A partir de um processo desenvolvido em relação ao estudo, à contemplação e aos trabalhos de pintura, desenho e modelagem com as imagens de Madonas, esta dissertação busca estudar a atuação do trabalho com estas imagens na alma do homem contemporâneo, seu valor terapêutico e sua relação com a saúde. O estudo é qualitativo e interdisciplinar com interfaces na filosofia, religião, arte, história da arte e psicanálise. As imagens das Madonas parecem recolocar e questionar o mistério do nascimento, o mistério da vida humana, o mistério da relação com o outro e o mistério do divino no homem. Esse trabalho de pesquisa foi realizado por meio do vértice fenomenológico, como proposto por Pavel Florensky. A pesquisadora investigou as imagens por meio dessa perspectiva e realizou sobre cada uma delas versões de sentidos. Em seguida, o trabalho prossegue por meio da investigação do uso das imagens em situação clínica / Based on a process of investigation, contemplation and studies of images of Madonnas namely by painting, drawing and sculpture the aim of this paper is to find out the effects of these works on the soul of the contemporary human being, its therapeutic value and its health improving relationship. This study is of qualitative and interdisciplinary nature with interphases in philosophy, religion, art, history of art and psychoanalysis. The images of the Madonnas put a new aspect to the questioning of the mystery of birth, human life, of communication with each other and the mystery of the divine within man. This research work was carried out by using the phenomenological process as proposed by Pavel Florensky. A research worker investigated the images using this means and worked out possibilities of interpretation on each of them. Further the work is followed up by investigation of the use of images in therapy

This thesis "Educational and occupational perspektive of adolescents and adult people with disabilities" outlines the educational system for the people with disabilites, their employment and work placement options. Characteristics of the Waldorf Elementary and High school points out specialities and attitudes of the Waldofr's pedagogy and anthroposophic view towards the people with disabilities with the aim to present its implication on the posibilities of the people with disabilities on the following education and work placement. The outcome of the questionaire placed in Waldorf elementary and high school reflects the assertion of graduates after leaving the school, interviews with teachers of practical traning and the head of the workshop Jinan. The aim of this thesis is to emphasizes the importance of education and work placement for the people with disabilities, necessary in order to cultivate and enrich their lives.

This diploma thesis deals with Waldorf pedagogy. It is divided into five chapters. The first two map the circumstances of Waldorf education and life-shaping the mind constructs its founder Rudolf Steiner. The remaining three chapters answer questions regarding: Waldorf teaching specifics, personality profile Waldorf teachers and planting Czech Waldorf pedagogy in contemporary Czech education stream. Key words anthroposophy, Czech education, Rudolf Steiner, Waldorf school teacher, Waldorf pedagogy, Waldorf teaching

