Observing the Class Observing the Children - Research Institute for ...

More documents

Recommendations

Info

86 can use them to carry pedagogical material. This works, however, only when the knitted dwarves on the classroom’s seasonal table are not gathering dust, but rather, are involved in and allowed to live through rituals and routines in the lessons. Interviewer:: How far is the children’s relationship to the elemental world taken into account in the lesson plans? KDT: Young children live strongly in their environment and are much more connected with it than adults are. In this dreamy consciousness, the figures of the fairy tales and sagas live, and with appropriate openness it is possible for children to perceive the elemental beings. This condition of consciousness continues to have an effect in the First and Second Grades. The lesson plans take this fact into account through the artistic methods of teaching, whereby the picture-forming capacities play an especially important role, for example in the introduction of the letters through pictures. A further central factor is the already-mentioned narrative material. Interviewer: Do the children speak of their “supersensible” perceptions? KDT: Seldom. These perceptions are not supersensible for them, but rather, real experiences. Moreover, they often discover that they cannot speak with adults about these things. I once had the great good fortune to have an open conversation on this topic with my Seventh Grade class. Shame-faced and with a chuckle, they told about experiences from their childhood: young girls who had played with elves in a flowering meadow, and one young boy who, while having a high fever, saw his guardian angel and spoke with him. of life? Interviewer:What are the reasons why these capacities are lost in later stages KDT: The feeling-impressions that the children have experienced through the fairy tales and stories sink down and are forgotten, but they continue to work on, building and structuring the children’s soul-life. Many children lose the capacity to see nature spirits around the age of nine or ten, when they gain some distance from the environment and develop a more wakeful consciousness for the sense world. Others at this same age become aware of the special nature of their perceptions and continue to interact with these beings as a matter of course— at least, that is what Waldorf students have told me—in the past and today. I think that in the face of the increasing intellectual demands of the upper grades, spiritual perceptions fade into the background, or perhaps disappear altogether. In adulthood, however, these perceptive capacities can come alive again. These capacities are lost earlier, the less they are “nourished” or encouraged.
Interviewer: When cute dwarves and rough hobgoblins lose their attraction, how does the teacher awaken the feeling for nature spirits? KDT: Through teaching that is pictorial, artistic and full of imagination, in which the themes of the lessons are characterized in a lively way. When plants, animals, personalities and historical times, chemical elements and physical laws are characterized with all their special aspects in a lively manner, and brought as a soul experience, then the students sense, unconsciously, that nature is alive in its essential being. 87
Page 1:
Waldorf Journal Project #18 January
Page 4 and 5:
4 Printed with support from the Wal
Page 6 and 7:
6 Anything but Children’s Play: W
Page 9 and 10:
The Art of Observing Children By Ch
Page 11 and 12:
uilding stones for discovery of the
Page 13 and 14:
What Does a Good Child Observation
Page 15 and 16:
intuition for completely new ideas.
Page 17 and 18:
What Is a Child Observation? [Child
Page 19 and 20:
Interviewer: What is the aim of gat
Page 21 and 22:
process of inwardly following the g
Page 23 and 24:
Changed living situation: To a larg
Page 25 and 26:
Consumer childhood In past generati
Page 27 and 28:
Goals (consequences) for a pedagogy
Page 29 and 30:
Born as an Original - Died as a Cop
Page 31 and 32:
Love Melts Away Fear By Henning Kö
Page 33 and 34:
The Secret of Children’s Drawings
Page 35 and 36: drawings can show us how strongly o
Page 37 and 38: Normal Is the Difference: Maxims fo
Page 39 and 40: Normal is that which does not stand
Page 41 and 42: We should take the trouble to devel
Page 43 and 44: It’s a matter of setting the exam
Page 45 and 46: Shouldn’t these children already
Page 47 and 48: In answer to these questions, the c
Page 49 and 50: Love Enables Knowledge by Lorenzo R
Page 51 and 52: To the truly seeing-eye of the ange
Page 53 and 54: is this so? The artistic element wo
Page 55 and 56: Educational Principle #6 Just as in
Page 57 and 58: the introductory lectures by Steine
Page 59 and 60: Painting The first steps in drawing
Page 61 and 62: whole artistic realm in the same el
Page 63 and 64: you have also worked on his feeling
Page 65 and 66: grown-up people have in front of th
Page 67 and 68: it is a rather rough expression of
Page 69 and 70: such a thing purely for social reas
Page 71 and 72: he likes telling about. With all th
Page 73 and 74: Steiner considered speech as a genu
Page 75 and 76: and productive way.” 47 This is i
Page 77 and 78: What Was That? Forgetting and Remem
Page 79 and 80: unimportant aspects, so that we do
Page 81 and 82: for particular periods of sleep—s
Page 83 and 84: Brought to School by the Police? by
Page 85: Elemental Beings Are Real for Many
Page 89 and 90: instruction is fun, and the instruc
Page 91: self-consciousness. This is also he
show all

Observing the Class Observing the Children - Research Institute for ...

Create successful ePaper yourself

Delete template?

Save as template?