Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (February 28, 2007). Vita. Includes bibliographical references.

This thesis addresses the question of identity from the perspective of Rudolf Steiner and Waldorf Education attempting to make a connection between Steiner's theory of self development in relation to the spiritual world, and the postmodern concept of identity. Fundamentally, what matters in education for Steiner is how knowledge is introduced in such a way as to become organic, developing with the growth of the students, so that they can learn to think creatively and imaginatively. The holistic and artistic approach which Waldorf Education takes seems to succeed in developing students' identity in a way that the students can connect strongly and meaningfully with the community, society, and the universe. The thesis explores the philosophy and strategies adopted in Waldorf Education in its goal of developing the self and identity. In addition, the study examines the benefits which Waldorf Education can provide to contemporary public education and identifies the challenges it faces in the postmodern context.

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1999. / Addendum to Chapter 1 inserted facing title page. Addendum of footnote references tipped-in on back end-papers (3 leaves). Bibliography: leaves 377-383. Also available in an electronic version.

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1999. / Bibliography: leaves 377-383. Also available in a print form.

No description available.

Thesis (M.Ed. (Hons.))--Faculty of Education and Social Work, University of Sydney, 2005. / Bibliography: leaves 116-120.

Thesis (M.Ed. (Hons.))--Faculty of Education and Social Work, University of Sydney, 2005. / Bibliography: leaves 116-120.

Orientador: Ana Lúcia Nogueira de Camargo Harris / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-17T07:51:28Z (GMT). No. of bitstreams: 1 Alvares_SandraLeonora_M.pdf: 8031425 bytes, checksum: 8552e5b6a57b6fe1b92ccb5fd86aee77 (MD5) Previous issue date: 2010 / Resumo: A Escola Waldorf teve sua origem na Alemanha em 1919, quando o dono da fábrica de cigarros alemã Waldorf Astoria pediu a Rudolf Steiner, educador e filósofo, que organizasse uma escola para os filhos de seus operários. Assim, Steiner idealiza a pedagogia Waldorf com a missão desenvolver não só o lado intelectual das crianças, mas também, o emocional, o psicológico, o intuitivo e a experiência concreta. Dentro deste contexto, a experiência espacial que toca a criança, física e criativamente, é considerada tão significativa quanto o ensino das matérias que alimenta a capacidade intelectual e social da criança. Consequentemente existe uma preocupação em proporcionar aos alunos espaços físicos adequados ao processo de ensino. Este fato se reflete na arquitetura de seus prédios, que se destacam por suas formas orgânicas e peculiares, caracterizando um tipo arquitetônico. Tendo em vista a importância da arquitetura para o processo de aprendizado Waldorf e, também, o valor da identidade para uma comunidade, essa pesquisa propôs-se a estudar a arquitetura dos prédios das escolas Waldorf. Esta foi analisada sob o foco da linguagem dos parâmetros de Christopher Alexander que possibilitou a identificação de diferentes soluções projetuais para os três princípios que norteiam a construção desse tipo arquitetônico: a integração, a correlação e a inspiração. Assim, com base no estudo teórico da pedagogia Waldorf e na análise das escolas, foi possível propor sugestões projetuais para auxiliar arquitetos, que venham a projetar escolas Waldorf, a preservar o "tipo arquitetônico". / Abstract: The Waldorf School had its origins in Germany in 1919, when the owner of the cigarettes factory Waldorf Astoria asked to the educator and philosopher Rudolf Steiner to organize a school for the sons of its workers. Thus, Steiner Waldorf idealizes the Waldorf Pedagogy with the mission of developing not only the intellectual side of children, but also the emotional, psychological, intuitive and concrete experience. In this context, the spatial experience that touches the child physically and creatively is considered as significant as the courses taught, feeding the intellectual capacity and social development of the child. Consequently, there is a concern in providing the students with physical spaces adequate to the teaching process. This fact is reflected in the architecture of its buildings, which are distinguished for its organic and peculiar forms, featuring an architectural type. Given the importance of the architecture for the Waldorf learning process, and also the value of identity for a community, this research aimed to study the building of Waldorf schools. That was analyzed under the focus of Christopher Alexander language patterns which allowed to identify different design solutions in accordance to the three principles that rules the building of this architectural type: integration, correlation and inspiration. Thus, based on a theoretical study about the Waldorf pedagogy as well as on the analysis of its school building it was possible to propose design solutions to help architects, which come to project Waldorf schools, to preserve this architectural type. / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil

This study is a critical analysis of Waldorf teacher education in Australia. Beginning with an exposition of the central tenets of Rudolf Steiner's philosophy and educational theory, and his lectures to teachers, the author identifies what he sees as the requirements and characteristics of an ideal Waldorf teacher education program. The study next investigates the development of Waldorf teacher education provision in Australia, and surveys a wide cross-section of teachers and teacher educators in Australian Waldorf schools, to ascertain the type of preparation they received or have contributed to, and elicit their views as to its strengths and weaknesses. These findings are then critically analysed, making comparisons with Waldorf teacher education programs in other countries. The feasibility and implications of including a Waldorf course in a main-stream teacher education Faculty in Australian universities are discussed, in relation to current prevailing government policies regarding schooling and the values and emphases which these impose upon state university courses. The study concludes with proposals for change and improvement in Waldorf teacher education provision in Australia to make Waldorf teachers better prepared to educate Australian children for the 21st century, still in keeping with the essential values of Steiner education. / Thesis (Ph.D.)--Graduate School of Education, 1999.

Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.