Rudolf Steiner Schools ofAustraliaAn Association

Incorporated in South Au.tralia AaIq082942541

April 12, 2005

INQUIRY INTO TEACHER EDUCATIONThe following perspectives,while stronglyembeddedin theSteinerEducationMethod,areaspectswhich we feelaremosteasilyanduniversallyintegratedandunderstood.Theyarewidely applicableandwherehelpful,arelinked to relevantscholarship.Theyhavealsostoodthetestoftime havingbeenthebasisof reflectivepracticeon thepartofSteinereducatorsfor over 80 years.Many haveofcoursealsobecomepartofmainstreampracticeovertheyearsandwhenwe find acommonlanguagethereis indeedmuchtosharein rich andfruitful interaction.

SUBMISSIONRELATED TO THE TERMSOF REFERENCE

FROMTHERUDOLFSTEINERSCHOOLS OF AUSTRALIA

1. CRITERIA FOR SELECTiNGSTUDENTS-Thefollowing would berecommended-• All teacherswould ideallyhaveadequatebackgroundstudiesin thefull rangeof

EnglishLanguageandLiterature , Mathematics,SciencesandSocial Sciencesaswell astheCreativeArtsnecessaryfor thebroadlybased,integratedcurriculum in theprimaryschoolandthethematicapproachrecommendedin thehigh schoolasoutlined in section8. below. In additionprimaryteacherswouldhavedeepenedskills in drama, singing,visual arts and a musical instrumentwhich would allow theimplementationof afully artsintegratedcurriculum.Theopportunityto achievesomeof thesecouldotherwisebe given in ayearoffoundationstudiesduringthefirst yearof theteachereducationcourse.(SeeAppendix 1 with asampledescriptionofaFoundationyear)

• An interviewor personalstatementwritten duringtheapplicationprocess,showingaconnectionto thevocationofteaching,a loveof childrenandanawarenessof theresponsibilityinherentin suchataskis suggested.Alsocommenton therole ofeducationin thefuturesocial,emotional,mentalandphysicalwell-beingofthechild couldbe requested.

• A characterreferencefrom theirschoolor equivalentwith regardto thesenseofresponsibility,integrityandinterpersonalskills ofthestudent.

2. ATTRACTING DIVERSEHIGH QUALITY STUDENTS• Steinercourses,throughofferingan opportunityto find meaningfuland

fulfilling life’s work, attractstudentswhoarecapableofdeeplearning;havea

PC Box 111, Robertson 2577Tel: (02) 4885 1070 Fax: (02) 4885 2555 Mobile: 0408 231 833

Email: rssa@bigpond. corn

strongability for selfreflectionandapreparednessto enterapathofongoingprofessionaldevelopment.Encouraginglyan increasingemphasisin mainstreamteachingon theongoingsocial/emotional/spiritual developmentofthechild aswell asthe intellectual,will attractstudentswhowishto find a true vocation.

• High quality studentswill be attractedto innovative, creative and professionallyrespectedcoursesandfieldsof work. Continuingto redefinethenatureofteachingto emphasisethedepthof learning,creativeimpulse,quality ofhumaninteractionandteacherasarolemodelwill achievethis.

• Indigenousstudentsareattractedto methodswhicharemostsuitableto theirpeople.Experientiallearning/narrativemethod/artsbasedlearningarenotonlyuniversallybeneficialbut areparticularlyapplicableto indigenouscommunities.

3. ATTRITION RATES FROM COURSES• Feedbackfrom universitystudentswehaveinterviewedsuggeststhat attrition

maybein partdueto the intellectual/theoretical approach of learning andtothe lack of classroomexperienceand practical skills in theearly stagesofmainstream training. Theremaybeadvantagein extendingthe internshipsystemasoutlined in 8. below.

