MA in Steiner’s Educational Philosophy
Validated by Canterbury Christ Church University, Kent, UK.
By Dr Robert Rose
The MA at Canterbury Christchurch University (CCCU) is in Partnership with the Steiner / Waldorf Schools Fellowship. We are now recruiting for the new entry for 2017.
The MA began in June 2013 with students from many different backgrounds. All of whom have varying degrees of experience in both Steiner and Mainstream education giving them unique insights into the workings of both. This has lead to some very lively conversations over the last three academic years.
The MA is not a teacher training course as such, but for those who are interested in research-based teaching it may be a key ingredient to the future of Waldorf Education. It is a research-based course which aims to compare Steiner’s essential educational philosophy a contemporary in a context. This could have a fruitful impact on teaching practice as well as on education studies.
The MA is co-taught, with the main tutors being present at all sessions. Teaching with others is a very engaging experience which gives participants insights into the connectedness of Steiner / Waldorf education to the rich variety of educational thought today and shows how all educationalists have similar concerns in common. This is an important part of the MA as it demonstrates how education is not defined by the National Curriculum and that Steiner education has many “kindred spirits” in the World. There is also an excellent working relationship with the tutors from CCCU, something which the participants appreciate and shows that all educationalists are attempting to help humanity.
The MA is designed to be very manageable, with one weekend per module every term plus reading and an assignment of about 4000 words. The modules can be seen in the brochure located at the Steiner / Waldorf Schools Fellowship website, which can also be attained form me at robertrose1@hotmail.co.uk.
The course begins with the module on “criticality and research” (not as foreboding as it sounds). Different tutors introduce different aspects of research methods. There is a brief introduction to Waldorf Education as a global phenomenon which includes a presentation of the rich variety of Steiner / Waldorf schools around the World. This gives rise to a consideration of the relevance of contemporary research methods to Steiner Education and a brief introduction to Steiner’s own research methods in the context of education.
The second module is on the importance of the teacher Self in education. There are talks and practical exercises on the question of “moral leadership”, together with an introduction to Steiner’s idea of the Self in connection with “ethical individualism” and “self-development” and the significance for teachers. All of this was done in connection with modern research.
The third module is on “theories of child development” in modern research and in connection with Steiner’s ideas of the different human developmental phases. This module contrasts Steiner’s views on child development with other thinkers such as Vygotsky, Bruner and Donaldson.
The fourth module is on the topic of Spiritual and Moral Education. This looks at the Governments directive in this area and Steiner’s possible contribution modern research. The lectures consider Steiner’s idea that this aspect of education is the “most important” and most “central part” of all forms of education and how it is vital in a healthy functioning society.
The fifth module is about Education Policy. In relation to Steiner / Waldorf Curriculum, this considers the questionable criticisms that it is a form of indoctrination. The module provides balanced evidence that Steiner was against indoctrination / pseudoscience and that if anything Steiner / Waldorf Education attempts to expand science.
The sixth module is the topic: Education, Culture and Society. The module takes a broad view in attempting to understand Steiner’s contribution to culture and society – considering how it meshes in with the historical changes since the Enlightenment and what it has to contribute to the further evolution of society.
The seventh module is a research based dissertation and is the culmination of the MA. Participants engage in formulating a research question which is of deepest significance and relevance to them personally. The module begins with a research methods weekend where modern methods are introduced and compared with Steiner’s own methods. These are then individualised in relation to the participant’s personal research question.
The MA could play an important role in the future of Steiner Teacher education. On the one hand it implicitly addresses many of the criticisms of Steiner / Waldorf education that are currently circulating, but without making them the focus of the study. It affirms the academic credibility of Steiner / Waldorf education as well as the serious way in which academics can understand Steiner (rather than the way of the pseudo-academics who just want to criticise rather than understand). On the other hand, the MA also gives teachers and others the opportunity to get to grips with the core ideas in Steiner and compare them with others, showing similarities as well as differences. This could make an important contribution to Steiner / Waldorf schools movement generally as well as deepen the academic credentials of Steiner Education and Anthroposophy in the World.
The MA could be of value to teachers from Steiner / Waldorf or Mainstream education as well as administrators or simply those interested in the subject. It may also be a good stepping stone for those aspiring to leadership positions in the Steiner / Waldorf Schools movement.
The MA is now recruiting for the next year, so if you would like further information or wish to express an interest in this course please contact:
fiona.stephens@canterbury.ac.uk.
Please cc
robertrose1@hotmail.co.uk
If you would like an informal chat or would like to arrange a meeting, please feel free to contact me.