Made available in DSpace on 2016-04-25T20:21:01Z (GMT). No. of bitstreams: 1 Rosana Lucille Bassinello Saraiva.pdf: 3602680 bytes, checksum: d42e75a9ce87a2c0cad61bc36de00278 (MD5) Previous issue date: 2013-08-23 / This Doctor's Thesis aims to examine the possibility of undertaking ethics and solidarity in the view of the Science of Anthroposophy. In this paper the reader will become familiar with this social issue through a vast bibliographical review of the Science of Anthroposophy, based on the works of its pioneer, Rudolf Steiner, and other anthroposophers who follow his ideas. In addition, other authors here are presented as they also relate to this social issue, but who have convergent ideas from the ones found in Anthroposophy. Furthermore, a case study is presented, which was conducted by the Community Association of Monte Azul, a socially responsible organization that has its foundation on the Science of Anthroposophy. This is to provide relevant facts of this biography organizational, with emphasis on the action of the founder of this social work, Ute Craemer Else Ludovic, as well as a documentary analysis of Participatory Planning, from 2009 to 2013, with all the social and community programs of this Association, spread over three different cores covered: Monte Azul, Peinha and Horizonte Azul, and also with exposure to the vision of the future and the objectives of each program. For the composition of the case study, a research was conducted with two groups of respondents, both from Monte Azul Community Association: strategic group, of goals, and leadership group or support, of coordinators. The findings from the data allowed for a categorical thematic analysis, which shows the indicators of research for each question, as well as the correlation of indicators into categories, and also comments from the analysis. As a result, it was observed that both the ethical issue and the issue of solidarity are referenced by the attitudes and behaviors described in the case study, in the interviewees' testemonials. The conclusion is done by means of a reflection on the initial problematic proposal / Esta Tese de Doutorado buscou a compreensão para o empreender de maneira ética e solidária, sob à ótica da Ciência da Antroposofia . Para tanto, este estudo discorre sobre a questão social, por meio de uma vasta revisão bibliográfica da Ciência da Antroposofia, a partir da obra de seu precursor, Rudolf Steiner, e demais antropósofos, que seguiram suas concepções. Igualmente, são apresentados, outros autores que se relacionam com a questão social e que, de alguma forma, discutem ideias convergentes, àquelas propostas e fundamentadas na Antroposofia. Para aprofundar a problemática apresenta-se um Estudo de Caso, desenvolvido na Associação Comunitária Monte Azul, que é uma organização fundamentada na Ciência da Antroposofia e que tem finalidade social. Trata-se de oferecer fatos relevantes desta biografia organizacional, com ênfase, na ação da fundadora deste trabalho social, Ute Else Ludovic Craemer, bem como, uma análise documental do Planejamento Participativo, do período 2009 a 2013, com todos os programas sociais e comunitários da Associação, distribuídos por três diferentes núcleos de abrangência: Monte Azul, Peinha e Horizonte Azul e, também, com a exposição da visão de futuro e os objetivos de cada programa. Para a composição do estudo de caso foi realizada uma pesquisa com dois grupos de entrevistados, ambos da Associação Comunitária Monte Azul: grupo estratégico, de metas e grupo de liderança ou de apoio, de coordenadoras. Os dados resultantes da coleta das informações possibilitaram a análise categorial temática, que mostra os indicadores da pesquisa para cada questão, bem como a correlação dos indicadores em categorias e também os comentários da análise. Como resultados foi possível observar que tanto a questão ética quanto a questão solidária são referenciadas por meio das atitudes e dos comportamentos descritos no estudo de caso, nos depoimentos dos entrevistados. A finalização é feita por meio de uma reflexão acerca da problemática inicial proposta