4. SELECTINGAND REWARDING FACULTY MEMBERSOurthoughtsin this arearelateto theemphasison recentteachingexperienceinFacultymembersso thattheirwork is filled with living examplesandinsightsfromtheclassroom.A secondpointrelatesto their continuedprofessionaldevelopmentinthe innerreflectiveprocessthat integratesdeeplearning.• In thecreativearts faculty membersideally haveat least5 yearsteaching

experienceandongoingpart-timeteachingor involvementin theirownartistic/creativefield at aprofessionallevel.

• Facultymembersin Education/Curriculumareasideallyhaveatleast5-10 yearsteachingexperienceandongoingpart-timeteachingorperiodsin whichtheyreturnto theclassroom.

• All facultymembersareinvolved in ongoingprofessionaldevelopmentin theirown subject.Thisnot only engagesin integratingtheacademicliteratureandresearchbasebutalsofocusestheirown innerdevelopmentin reflective practiceanddiscussionswith expertteachersin thefield. Study in HigherEducationTeachingandLearningMethodsis included.

• Coursesarecoordinatedby acoregroupofacademicstaffwho arenot removedfrom theactualteachingin organisational/administrativepositionsonly, butarealsolecturingandactivelyresearchingaswell ashavingaconnectionto theclassroom.Theydevelopandholdthepictureoftheresearchframeworkwhichunderpinsteaching.Thekey to thisresearchframeworkis to deepenandintegratewith what hasgonebefore.Most importantlytheyaremindful ofthechilddevelopmentbaseofcurriculumsothatnewmethodsandinsightsareappliedinappropriatewaysat eachageratherthanacrosstheboard.

5. UNDERI4NMNGEDUCATIONAL PHILOSOPHYAND RESEARCH• Theresearchbasefacilitatesnecessaryprogressbutcanbe characterisedby

rapidlychangingframeworksfor eachcurriculumarea,aswell asoveralleducationprinciples.As eachmajorresearchstudy informs anewapproach,muchis dispensedwith andanew specificapplicationis trialled andthentaughtatuniversitiesonly to beoftendiscardednot longaftergraduatesbeginto teach.Aperiodof deepeningand integrationofpedagogicalframeworksasnewstudiescomein, couldprovidestability andtheopportunityfor teachersto reflecton theirteachingexperiencesovertime.

• Intellectuallyderivedknowledgecouldbe morebalancedwith knowledgegainedfrom practice and inner reflection. Qualitativeresearchandtheovercomingofisolationofacademicsfrom teachingpracticewouldaddressthis.

• Universityteachingon educationwould ideallynot behighly specificeg NSWcurriculumoutcomes-basedbut rathermoregenericand basedprimarily on thechild developmentframework.Diversitywould be respected.

• Morereflectionon how oneeducatesfor character, for morality, for trust andfor compassionis required.In earlychildhoodtheimitativequalityof theyoungchild andtheteacherasrolemodel is worthyof furtherstudy.Therole ofmythological and biographical storieslaterin theprimaryyearscouldbe moredeeplyexploredaswell asthevaluein thehigh schoolof challengeor thresholdexperiencesand the meaningful contributionto societythrough the freedomto exploreand enacttheir ideals.(SeeAppendix 2- Idealism and Adolescence)

• Thegreateraccountabilityin our societyandopennessis ofvalue,howeverbalanceneedsto be soughtbetween,on theonehandtheamountof assessmentreportingandoutcomesandindicatorsfocus,andon theotherhandthecreativeprocessofteachingand autonomyoftheteacher.The limitationsanddrawbacks of basicskills testingcouldberecognisedasoutlinedin studiessuchasAmrein andBerliner(2002).As abalance,increasedtraining in childobservationandchild developmentfor teacherscould inform theirassessmentpractice.

• The studyofchild developmentwould ideallybetheunderpinningof thecurriculum.In this respect,for example,an understandingofoptimaltimesfordifferentlearningapproachesanddevelopmentof differentskills would befound andbeappliedacrossthecurriculum.Oneexamplewould bethereflective and analytical componentsof theconstructivist approach findingtheir place in the hypothetico-deductivereasoningstageafter 11 or 12 yearsrather than in young children analysing how meaning is created in thestructure ofa story read to them.

