Steinerrapport - Michael Skolen

Indhold
RESUME ................................................................................................................................................. 5
HVAD VISER UNDERSØGELSEN? ....................................................................................................................... 5
KONKLUSION ............................................................................................................................................... 7
1. En ungdomsuddannelse, der favner bredt ...................................................................................... 7
2. Overskolen set ud fra elevernes perspektiv ..................................................................................... 8
3. En inkluderende pædagogik ............................................................................................................ 8
4. Internationalt perspektiv ................................................................................................................ 8
PROJEKTETS BAGGRUND ................................................................................................................................. 9
EMPIRISK GRUNDLAG ................................................................................................................................... 10
FORORD FRA RUDOLF STEINER SKOLERNE ........................................................................................... 12
FORSKERGRUPPENS FORORD .............................................................................................................. 13
KAPITEL 1. UNDERSØGELSENS GRUNDLAG.......................................................................................... 15
SKOLERNES DELTAGELSE I UNDERSØGELSEN ...................................................................................................... 16
GÆST PÅ EN RUDOLF STEINER SKOLE .............................................................................................................. 17
MELLEM IDEOLOGI OG FORSKNING ................................................................................................................. 21
KAPITEL 2. DIDAKTISK ANALYSE .......................................................................................................... 22
LÆRING, UNDERVISNING OG DIDAKTIK ............................................................................................................. 22
LÆRING SOM KOGNITIV PROCES ..................................................................................................................... 23
LÆRING SOM PSYKODYNAMISK PROCES ........................................................................................................... 25
LÆRING SOM SOCIAL PROCES......................................................................................................................... 26
KAPITEL 3. BESKRIVELSE AF WALDORFPÆDAGOGIKKEN ..................................................................... 35
INDLEDENDE BETRAGTNINGER OM WALDORFPÆDAGOGIKKEN .............................................................................. 36
WALDORFPÆDAGOGIKKENS HISTORISKE FORANKRING ........................................................................................ 38
OPDRAGELSESOPGAVEN I WALDORFPÆDAGOGIKKEN .......................................................................................... 41
MENNESKETS FIRE UDVIKLINGSTRIN ................................................................................................................ 41
URYTMIEN ................................................................................................................................................. 45
AFRUNDING AF BESKRIVELSEN AF WALDORFPÆDAGOGIKKEN ................................................................................ 48
KAPITEL 4. INTRODUCERENDE SIGNALEMENT AF UNDERVISERNE VED SKOLERNE .............................. 52
EN INDUKTIV TILGANG ................................................................................................................................. 56
DET HELE MENNESKE OG MENNESKESYNET ....................................................................................................... 57
DE ÅNDELIGE VENDINGER ............................................................................................................................. 58
EN IKKE‐KRITISK TILGANG.............................................................................................................................. 60
ALMENE PÆDAGOGISKE OVERVEJELSER ........................................................................................................... 61
KAPITEL 5. 11.‐12. KLASSES ELEVERS FORSTÅELSE OG VURDERING AF RUDOLF STEINER SKOLENS
KVALITETER ......................................................................................................................................... 63