Waldorf pedagogy emerged from anthroposophy and has the same founder, Rudolf Steiner. Because of this, there are some researchers and public debaters who discuss how and in what ways Waldorf pedagogy is shaped by anthroposophy. When these sources suggest that Waldorf education is characterized by anthroposophy, one can wonder if the school subjects in Waldorf schools may also be characterized by anthroposophy. As a future teacher of religion, I would like to see if religious education (RE) at Waldorf schools is characterized by anthroposophy, partly because of my own interest and edification, and partly to elevate and give room for teachers of religion in Waldorf schools, since it has not happened before. This essay examines if RE in Waldorf schools is characterized by anthroposophy through looking at what kind of teaching materials are used in RE and if teachers of religion are anthroposophists. This essay is based on a qualitative method that focuses on interviews with seven teachers of religion in five different Waldorf schools in Stockholm. In view of the collected material, every respondent stated that RE could be shaped by an anthroposophical view of the human being if the teacher of religion chooses to use the curriculum of Waldorf schools. Whereas the curriculum is characterized by anthroposophy with its perspective on human development stages, RE in Waldorf schools could also be influenced by it if the teacher of religion chooses to use as a part of the education.

Work in the six chapters first formulates thesis of the need to address the problem of loss of quality of teaching of the Catholic religion. This is then given to the second chapter, which carefully considers its history. After a brief third chapter which collectively will talk about alternative education speak collectively alternative education is included in this current analytical processing analysis Montessori and Waldorf education. It analysis processes the history of the founders of both pedagogies and the relation to the didactic triangle educator - curriculum - student. The sixth chapter is a synthesis of findings and draw conclusions about the relationship of spirituality to Christianity and usability of teaching methods. Keywords Christianity, education, Montessori, Waldorf, teacher, student

神話教學是華德福教育獨有的教學活動，其主張適時地接觸神話有助於兒童的發展。本研究即在人智學的理論基礎上，探討該教學活動，冀揭露其蘊義。具體地說，本研究探討以下問題： 1.人智學觀點下的神話為何？（what） 2.神話何以（why）有助兒童之發展？ 3.神話如何（how）促進兒童之發展？ 本研究採德國學者Danner的「教育詮釋學」為研究方法，首先闡明神話學中各重要學派的神話觀，與人智學人類圖像的「四體」，進而分析Rudolf Steiner的神話觀點及其教育意涵，以回應前列問題。準此，本研究提出四項結論： 1.Steiner的人智學視神話為作為小宇宙的人類與大宇宙之連結。 2.人類身心靈發展的精神意義可從神話中追溯。 3.接觸神話對人類身心靈的發展有直接的促進作用 4.神話使人再度連結於世界、重拾生命的精神意義，此為華德福教育所欲達致者。 最後，由對本研究的省思出發，提出後續研究的建議。 / Myth education is a perculiar educational activity by Waldorf Pedagogy. It suggests that accessing myths at the right time is helpful to the development of children. Base on the theory of Anthroposophy, this study explores this educational activity to expose its significance. To be specific, the study explores following questions: 1.What is the myth from the viewpoint of Anthroposophy? 2.Why is the myth helpful to the development of children? 3.How does the myth facilitate the development of children? Taking the German Scholar Danner’s “Pedagogic Hermeneutic” as reschearch method, this study illuminates the viewpoints of myth of various important schools of mythology and the “four bodies” in the human picture of Anthroposophy at first. Futhermore, this study analizes Rudolf Steiner’s viewpoint of myth and its educational meaning to answer the questions listed above. Accordingly, four conclusions are put forward: 1.The myth is taken as the connection between human beings as a small cosmos and the big cosmos according to Steiner’s Anthroposophy. 2.The spiritual meaning of the development of the body, the spirit, and the soul of human being could be traced in the myth. 3.The myth could affect the development of the body, the spirit, and the soul of human directly . 4.The myth makes man reconnected to the world and regain the spiritual meaning of life. It is what Waldorf Pedagogy attempts to achieve. Finally, according to the reflection on this study, the researcher makes some suggestions for follow-up researches.