• Integration ofthe Arts- currentresearchincreasinglysupportsarts integrationonawholeschoollevel. Furthermorerecentstudiesshowtheimportanceofmulti-modalityor cross-domainencodingofinformationwhich leadsto transferanddeeplearning.(SeeAppendix 3-ArtsIntegration)

• The role of Storytelling or narrative asa central part ofteachingmethodinthe primaryyears finds supportin theworkof imaginationin learningbyKieranEaganin Canada(asoutlinedby JackYantis2004)with his phasesofsomatic,mythical andromanticwhich precedethephilosophicand ironic.

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• Theresearchon thedecreaseof thesensesin humanneuro-physiologyis an arealittle mentionedbutof importance.If theprocessingof informationfrom thesensesis, throughbombardment,changingin suchawaythat it is little integrated,theneducatorsneedto understandthis andhelpto protectthesensesofthechild.(SeeAppendix4 TheDeteriorationof theSenses)

• Theresearchin the last two decadesin thesciencerealmhaschangedourworldview, while atthesametime socialchangehasseenthesearchfor spiritualmeaningintensify.Theneedfor curriculumchangesto meetthesefactorsissuggestedby SmithandLovat(2003).(Appendix5- TheChangingWorld View)

6. RELATIONSHIPBETWEENEDUCATION AND OTHERFACULTIES• Foundationunits in thefirst yearcouldbe taughtby staffof otherfacultieswho

havearealinterestin education.(seeAppendix1 units in creativearts,sciences,humanities)

7. TEACHERPREPARATION• LiteracyandNumeracy-studentscould look deeplyattheoptimal timefor the

beginningof formal learning and ageappropriate staging.Thestudyofexperiential,concrete,visualandrhythmicmethodsin Mathematicsteachingis apriority.

• VocationalEducation-high school teachers,if theyhavea broadandpracticaleducationthemselves,will be ableto integratestudieswith athematicapproachthatincorporatesthearts,crafts,technicalskills andothervocationalareasincooperationwith teachersfrom othersubjectareaswhereappropriate.This is tothebenefitof all students.

• ClassroomManagement-training could focuson theongoingrole ofthereflectivepracticeandinnerdevelopmentoftheteacherto strengthentheirequanimity,openness,insightandpositiveapproachto students.Also theroleof trainingintheArts asteachingmethodwill continueto impactpositively in this areaaslively, image—filled andcreativeteachingis broughtfull of stories,gesture,musicandbeautifulartwork.

• InformationTechnology-We wouldencouragestronglythereviewof thenecessityofcomputereducationin theprimaryschoolage(which will certainlybe supersededby thetimetheyneedit). Thereis agrowingawarenessoftheability ofstudentsto reachhighly developedskill levelsin ashorttime in HighSchool.We would recommendthestudyof thelimitationof IT asa teachingmethodasthisasoutlinedin thelatestreportfrom theAlliance for Childhood.http://www.allianceforchildhood.net/prOiect5/cOmPuter5/Pdffiles/tech tonic.pdf

• DisruptiveStudentsand SpecialNeedsandDisabilities-theseareindeedareasofhigh priority. Thereareof coursemanychildrenwith disabilitieswhocanbeeasilyandfruitfully be integratedinto theclassroom(perhapswith an aide)to theenrichmentof all. Therearealsochildrenwith very high learningneedsanddisruptivebehaviourwhorequirea high degreeof oneto oneattention.Provisionofadequatestudyof child developmentandpsychologyin teachertraining courseswill help.However,paramountis theresourcesto train and

providemorespecialisedlearningsupportteachersto allow adequatewithdrawaltime for small groupor individual work for childrenwith specialneedsor in somecasestheformationof specialclasses.Thebalanceneedsto befoundbetweenourwishto helpthe individual child with specialneedsandordisruptivebehaviourandtheneedsofthe25 or so otherpupils. Theseotherchildren ofcoursealsohavearight to apeaceful,creativelyfunctioningclassroom.Trainingandprovisionofmoreteacher’saidesis partof theanswer.