Made available in DSpace on 2016-04-26T14:54:26Z (GMT). No. of bitstreams: 1 Rosana Lucille Bassinello Saraiva.pdf: 3602680 bytes, checksum: d42e75a9ce87a2c0cad61bc36de00278 (MD5) Previous issue date: 2013-08-23 / This Doctor's Thesis aims to examine the possibility of undertaking ethics and solidarity in the view of the Science of Anthroposophy. In this paper the reader will become familiar with this social issue through a vast bibliographical review of the Science of Anthroposophy, based on the works of its pioneer, Rudolf Steiner, and other anthroposophers who follow his ideas. In addition, other authors here are presented as they also relate to this social issue, but who have convergent ideas from the ones found in Anthroposophy. Furthermore, a case study is presented, which was conducted by the Community Association of Monte Azul, a socially responsible organization that has its foundation on the Science of Anthroposophy. This is to provide relevant facts of this biography organizational, with emphasis on the action of the founder of this social work, Ute Craemer Else Ludovic, as well as a documentary analysis of Participatory Planning, from 2009 to 2013, with all the social and community programs of this Association, spread over three different cores covered: Monte Azul, Peinha and Horizonte Azul, and also with exposure to the vision of the future and the objectives of each program. For the composition of the case study, a research was conducted with two groups of respondents, both from Monte Azul Community Association: strategic group, of goals, and leadership group or support, of coordinators. The findings from the data allowed for a categorical thematic analysis, which shows the indicators of research for each question, as well as the correlation of indicators into categories, and also comments from the analysis. As a result, it was observed that both the ethical issue and the issue of solidarity are referenced by the attitudes and behaviors described in the case study, in the interviewees' testemonials. The conclusion is done by means of a reflection on the initial problematic proposal / Esta Tese de Doutorado buscou a compreensão para o empreender de maneira ética e solidária, sob à ótica da Ciência da Antroposofia . Para tanto, este estudo discorre sobre a questão social, por meio de uma vasta revisão bibliográfica da Ciência da Antroposofia, a partir da obra de seu precursor, Rudolf Steiner, e demais antropósofos, que seguiram suas concepções. Igualmente, são apresentados, outros autores que se relacionam com a questão social e que, de alguma forma, discutem ideias convergentes, àquelas propostas e fundamentadas na Antroposofia. Para aprofundar a problemática apresenta-se um Estudo de Caso, desenvolvido na Associação Comunitária Monte Azul, que é uma organização fundamentada na Ciência da Antroposofia e que tem finalidade social. Trata-se de oferecer fatos relevantes desta biografia organizacional, com ênfase, na ação da fundadora deste trabalho social, Ute Else Ludovic Craemer, bem como, uma análise documental do Planejamento Participativo, do período 2009 a 2013, com todos os programas sociais e comunitários da Associação, distribuídos por três diferentes núcleos de abrangência: Monte Azul, Peinha e Horizonte Azul e, também, com a exposição da visão de futuro e os objetivos de cada programa. Para a composição do estudo de caso foi realizada uma pesquisa com dois grupos de entrevistados, ambos da Associação Comunitária Monte Azul: grupo estratégico, de metas e grupo de liderança ou de apoio, de coordenadoras. Os dados resultantes da coleta das informações possibilitaram a análise categorial temática, que mostra os indicadores da pesquisa para cada questão, bem como a correlação dos indicadores em categorias e também os comentários da análise. Como resultados foi possível observar que tanto a questão ética quanto a questão solidária são referenciadas por meio das atitudes e dos comportamentos descritos no estudo de caso, nos depoimentos dos entrevistados. A finalização é feita por meio de uma reflexão acerca da problemática inicial proposta

This paper has two objectives. First: the humanistic idea of knowledge, philosophically formulated by Rudolf Steiner (1861-1925), should be presented in relation to history of ideas. In the meeting with different kinds of cultural and social needs in Central Europe during the decades of the turn of the 20th century, Steiner developed his idea of knowledge into a singular Thought Style (Ge. Denkstil). A Thought Style can be described as a selective and aimed cognitive preparedness. The idea of knowledge and the Thought Style are here described as anthroposophical humanism. The second objective is to show how the Thought Style, in a historical way, was established in Sweden, and how it, until the mid 1980s, changed and was adapted to Swedish culture, i.e. how the style in various ways became Swedish. Organisations and movements that were influenced by the anthroposophical humanism were The Anthroposophical Society, the biodynamic movement, the movement for anthroposophic medicine, the medical pedagogical movement with special pedagogical institutions and social therapeutic homes for treatment, the Waldorf movement, the Christian Society, anthroposophic architecture and art practice etc. Since they co-operated with a common background, they formed a Thought Collective (Ge. Denkkollektiv). The anthroposophical humanism has its roots relating to history of ideas far back in the Central European Middle Ages. During the new humanism era, the idea of knowledge had a renaissance in German culture life. Rudolf Steiner remodelled the idea at the end of the 19th century and developed it into the singular Thought Style. When Steiner was a theosophical teacher he gave it an esoteric design. After the First World War, when Steiner was working as a social reformer, he gave it a humanistic design. Within The Anthroposophical Society, the double image of the anthroposophical movement, internationally and in Sweden, led to severe opposition and conflicts. Right until the mid 1980s, reorganisations were common in order to handle the two directions of the Thought Style when it came to differences in traditions, ideology and sociology. In Sweden, the anthroposophical movement has undergone four stages of development: the reception period 1890-1935, the conversion period 1935-55, the expansion period 1955-1985 and the integration period as from 1985. As from 1913, when The Anthroposophical Society was established, until 1985, the development of ideas in the anthroposophical Thought Style and the Thought Collective can be described as a wandering from Christian esotericism to an anthroposophical humanistic idea of knowledge, with a cultural education in the ideological focus of the Thought Style. The traditional development of ideas can also be described as an anthroposophical process of secularisation. There are mainly four things that have contributed to the expansion of the anthroposophical movement in Sweden during the phase of expansion: the post-war period economic expansion, the development of the educational system, the renaissance of esotericism in the late 1960s, as well as the need for an alternative to the post-war abundance consumerism and waste of resources. The Swedish development indicates similarities with the international development within those areas where different activities have been adapted to Swedish legislation, traditions and views, mainly through care and education.