Esta dissertação analisa aspectos do processo de criação teatral a partir da Arte da Fala - idealizada por Rudolf Steiner (1861-1925) e sua esposa Marie Steiner -, conforme o programa curricular da Escola Waldorf Micael de São Paulo, de modo a demarcar o campo de questões que configuram, para o professor e o aluno, as relações possíveis entre pedagogia, trabalho prático da voz/fala e processos de criação. Mostra um caminho prático para uma fala artística, por meio da qual se manifestam as forças formadoras da palavra encontrando, na própria linguagem, a essência deste trabalho. A partir dessa prerrogativa, levanta questões no campo pedagógico teatral que abarcam a diversidade e o número de alunos de um grupo escolar e que visam o desenvolvimento da fala, uma vez que na pedagogia Waldorf o trabalho artístico é o condutor de todo o percurso escolar. Segundo Steiner, este percurso pedagógico traz uma sensibilização para o aluno e se reflete nas relações do dizer em cada setênio de sua vida escolar, abrindo um campo de pesquisa da fala que abrange também as outras áreas artísticas desenvolvidas na escola. / This dissertation analyses aspects of the process of theatrical creation from the standpoint of Art of Speech - designed by Rudolf Steiner (1861-1925) and his wife Marie Steiner - according to the curriculum of the Waldorf Micael School of São Paulo, in order to demarcate the field of questions that configure, for the teacher and the student, the possible relationships between pedagogy, practical work of voice/speech and creation process. It shows a practical way to an artistic speech, through which the forming forces of the word are revealed, finding in the language itself the essence of this work. Based on this prerogative, it raises questions in the field of Pedagogical theatre that encompass the diversity and the number of students of a school group and that aim at the development of speech, since in Waldorf pedagogy the artistic work is the driver of the entire school journey. According to Steiner, this pedagogical trajectory brings sensitization to the student and it is reflected on the relationships of saying in each septennium of his/her school life, opening a field of speech research that also covers others artistic areas developed in the school.

Esta dissertação analisa aspectos do processo de criação teatral a partir da Arte da Fala - idealizada por Rudolf Steiner (1861-1925) e sua esposa Marie Steiner -, conforme o programa curricular da Escola Waldorf Micael de São Paulo, de modo a demarcar o campo de questões que configuram, para o professor e o aluno, as relações possíveis entre pedagogia, trabalho prático da voz/fala e processos de criação. Mostra um caminho prático para uma fala artística, por meio da qual se manifestam as forças formadoras da palavra encontrando, na própria linguagem, a essência deste trabalho. A partir dessa prerrogativa, levanta questões no campo pedagógico teatral que abarcam a diversidade e o número de alunos de um grupo escolar e que visam o desenvolvimento da fala, uma vez que na pedagogia Waldorf o trabalho artístico é o condutor de todo o percurso escolar. Segundo Steiner, este percurso pedagógico traz uma sensibilização para o aluno e se reflete nas relações do dizer em cada setênio de sua vida escolar, abrindo um campo de pesquisa da fala que abrange também as outras áreas artísticas desenvolvidas na escola. / This dissertation analyses aspects of the process of theatrical creation from the standpoint of Art of Speech - designed by Rudolf Steiner (1861-1925) and his wife Marie Steiner - according to the curriculum of the Waldorf Micael School of São Paulo, in order to demarcate the field of questions that configure, for the teacher and the student, the possible relationships between pedagogy, practical work of voice/speech and creation process. It shows a practical way to an artistic speech, through which the forming forces of the word are revealed, finding in the language itself the essence of this work. Based on this prerogative, it raises questions in the field of Pedagogical theatre that encompass the diversity and the number of students of a school group and that aim at the development of speech, since in Waldorf pedagogy the artistic work is the driver of the entire school journey. According to Steiner, this pedagogical trajectory brings sensitization to the student and it is reflected on the relationships of saying in each septennium of his/her school life, opening a field of speech research that also covers others artistic areas developed in the school.

<p>The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.</p><p>I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..</p><p>The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily.  The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden.</p> / <p>Syftet med detta examensarbete är att bidra med kunskap inom synen på specialpedagogik. Jag vill se och jämföra bemötandet av elever med speciella behov inom två pedagogiker i Sverige; Waldorfpedagogik och Montessoripedagogik.</p><p>Jag har studerat dessa pedagogiker närmare, gjort en litteraturstudie av den tidigare forskningen och även genomfört två intervjuer med en representant från vardera pedagogik. Båda pedagogikerna hävdar att deras undervisningssätt är mest lämpat för elever med läs- och skrivsvårigheter, detta trots de stora skillnaderna i deras sätt att undervisa.</p><p>Waldorfpedagogiken grundades 1919 i Tyskland av Rudolf Steiner. Pedagogiken står för att utveckla eleverna till själständiga människor som kan använda sin kropp som ett verktyg för kunskapsinlärning. Montessoripedagogiken uppkom även den i början av 1900-talet och står också den för att utveckla eleverna till självständiga individer. Dock skiljer sig synsättet på läs- och skrivinlärning samt dyslexi betydligt. Waldorfpedagogerna drar sig för att använda begreppet dyslexi i skolan då många anser att eleverna diagnostiseras allt för lätt. Undervisningssättet har ett relativt lugnt tempo och att kunna bruka läsning och skrivning är inget som krävs under de första åren i skolan. Montessoripedagogerna å andra sidan lägger upp arbetssättet så att eleverna lär sig läsa och skriva redan i förskoleklassen och arbetar utefter det. De menar att alla har olika bagage med sig och att det inte är någon skillnad på eleverna som läser enligt Montessoripedagogik jämfört med den traditionella skolgången.</p>