• Accreditation-Studentsneedto be preparednot only fortheminimumstandardtobeginteaching,butalsoto enterapathwayof lifelong learningandprofessionalgrowthasalreadymentioned.

• HumanCommunication— Thiscanbebegunthroughspecialcourseswith trainingin therolesandresponsibilitiesofvariousschoolorganisationalstructuresandmoreimportantlythroughtrainingin social/communication/interpersonalskills throughgroupwork, roleplays anddevelopmentofjournalwork andthereflectiveprocess.

8. INPUT OF SCHOOLSAND STAFF• Theemphasison facultywith recentteachingexperiencehasbeenoutlined This

would allow ‘teachers’to be involved in unitsofpreparationfor practiceteachingandin sharingpicturesoftheclassroomin theearlyteachingandlearningunitsandin curriculumsubjects.Ideally,in smallerinstitutions,theEducationfaculty and eventhephysicallocationis integrated with a schoolcampus.This allows staffto movebetweenboth areasand alsoallows studentstoexperiencethedynamicofaschoolcommunity.

• An extensionofthe internshipsystemwith greaterongoingearlyexperienceasanassistantto ateacherwould alsobe recommended.

9. PRIMARY/SECONDARYSPLIT• Theboth broadanddeeprole oftheclassteacherin primaryschoolrequiresa

multi-disciplinary training with focuson creativeartsaswell ascurriculum.Thiscouldbe extendedinto theHigh Schoolwith abridgingyearofapartnershipof2 multi disciplinary guardian teacherstaking morning thematicapproachesin Year 7 andthesethematicapproachesbeing continuedbyspecialistsin Years8-12.ieintegratedandthematiclearningblocksplus specialistlessonsin theremainderoftheday.This would requirethatHigh Schoolteachers,while continuingto havetheirownspecialization,wouldbetrainedin thematicapproachesand havea broadgeneraleducationin both the humanitiesandsciencesto supportthis.

• Theothersplit is in thePreschool/Kindergarten/Infantsarea.Wheredo the4 and5 yearolds belong?Steiner-researchedchild developmentframeworkssuggestthattheageof 6+is an optimaltime for thebeginningofformal learning.Prior tothis acreativeplay-basedlearningenvironmentwith opportunitiesforcreativeartsenhanceslearning.Thishasbeensupportedthroughtherecentstudyofeducationby theOrganizationofEconomicCooperationandDevelopmentinSeptember2003which foundthat Finland,wherechildrenbegin schoolat 7 years

ofage,toppedtheinternationalsurveyin literacy andwasplacedin thetop five inmathematicsand science.This approachto theyoungchild requiresadifferentfocusin teachereducation.

10. ONGOINGPROFESSIONALLEARNING• Onepriority would be adeepeningofinnerdevelopmentin reflective practice,

and meditativework to strengthentheequanimity,openness,insightandpositiveapproachof teachers.This supportstheirclassroommanagementaswell ascommunicationwith parentsandcolleagues.

• Weeklyongoingdevelopmentof creativeskills, suchasartisticpainting,blackboarddrawingandsinging,result in an inspiringclassroomfor thechildrenaswell asrefreshingandenliveningtheteacherattheendoftheday.

• Time spentdeepeningthepicture of thechild throughstudyingandworkingwith psychologistsandtherapistsin this field would be ofenormousbenefit ifincluded in yearlyconferences.

NB The wayadoptedby someSteinerSchoolsisfor a3-4dayschoolconferencetobegintheyearandinspire teachers.Thisisfollowedbyweeklymeetingswhichincludeartistic trainingsessions(3/4hour) andpedagogical/childstudy(3/4 hour) inadditionto thestaffbusinessandplanningmeeting(1 hour). Midyear, a regionalconferenceof4-6daysfocuseson a themesuchaschilddevelopmentor curriculumandbrings inspiringlecturesaswell asartistic workon thetheme.