Dr R. A. Rose.
Validated by Canterbury Christ Church University, Kent, UK.
By Dr Robert Rose
The MA at Canterbury Christchurch University (CCCU) is in Partnership with the Steiner / Waldorf Schools Fellowship. We are now recruiting for the new entry for 2017.
The MA began in June 2013 with students from many different backgrounds. All of whom have varying degrees of experience in both Steiner and Mainstream education giving them unique insights into the workings of both. This has lead to some very lively conversations over the last three academic years.
The MA is not a teacher training course as such, but for those who are interested in research-based teaching it may be a key ingredient to the future of Waldorf Education. It is a research-based course which aims to compare Steiner’s essential educational philosophy a contemporary in a context. This could have a fruitful impact on teaching practice as well as on education studies.
The MA is co-taught, with the main tutors being present at all sessions. Teaching with others is a very engaging experience which gives participants insights into the connectedness of Steiner / Waldorf education to the rich variety of educational thought today and shows how all educationalists have similar concerns in common. This is an important part of the MA as it demonstrates how education is not defined by the National Curriculum and that Steiner education has many “kindred spirits” in the World. There is also an excellent working relationship with the tutors from CCCU, something which the participants appreciate and shows that all educationalists are attempting to help humanity.
The MA is designed to be very manageable, with one weekend per module every term plus reading and an assignment of about 4000 words. The modules can be seen in the brochure located at the Steiner / Waldorf Schools Fellowship website, which can also be attained form me at robertrose1@hotmail.co.uk.
The course begins with the module on “criticality and research” (not as foreboding as it sounds). Different tutors introduce different aspects of research methods. There is a brief introduction to Waldorf Education as a global phenomenon which includes a presentation of the rich variety of Steiner / Waldorf schools around the World. This gives rise to a consideration of the relevance of contemporary research methods to Steiner Education and a brief introduction to Steiner’s own research methods in the context of education.
The second module is on the importance of the teacher Self in education. There are talks and practical exercises on the question of “moral leadership”, together with an introduction to Steiner’s idea of the Self in connection with “ethical individualism” and “self-development” and the significance for teachers. All of this was done in connection with modern research.
The third module is on “theories of child development” in modern research and in connection with Steiner’s ideas of the different human developmental phases. This module contrasts Steiner’s views on child development with other thinkers such as Vygotsky, Bruner and Donaldson.
The fourth module is on the topic of Spiritual and Moral Education. This looks at the Governments directive in this area and Steiner’s possible contribution modern research. The lectures consider Steiner’s idea that this aspect of education is the “most important” and most “central part” of all forms of education and how it is vital in a healthy functioning society.
The fifth module is about Education Policy. In relation to Steiner / Waldorf Curriculum, this considers the questionable criticisms that it is a form of indoctrination. The module provides balanced evidence that Steiner was against indoctrination / pseudoscience and that if anything Steiner / Waldorf Education attempts to expand science.
The sixth module is the topic: Education, Culture and Society. The module takes a broad view in attempting to understand Steiner’s contribution to culture and society – considering how it meshes in with the historical changes since the Enlightenment and what it has to contribute to the further evolution of society.
The seventh module is a research based dissertation and is the culmination of the MA. Participants engage in formulating a research question which is of deepest significance and relevance to them personally. The module begins with a research methods weekend where modern methods are introduced and compared with Steiner’s own methods. These are then individualised in relation to the participant’s personal research question.
The MA could play an important role in the future of Steiner Teacher education. On the one hand it implicitly addresses many of the criticisms of Steiner / Waldorf education that are currently circulating, but without making them the focus of the study. It affirms the academic credibility of Steiner / Waldorf education as well as the serious way in which academics can understand Steiner (rather than the way of the pseudo-academics who just want to criticise rather than understand). On the other hand, the MA also gives teachers and others the opportunity to get to grips with the core ideas in Steiner and compare them with others, showing similarities as well as differences. This could make an important contribution to Steiner / Waldorf schools movement generally as well as deepen the academic credentials of Steiner Education and Anthroposophy in the World.
The MA could be of value to teachers from Steiner / Waldorf or Mainstream education as well as administrators or simply those interested in the subject. It may also be a good stepping stone for those aspiring to leadership positions in the Steiner / Waldorf Schools movement.
The MA is now recruiting for the next year, so if you would like further information or wish to express an interest in this course please contact:
fiona.stephens@canterbury.ac.uk.
Please cc
robertrose1@hotmail.co.uk
If you would like an informal chat or would like to arrange a meeting, please feel free to contact me.
Dr R. A. Rose.
