Browsing by Subject "steinerpedagogiikka"

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  • Holm, Susanna (Helsingin yliopisto, 2020)
    The aim of this research was to investigate how the different possibilities and challenges of dialogue and encounter with a student appear in Waldorf school class teachers’ descriptions. Although dialogue has a central role in Waldorf education, little research has been conducted on this topic. This work approaches the concepts of dialogue and encounter with a student from the theoretical framework of Martin Buber’s thoughts on education and philosophy of dialogue, as well as through their interpretations. Furthermore, Waldorf education is examined from the point of view of dialogue and teacher-student encounter. The research material was collected using interviews. The material consists of six interviews of Waldorf school class teachers from three different Waldorf schools in Finland. The research method was theory-based content analysis. The findings of this study indicate, that in line with the idea of dialogue, Waldorf schools’ aim of education and school culture have characteristics of encouraging both the unique potential of a student and the dialogical relationship with the world, while primarily respecting the individuality and otherness of student. The same principles of the school culture of Waldorf schools that promote dialogue and encounter with students, such as artistic qualities, individuality, situation-basedness, and teachers’ self-education, are also distinctive features of Waldorf education. Many of the educational practices of the school culture of Waldorf schools that support dialogue, such as artistic making, 8-year teacher-student relationship, teaching without schoolbooks and the method of child observation, are also based on these principles. Furthermore, they form the basis of the teachers’ dialogical action and attitudes of encounter with a student. This research also brings forth challenges related to dialogical encounters with students in Waldorf schools. Some of the challenges were related to internal attributes of teacher-student relationships, such as defining the uniqueness of a student or losing one’s temper. On the other hand, the issues touched upon the difficulty of harmonizing the ideals and practices of Waldorf education with the neoliberal education policy, making teachers busy and exhausted as well as encounters with students almost impossible. Moreover, the challenges of teacher-parent relationships were experienced as time-consuming and wearing.
  • Ipunen, Tuula (Helsingin yliopisto, 2017)
    The purpose of my previous research (minor laudatur thesis, year 2005) was to clarify how the comprehensive school and the Steiner school approach the special education pupil as well as to examine what sorts of similarities and differences there are between the Steiner education and special education. Through my thesis I also attempt to examine how the ideologies/intellectual worlds and teachings of the Steiner school and the comprehensive school could be combined and brought closer to one another as well as how the best parts of both schools could be combined in order to take advantage of them in both schools. The research was implemented as a review of literature. At the beginning of my research the ideology and development of inclusion, integration and inclusive upbringing are examined as the basis for the next chapter, in which the concept of man is examined from the viewpoint of special education. I discuss the idea of man on the basis of four central principles. These principles are human dignity, integrity, the right of self-determination and participation in life and society. The fourth chapter provides a detailed introduction to the concept of man from the viewpoint of the Steiner education. First the points of departure and bases of value of the Steiner education are discussed, and then on the basis of these the idea of man and man's different aspects of being in the Steiner education are discussed, as well as the development rhythms and the seven year stages of the child. I examine the differences between these two educations by comparing their ideas of man. The Steiner education is based on Steiner's educational views and the concept of man, upon which these views are based. The concept of man guides the raising and education of the child and is thus also strongly connected to how the special education pupil is approached in the Steiner school. I consider the fourth chapter to be of particular importance for the reader because it is there that I discuss the concept of man of Steiner education as well as the development rhythms of the child, among other things. Without becoming acquainted with the concept of man of Steiner education it is extremely difficult, if not impossible, to understand methods used in approaching the special education pupil, such as temperament training and form drawing. The concept of man of special education also creates the basis for how a pupil requiring special support is approached in the comprehensive school. The fifth chapter discusses methods used in approaching a pupil requiring special support in the Steiner school. The sixth chapter discusses methods used in approaching a pupil requiring special support in the comprehensive school. At the end of this research I attempt, on the basis of the comparison between these two educations, to disclose the similarities and differences of them in approaching the special education pupil. I complemented my minor laudatur thesis by taking in account the 3-phased support model.