11. FUNDING OFTEACHERTRAINING COURSES• Studentsarerestrictedfrom enteringthefull depthofthestudy if theyhaveto

work muchmorethanperhaps2 eveningsor 1 day aweek.Studentsenrolledinnon-universityprivateHigher Educationprovidersarecurrentlyableto accessAUSTUDY butthe institutionsdo not receivefunding.Perhapswheresuchinstitutionsareprovidingrecognisedtraining for teachereducationtheycouldreceivesomepercapitabenefit.

References1. Amrein, A.L. & Berliner,D.C. (2002,March28).High-stakestesting,uncertainty,andstudentlearningEducationPolicyAnalysisArchives,10(18).Retrieved[date]from http://epaa.asu.edu/epaalvlOn18/

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nd

2. Yantis,J.(2004) A Reporton the 2 InternationalConferenceonImaginationandEducation-“EducatingImaginativeMinds“2004http://wxvxv.newhorizons.org/mailto:info~newhorizons.org

3. Alvarez,A (2004) EducatorsFlockingto Finland. In theNew YorkTimes(SectionA4)April

9th, 2004

4. Smith,D. & Lovat,T. (2003) CurriculumAction on Reflection.Social SciencePress,Tuggerah.

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APPENDIX 1

SAMPLE OVERVIEW OFA FOUNDATION YEAR IN TEACHER EDUCATION(adaptedasan exampleonly from aSteinerTeacherTraining FoundationYear)

COREUNITS 24 creditpointsIntroductionto Philosohy/Psychology3 cpLanguageStudies-3 cpScience,Maths andCosmology-3cpHealthandBiodynamics-3cpHumanBeingandSociety-3cpHistoricalStud-EvolandDestiny-3cpInnerDvpt- 3cpIntro. To Child DevelopmentandEducation-3cp

CREATIVE ARTS-24creditpointsMusic -4cpVisual Arts-4cpSpeechandDrama-4cpCraft andPuppetry-4cpEurythmy-4cpSculptureandArchitecture-4cp

MODULES1. Introductionto Human—CenteredPhilosophyandPsychology-This unit, through

examiningthefacultiesof thinking ,feelingandwill, aswell astheexperienceoftheworld throughthecapacitiesofperception,sensationandmentalpicturingbeginsto build apictureofthenatureofthehumanbeing,humandevelopmentandtransformation.

2. LanguageStudies-Approachesto Literatureand CreativeWriting- academic,biographicalandpoetic/dramaticstylesareexploredandastudyexaminesthehistoryofliterature.

3. Science,MathematicsandCosmologyModernapproachesto Science- throughsuchdiverseareasasconsiderationofthe interactionofphenomenologicalandconceptualapproachesto scienceandcomparisonofvaryingtheoriesofevolutionofthespecies,aswell asthenotionofEuclidianspaceandcounterspace,studentsarechallengedto developanintegrated,modernandfully consciousapproachto Sciencewhichwill preparethemfor thiscurriculumareain thesecondyear.Mathematics-This backgroundto mathematicsboth revisitsfundamentalarithmetic,algebraicandgeometriclawsandexploresgeometricrepresentationsofthenotionsof duality,polarity, symmetry,transformationandinversion.Thehistoryofmathematics,projectivegeometryandchaosandfractaltheoryarealsostudiedHumanBeingandCosmology-Astronomyformsthecoreofthis modulewhichlooks at theastronomicallawsofthesolarsystemandthegeocentricand

heliocentricviewsof planetarymovement.As well asastrosophyandhumanmorphology.

4. HealthandNutrition/ HealthandHealing-Aconsiderationofnutrition, immunediseases,embryology,child health,adolescenceandaddictionall form abackgroundfor thelater curriculumwork in theHealthandPersonalDevelopmentModule in thecurriculum.OrganicFarming/Biodynamics-aconsiderationoftheecologyoftheearthandpracticalexperienceof organic/biodynamicfarmingis broughtaswell asaconsiderationof relatednutritional issues.

