The main thesis deals with the educational theories of
Rudolf Steiner. These theories are dealt with in Parts III
to VIII of the thesis. Before this, in Part 1, there
occurs a brief description of the background and life of
Steiner; and, in Part II, a,, philosophical discussion of the
basic tenets and assumptions upon which Steiner's educational
theories rest.
The areas dealt with in Parts III to VIII are divided
into three. The first is an exposition of Steiner's ideas;
the second is a comparison and appraisal of Steiner's theories
with other educationalists; the third is an examination and
evaluation of some of the concepts which are fundamental to
Steiner's theories. The first of these areas i. e. the
exposition of Steiner's ideas, is subdivided into three: his
views on the nature of the child and the'way in which the
child grows and develops; methodologies of teaching; and
content and curriculum. An exposition of Steiner's theories on the nature of
the child and its development occurs in Part III. - This is
followed, in Part IV, by an evaluation of his theories by
comparing them with other educationaliits. In Part V an
examination of Steiner's theories on methodologies of teaching,
by considering his views of "The Temperaments", occurs; -
reference and comparisons to other educationalists are made
in the same section. In. Part VI descriptions of the Waldorf
curriculum are given and this is followed by an evaluation at
the end of the section. The evaluation examines 'a number
of concepts upon which the Waldorf curriculum
has bpen
formulated in the context of modern day curriculum objectives, design and learning experiences.
In Part VII a brief historical perspective : is obtained
of Steiner's theories by comparing his views with those of
Plato, Rousseau and Montessori. This perspective is placed
in a modern day context in Part VIII, and is obtained by an
examination of many of the concepts fundamental to Steiner's
theories. This includes a detailed critique of two of the
main assumptions upon which Steiner's theories of education
rest; an examination of the relationship of the individual
to society in an educational context; and a discussion of
the nature and aims of the educational process.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/4211 |
| Date | January 1978 |
| Creators | Mollet, David L. |
| Contributors | Curle, Adam, Flood Page, C. |
| Publisher | University of Bradford, Postgraduate School of Studies in Peace Studies |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
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