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy. I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties.. The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily.  The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden. / Syftet med detta examensarbete är att bidra med kunskap inom synen på specialpedagogik. Jag vill se och jämföra bemötandet av elever med speciella behov inom två pedagogiker i Sverige; Waldorfpedagogik och Montessoripedagogik. Jag har studerat dessa pedagogiker närmare, gjort en litteraturstudie av den tidigare forskningen och även genomfört två intervjuer med en representant från vardera pedagogik. Båda pedagogikerna hävdar att deras undervisningssätt är mest lämpat för elever med läs- och skrivsvårigheter, detta trots de stora skillnaderna i deras sätt att undervisa. Waldorfpedagogiken grundades 1919 i Tyskland av Rudolf Steiner. Pedagogiken står för att utveckla eleverna till själständiga människor som kan använda sin kropp som ett verktyg för kunskapsinlärning. Montessoripedagogiken uppkom även den i början av 1900-talet och står också den för att utveckla eleverna till självständiga individer. Dock skiljer sig synsättet på läs- och skrivinlärning samt dyslexi betydligt. Waldorfpedagogerna drar sig för att använda begreppet dyslexi i skolan då många anser att eleverna diagnostiseras allt för lätt. Undervisningssättet har ett relativt lugnt tempo och att kunna bruka läsning och skrivning är inget som krävs under de första åren i skolan. Montessoripedagogerna å andra sidan lägger upp arbetssättet så att eleverna lär sig läsa och skriva redan i förskoleklassen och arbetar utefter det. De menar att alla har olika bagage med sig och att det inte är någon skillnad på eleverna som läser enligt Montessoripedagogik jämfört med den traditionella skolgången.

Språkutvecklingen hos barn har fångat en nyfikenhet hos mig under min studietid och hur det vardagliga arbetet kan utveckla barnens språkutveckling. Ett intresse för olika pedagogiska inriktningar har vuxit fram och vilka strategier som används inom dessa för att stimuleras den verbala språkutvecklingen. Syftet med studien är därför att jämföra två pedagogiska arbetssätt, ett grundat i Montessoripedagogik systemet och ett grundat i Waldorfpedagogik systemet. Studiens frågeställning är vilka strategier som förskollärarna använder sig av och vilka likheter och skillnader som finns inbördes och mellan de två olika pedagogiska inriktningarna. Genom semistrukturerade intervjuer med fyra olika förskollärare, två inom respektive pedagogisk inriktning, där deltagarna svarar på frågor om vilka arbetssätt som respektive förskola använder sig av för att stimulera språkutvecklingen hos barn. Detta medför att resultatet nödvändigtvis inte behöver bero på respektive pedagogisk ideologi. Utan det kan även förekomma strategier utan specifik pedagogisk inriktning. Studien visar att barnens första språkutveckling är något som är en del av den vardagliga verksamheten på förskolan. Strategierna som används skiljer sig däremot emellan de pedagogiska inriktningarna. I Montessoriförskolan nyttjas pedagogiskt material för att lära barnen de mer specifika delarna av språkutvecklingen. Inom Waldorfförskolan nyttjas den fria leken och ett mer generellt lärande, där lärandet anpassas efter barnets egna förmågor. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

