ISBN:
9781003403609
,
9781040031636
,
9781032517124
Language:
Undetermined
Pages:
1 Online-Ressource (222 p.)
Series Statement:
Routledge Research in International and Comparative Education
Parallel Title:
Erscheint auch als Critically assessing the reputation of Waldorf education in academia and the public
DDC:
371.39/109
Keywords:
Waldorf method of education History
;
Walforf method of education Case studies
;
École Waldorf - Histoire
;
EDUCATION / General
;
EDUCATION / Non-Formal Education
;
EDUCATION / Teaching Methods & Materials / General
;
Waldorf education;Rudolf Steiner;Steiner Schools;alternative education;China;Slovenia;France;Kenya;Poland;Spain;Israel;Japan;Finland;Belgium;Austria;Switzerland;Norway;The Netherlands;Germany;Educational Science Discourse;common trends;public debate;international and comparative education;discourse;segregation or integration;worldview;secular societies;anthroposophy;anthropologist;empirical
;
thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
;
thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy
;
thema EDItEUR::J Society and Social Sciences::JN Education::JNT Teaching skills and techniques
;
thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLA Pre-school and kindergarten
Abstract:
The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing “progressive education.” Spanning the period 1919–1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987–2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field. This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume
Note:
English
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