A comparison of Waldorf and non-Waldorf student-teachers’ social-emotional competencies: can arts engagement explain differences?

Martzog, Philipp; Kuttner, Simon; Pollak, Guido

doi:10.1080/02607476.2015.1131365

Cited by 5 publications

(1 citation statement)

References 32 publications

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“…Initiating and supporting such processes of practice are considered fundamental in Waldorf teacher education and are not only part and parcel of the artistic courses, but in different ways are also integrated into phenomenological approaches to subject studies, methodology and pedagogical anthropology (Oberski and McNally, 2007;Kiersch, 2008;Lutzker, 2016aLutzker, , 2018aMartzog et al, 2016;Jeuken and Lutzker, 2019;Lutzker and Zdražil, 2019;Rawson, 2020a,b).…”

Section: The Role and Practice Of The Arts In Waldorf Educationmentioning

confidence: 99%

Artistic practice in Waldorf teacher education: a sensory-aesthetic concept for a digital age

Lutzker

2024

Front. Educ.

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One of the general concepts underlying Waldorf education is that teaching is an art. Although this idea is certainly not unique to Waldorf education, what is unique is the way it has been integrated into Waldorf teacher education. While Waldorf teacher education programs are diverse, both in national and international contexts, one of the central elements which they share is the prominent role which different forms of artistic practice play throughout the course of pre-service and in-service programs. This article explores the reasons and aims behind the inclusion of subjects such as music, sculpture, and speech in Waldorf teacher education, at first within the larger context of viewing different perspectives and justifications for the inclusion of the arts in teacher education outside of Waldorf pedagogy. In light of the educational challenges posed by widespread sensory deficits among children and adolescents, viewed here as being connected to the extensive role/s which different forms of digital media play in their lives, the case is made for the potentials of the arts as a way to address those deficits. In examining both the arguments for arts-based courses in teacher education and the pedagogical challenges of our times I propose a concept for the inclusion of the arts in teacher education connected to the concept of aesthesis, from the Ancient Greek concept of aisthésis, understood here as the primary perceptual-sensory basis of aesthetic experience. The integration of scientific courses with arts-based practice in teacher education is seen as providing a fruitful basis for teachers to be able to take on these educational challenges.

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Section: The Role and Practice Of The Arts In Waldorf Educationmentioning

confidence: 99%