Orientador: Vera Lúcia Messias Fialho Capellini / Resumo: Atualmente no Brasil, a inclusão escolar nas classes comuns de educação básica está sendo assegurada por meio de políticas públicas que estão sendo desenvolvidas, no entanto, ainda há outros fatores que impedem todos os alunos de participarem ativa e criticamente da sociedade. Mostrando-se favorável a esse processo de inclusão, a Pedagogia Waldorf baseia-se em princípios de valorização das potencialidades do ser humano, propondo uma educação integral que visa o atendimento às necessidades de cada indivíduo. Dentre os alunos Público-Alvo da Educação Especial (PAEE), que estão sendo inclusos nas escolas regulares, há os com Transtorno do Espectro Autista (TEA), que devido à possíveis déficits no aspecto da comunicação, precisam de instrumentos que possam auxiliar no processo de aquisição da linguagem escrita. Dentro dessa temática, a presente pesquisa teve como objetivo geral descrever e analisar o processo inicial de alfabetização e letramento, considerando uma classe comum com um aluno diagnosticado com TEA, desenvolvido em contexto de Pedagogia Waldorf. Os objetivos específicos foram: a) descrever o efeito do desenvolvimento da habilidade consciência fonológica no processo de alfabetização e letramento desses alunos; b) avaliar a aplicabilidade de materiais produzidos e adequados/adaptados pela pesquisadora, para alunos com TEA; e c) ao final do estudo, como produto educacional, criar uma história social, em formato de livro ilustrado, paradidático, para crianças em fase ini... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Currently in Brazil, school inclusion in common basic education classes is being ensured through public policies that are being developed, however, there are still other factors that prevent all students from participating actively and critically in society. Showing itself favorable to this inclusion process, Waldorf Education is based on principles of valuing the potential of the human being, proposing a comprehensive education that aims to meet the needs of each individual. Among the Target Public of Special Education (PAEE) students, who are being included in regular schools, there are those with Autistic Spectrum Disorder (ASD), who due to possible deficits in the aspect of communication, need instruments that can assist in the process acquisition of written language. Within this theme, the present research aimed to describe and analyze the initial process of literacy and literacy, considering a common class with a student diagnosed with ASD, developed in the context of Waldorf Education. The specific objectives were: a) to describe the effect of the development of the phonological awareness skill in the literacy and literacy process of these students; b) evaluate the applicability of materials produced and adapted / adapted by the researcher, for students with ASD; and c) at the end of the study, as an educational product, create a social history, in the format of an illustrated, paradidactic book, for children in the initial phase of literacy. The research methodology w... (Complete abstract click electronic access below) / Mestre

Orientador: Dagmar Aparecida Cynthia França Hunger / Resumo: Nas aulas de Educação Física Escolar observamos constantemente conflitos entre os alunos, como: falta de respeito, bullying, falta de empatia, agressões físicas e verbais, intolerância e outros problemas relacionados a comportamentos inadequados ao ambiente escolar. A evidente preocupação de familiares, professores e membros da equipe escolar com questões relacionadas a problemas de sociabilidade faz com que busquemos formas diferenciadas de trabalho, levando em conta não apenas o aprendizado físico e cognitivo, mas também o aspecto social e emocional. Neste sentido, procurando conhecer diferentes métodos de trabalho com valores morais, entrevistamos professores de Educação Física de Escolas Públicas e de Escolas Waldorf de duas cidades do interior do Estado de São Paulo. Dessa forma, na presente pesquisa objetivamos: Analisar a formação moral do aluno, no âmbito da Educação Física Escolar, na Rede Pública Municipal de duas cidades do interior do Estado de São Paulo e das Escolas Waldorf, conforme a percepção de professores de Educação Física, a) evidenciar como se processa a formação moral dos alunos nas aulas de Educação Física Escolar na Rede Pública Municipal e em Escolas Waldorf, b) constatar os desafios e/ou enfrentamentos na formação moral dos alunos; e c) evidenciar práticas pedagógicas que se diferenciam quanto à formação de valores morais. Trata-se de uma pesquisa qualitativa e para coleta de dados utilizou-se como instrumento de pesquisa a entrevista semiestruturad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In Physical Education classes, we may have conflicts among students, such as lack of respect, bullying, lack of empathy, physical and verbal aggression, intolerance and, other problems related to inappropriate behavior in this environment. The family and school staff's concern about these issues makes us look for different ways to work, not only cognitive learning but also the social and emotional aspect. Regarding this and trying to get to know different approaches to work with moral values, we interviewed Physical Education teachers from Public and Waldorf schools from two cities in the countryside of São Paulo. That way, in this research we aim to analyze the moral development of students according to the Physical Education teachers' understanding in these contexts, regarding a) show how students learn moral values in Physical Education classes in the public system and Waldorf school; b) ascertain the challenges and/or confrontations in the students' moral formation and; c) ascertain pedagogical practices that differ in the formation of moral values. It is qualitative research and for data collection, and it was used a semi-structured interview as a research instrument. The data was analyzed concerning the literature review and according to the content analysis. We found in the scope of the research that Physical Education teachers try to work students' moral development, but there may be some factors to contribute to greater outcomes; such as the teacher's connection to t... (Complete abstract click electronic access below) / Mestre