The aim of this essay is, firstly, to – through a text analysis – compare the curriculum of Waldorf education in Sweden (in the essay referred to as “WL”) to the Swedish national curriculum “Lpo 94”, to uncover possible differences and similarities between these documents, and, secondly, to present the roots and educational philosophies that these two curricula, respectively, are based upon. The purpose hereby is to be able to trace, describe and explain the differences between the pedagogical practices of Waldorf education and that of conventional Swedish schools. In the essay, a historical investigation of the main traditions of ideas behind the Swedish national curriculum is briefly carried out, where I swiftly present the educational philosophies of John Dewey (1859-1952) and Lev S. Vygotsky (1896-1934). Next, an investigation of the worldview and philosophy of Rudolf Steiner (1861-1925) is effectuated, where I attempt to bring to light Steiner’s anthroposophical and holistic worldview – a worldview that throughout the 20th century has developed into an international and wide-ranging anthroposophical movement – as well as his concepts of knowledge, science and educational philosophy. It is made clear that Steiner’s texts and lectures are continuously centred on a holistic outlook on mankind and nature, as well as the spiritual development of humankind and deeper development of the mind. Even though the text analysis of the two curricula shows several similarities between the curriculum of Waldorf education and the national one – in particular regarding in what way the text is structured, as well as in what way the basic (democratic) values are expressed – the analysis also displays a wide range of differences. The curriculum of the Waldorf education displays a closer relation to Steiner’s holistic worldview and educational ideas than does Lpo 94 to the educational ideas of Dewey and Vygotsky, and it focuses more on the importance of the child’s playing activities, creativity and art compared to conventional schools, even though these perspectives do exist here as well. It is argued that, above all, it is the outlook on mankind behind the curriculum that shapes the educational system and the practices within it. The outlook on mankind of Steiner and the Waldorf curriculum focuses on the importance of the pupil’s spiritual development, something that is seldom – if ever – considered in the conventional school. This seems to have an impact on the Waldorf schools in the sense that the pupil is less likely to share materialistic values, and, instead, to have a better understanding of civic and democratic values as a whole. Thus, the curriculum of Waldorf education can – in a much higher degree than the national one, Lpo 94 – be viewed as a “curriculum for the soul”, i.e. to be a curriculum that focuses on the pupil’s spiritual development. Curriculum, Waldorf education, Lpo 94, Rudolf Steiner, educationalphilosophy, anthroposophy, John Dewey, Lev S. Vygotsky

Univ., Diss.--Basel, 2004. / Literaturverz. S. [645] - 692.

The work deals with education technology in the specific environment of Waldorf school with an emphasis on pedagogical traits of this school type. The theoretical part includes the explanation of the term {\clq}qeducational technology``, the brief characteristics of alternative schooling, its rise and development. The main accent is put on the Waldorf pedagogy, its recourses, contents, aims, specifics and history in the Czech Republic and Waldorf education worldwide. The practical part includes records from inspections of Waldorf classes and then a comparison of theory and praxis. Then this work compares a social climate of the Waldorf class and the class with a classical way of education by questionnaires to find out objective positives of Waldorf education.

This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding