while students are expected to follow their lead. Critical pedagogy is an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." Based in Marxist theory , critical pedagogy draws on radical democracy , anarchism , feminism , and other movements for social justice . Democratic education

20989-468: The tendency to think, feel, and act morally. The individual should thereby develop as a person, and achieve self-actualization by realizing their potential . Some theorists emphasize the cultivation of liberal ideals , such as freedom , autonomy , and open-mindedness , while others stress the importance of docility, obedience to authority, and ideological purity, sometimes also with a focus on piety and religious faith . Many suggestions concern

21140-434: The test results. This also includes questions about the form of testing, for example, whether it should be standardized . Standardized tests present the same questions and scoring system to all students taking the test and are often motivated by a desire for objective and fair evaluations both of students and schools. Opponents have argued that this approach tends to favor certain social groups over others and severely limits

21291-542: The training includes considerable artistic work in storytelling, movement, painting, music, and handwork. Waldorf teacher education includes social–emotional development as "an integral and central element", which is unusual for teacher trainings. A 2010 study found that students in advanced years of Waldorf teacher training courses scored significantly higher than students in non-Waldorf teacher trainings on three measures of empathy: perspective taking, empathic concern, and fantasy. One of Waldorf education's central premises

21442-421: The transmission of knowledge. Others have argued that this constitutes a false dichotomy : that the transmission of knowledge and the development of a rational and critical mind are intertwined aims of education that depend on and support each other. In this sense, education aims also at fostering the ability to acquire new knowledge. This includes both instilling true beliefs in the students as well as teaching

21593-511: The ultimate aim of education is to produce some form of epistemic good, such as truth, knowledge, and understanding. Skills-based accounts, on the other hand, see the development of certain skills, like rationality as well as critical and independent thinking as the goal of education. For character-based accounts, the character traits or virtues of the learner play the central role, often with an emphasis on moral and civic traits like kindness , justice , and honesty . Many theories emphasize

21744-497: The use of the registered names "Waldorf" and "Steiner school" and offer accreditations, often in conjunction with regional independent school associations. Independent schools receive complete or partial funding in much of Europe, particularly in Northern and Eastern Europe. Sweden, Finland, Holland, and Slovakia provide over 90% of independent schools' funding, while Slovenia, Germany, Belgium, Luxembourg, Ireland, Hungary, Estonia,

21895-566: The value of role models drawn from a wide range of literary and historical traditions in developing children's fantasy and moral imaginations. For Steiner, education was an activity which fosters the human being's connection to the divine and is thus inherently religious. Waldorf schools were historically "Christian based and theistically oriented", as they expand into different cultural settings they are adapting to "a truly pluralistic spirituality". Waldorf theories and practices are often modified from their European and Christian roots to meet

22046-400: The world that every student needs to learn and master. It is a form of traditional education that relies on long-standing and established subjects and teaching methods. Essentialists usually focus on subjects like reading, writing, mathematics, and science, usually starting with very basic skills while progressively increasing complexity. They prefer a teacher-centered approach, meaning that

22197-457: The year, and work outside in the gardening lesson. Another subject they started is Eurythmy , which was a way of telling stories through body movement. More solid subjects such as Mathematics , English Literature , History, Geography , Religion and the Sciences were introduced in the middle school from class 3 to 8. During this period no exams on these subjects took place. The upper school

22348-402: Was already an important topic in ancient philosophy and has remained so to the present day. But it only emerged as a distinct branch of philosophy in the latter half of the 20th century, when it became the subject of a systematic study and analysis. The term "education" can refer either to the process of educating or to the field of study investigating education as this process. This ambiguity

22499-572: Was at that time called the New School. A private school had existed on this site since around 1909 and was known as Coombe Hill School or Priory School. The headmistress, Margaret Cross , was interested in progressive ideas in education and in 1921 attended a course run by Dr. Rudolf Steiner , who visited the school himself in April 1922. From then on elements of Steiner's educational method such as bio-dynamic gardening and eurythmy were included in

22650-653: Was from class 9 to 13. The Steiner Schools GCSE examinations were started a year later than state schools to give the students in class 9 the opportunity to go on a French or German exchange for a term. This was recommended as it enhanced their understanding of the language. Therefore, GCSEs were taken in class 11 and A-levels were taken in class 13. The Waldorf curriculum offers many subjects which are not usually included in state schools. These subjects are main lesson , gardening, handwork, pottery, woodwork, metalwork, painting and drawing, sponsor lesson and Eurythmy. Main Lesson

22801-433: Was present to severe degrees in earlier forms of education and a lot of progress has been made towards more gender-equal forms of education. Nonetheless, feminists often contend that certain problems still persist in contemporary education. Some argue, for example, that this manifests itself in the prominence given to cognitive development in education, which is said to be associated primarily with masculinity in contrast to

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