  • Mikkola, Ann-Mari (Helsingin yliopisto, 2014)
    Previous studies have reported that children are globally very happy. Happiness studies with Finnish students have shown that Finnish children are also very happy but their happiness and school related happiness decrease during secondary school. The purpose of this study is to explore happiness and school related happiness among sixth and ninth graders in Steiner school. Secondly, the purpose is to explore which factors would increase students' happiness in their opinions. Furthermore the purpose is to explore if the level of happiness among ninth graders changes after sixth grade. The hypothesis of this study is that Steiner school students are happier due the conception of human in Steiner school, Steiner pedagogy and the model of comprehensive school that has less pressure in school transitions than in compulsory school. Steiner pedagogy is alternative pedagogy which interests a student of special pedagogy. In this study happiness and school related happiness were measured among 282 students from six different Steiner schools. There were 142 sixth graders and 138 ninth graders who answered the questionnaire. Students filled out the questionnaire which included the Subjective Happiness Scale and the Finnish version of the School Children's Happiness Inventory. In addition, students chose the factors that would increase their happiness. Ninth graders were also asked if the level of their happiness had changed after sixth grade and what they think the reasons for the change might be. The quantitative material was analyzed with SPSS-program and open answers were organized with qualitative methods. Sixth and ninth graders in Steiner school were less happy than in previous happiness studies but their school related happiness was on about the same level than in previous studies. The students' happiness and school related happiness decreased during secondary school. In the ninth grade, the girls' happiness was on a lower level than the boys'. The factors that increased happiness differed little among sixth and ninth graders and also among boys and girls. The factors that the girls consider to influence their happiness might tell us something about their lower happiness
  • Ruoho, Jenni (Helsingin yliopisto, 2015)
    A Choice of Waldorf Kindergarten, Good Upbringing and Values is a qualitative case study about early educational views and values of Waldorf parents (N=23). Good upbringing means in this case upbringing into goodness and passing on something of value. Values mean things that people value as important, that are desirable and that guides one's choices. The study was meant to describe, explain and understand reasoning behind the choices of daycare, good upbringing and values derived from those. Also this research tried to find out whether Tapio Aaltonen's tool for unveiling values is an applicable instrument in scientific study and which kind of results can be obtained with it. Research materials were comprised of modified Aaltonen's question form and both record and written information of group conversations by the parents (n=12). An analyse was made by a data-based and a theory-directed content analysis. The issue is related to current value process in this particular unit and also in national curriculum frame work of Waldorf Pedagogy. This study is reckoned as the science of descriptive ethics, which is based on moral values and norms of empirical research. The study was approached partly from a view of social sciences and philosophical ethics, more specifically from a view of axiology (=value theory) and partly leaning towards Waldorf pedagogy. Value theoretical frame of reference was based on Schwartz' and Aaltonen & Junkkari's models for values. Waldorf pedagogy was examined for Steiners concept of ethical individualism and three prerequisite of human growth, which are understanding humanity, love and will power. Parents most important criteria in selecting day care were associated with nature, environment and peaceful rhythm. It was emhasized in the answers that waldorf kindergarten is seen as natural, humane in individualism and communality and as a place where a true childhood is cherished – childhood should be protected so that children have time, possibility and peace to grow up with one's own pace towards one's essence. Selecting Waldorf day care is adapted from typical features of Waldorf early education and western romantics of natural philosophy. In upbringing parents valued most truthfulness, tenderness , love, individualism and communality. These values can be seen more as a part of Waldorf pedagogy and Steiner's 1919 curriculum than as of Finnish curriculum in early education. Parents most important values were, truthfulness, dignity, individualism, nature, freedom and communality. In general parents upbringing values are similar as in Western-European countries that value openness to change and self-enhancement. In the results there is an exception concerning security which is one of the conservative values and crucial in early education. Based on the results in this study the research tools can be concluded to serve the purpose of revealing upbringing values of parents. Aaltonen's value-tool is applicable, not only for subjective value evaluations, but also for scientific data gathering, in this context in qualitative case study.