Academic Articles
In this section you will find academic articles relating to Steiner education.
Title: Toward media literacy or media addiction? Contours of good governance for healthy childhood in the digital world.
Author: Paula Blackmann
Publication Date: March 2020
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Title: A glossary of terms relating to assessment
Author: Martyn Rawson
Publication Date: June 2021
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Title: Learning about relationships, sexuality, gender and identity in Waldorf
education: potential problems and possible curriculum solutions
Author: Martyn Rawson
Publication Date: April 2021
Introduction:
The question of relationships, sexuality, gender and identity are central questions in education and like all important questions of curriculum, they have to be addressed in the context of the world we live in today, which has very different conditions to those when Waldorf education was first developed. In this exploratory paper I look at some of the issues relating to this area of the curriculum by taking an ecological and layered approach. The macro level identifies the universal developmental tasks facing children and young people, the meso level addresses the question of skills and knowledge the local national level, whilst the micro level is the task of the individual teacher in planning and reviewing her lessons at the school level.
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Title: The Advantages of a Later Start to Formal Education
Authors: Sue Palmer
Publication date: February 2021
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Title: Screen Time: a Health and Development Issue
Authors: Dr. Aric Sigman
Publication date: March 2021
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Title: Waldorf Education for the Future: A Framework for Curriculum Practice
Authors: Kath Bransby & Martyn Rawson
Publication date: February 2021
Extract
This document sets out to explain how curriculum practice in Waldorf schools aims to meet the needs of learners in order to prepare them for the future. It builds on existing and past understandings of curriculum within the Waldorf movement and shows how teachers can take account of the changed and changing conditions within which learning and development occur, including external expectations such as statutory curriculum outcomes.
This document takes a 3-fold perspective: teaching, learning and assessment. The first perspective looks at what guides teaching pedagogy, lesson planning and curriculum development. The second looks at how this relates to learning and development of children and young people in Waldorf or Steiner schools. The third perspective looks at how teaching and learning relate by focusing on assessment, which seeks to provide insight into the learning process to help guide teachers and students. These perspectives are inter-related. The main focus of the present document is the range of classes 1 to 8 (i.e. students from 6 to 14 years of age), and subsequent documents will focus on Early Childhood and the Upper School (ages 15-19).
Title: Rethinking and Restructruing Waldorf Curricula : An On- Going Approach
Authors: Kath Bransby and Martyn Rawson
Publication Date: 2022
Introduction :
Can one re-imagine and re-frame a work of art? Can we fill in the gaps in Shakespeare’s
plots, tidy up Rembrandt’s Night Watch and make the Disciples at Leonardo’s Last Supper more culturally representative? Can a work of art be upgraded, updated, even de-
colonised? In the context of the Waldorf curriculum this rhetorical question only applies if we see the curriculum as a work of art that cannot be modified in any substantial way
(restoration, repair and footnotes aside). Our view is that the Waldorf curriculum is not art
for the museum, conserved, canonized and curated, but rather an ongoing, iterative,
rhizomic and emergent process.