5. HumanBeingandSocietyLife phases-BiographicalStudies-Human developmentthroughoutthe lifespanisconsideredatthephysical,psychologicalandspiritual level. This formsanintroductionto laterwork in child developmentandalsoin professionalstudiesofAdult Learningso that studentshavebeguntheprocessofjournalwork andreflectionon theirownlife learningstylesandblockages.Social Formsfor Workingin Community— thismodulelaysthegroundworkforlaterSchoolManagementandTeacherResponsibilitiesUnits by outlininghow amodelofcooperationcanbebuilt on understandingofcommunity,onewhich inparticularconsiderstherights ofthe individuals,financialcooperationandculturalandspiritual freedomFemale/MaleStudies-Thedifferentiationbetweenthefeminineandmasculinecharacteristicsin history,mythologyandmoderncontextsis exploredasis thenatureof love.

6. HistoricalStudies-TheEvolutionofHumanConsciousness-this studyoftheforcesunderlyingtheexternalfactsofhistory preparesthestudentsfor curriculumwork in theHSIE strandthefollowing year.This beginswith themythologicalsourcesof ancienttimesandcontinuesthroughto ModernHistory. It focusesparticularlyon theinnerdevelopmentofthehumanbeingandcultural, socialandreligioustrends.This modulepreparesstudentsto beginthecurriculumdevelopmentworkofcreativeplanningofthehistorymain lessonspresentedthroughnarrativeandartsintegrationwith afocuson experiencesoftheconsciousnessof thepeoplesofthat time.Destiny — this moduleexploresthemeaningof diversehumanexperiencesinrelationto ourdevelopinghumanconsciousnessandtheopportunitiesthat arepresentedfor humangrowththrough“favourable”opportunitiesandchallenginglife situations.It providesabackgroundto history,to child study componentsofPedagogyandSpecialEducationandto thecontinuedprofessionaldevelopmentoftheteacher.

7. Studiesin InnerDevelopment-Thismoduleexploresthenatureofpreparationforabalancedinnerlife throughclarity ofthought,masteryofthewill, equanimityofthefeelings,positivity and openmindedness.Thenatureof contemplation,prayer,meditationandassociativethinkingarealsoconsidered.

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8. Introductionto Child DevelopmentandEducation- This unit offersanintroductionto an integratedview ofchild developmentandindividual differencesaswell asanoverviewoftheaimsandmethodsof education.Studentsanalysetherelationshipbetweenchild developmentandoptimalcurriculumdevelopment.Theyreflectedon thediverseaimsof schoolingfrom theirown childhoodexperiencesandtheircurrentideals.Work Experience-Studentsarerequiredto participatein aschoolsituationfor 2weeksto observefacetsofteachingandlearningandto experiencethemselvesaspartofaprofessionalschoolenvironment.This is bothabackgroundto thefurthereducationstudiesandspecificallyapreparationfor thePracticumcomponentstofollow.

CREATIVE ARTS9. Music-This introductionto musictheory,singing,andrecorderplayingbuilds

basicskills anddelineatesthestagesofevolution ofmusicsuchasthepentatonicasapreparationfor thestudyofthemusic curriculumoftheprimaryschool.

10. SculptureandArchitecture-form observationandanalysisandastudyofmovementandgestureaswell aspracticalexercisesin theform languageofthemineral,plant, animalandhumankingdomsprovidean in depthbackgroundtosciencestudiesasa 3 dimensionalsculpturalunderstandingis possible.

11.Eurythmy-This artof movementexploresthespatialformssuchasthespiral,lemniscate,pentagramandthemovementwhich expressesboth speechandmusicaltonesand intervals.In later yearsthis developsinto thecreationofclassroomlearningexperiencesfor geometry,socialawarenessanddexterityaswell asspeechandmusic.

12. PaintingandDrawing-this explorationofcolour,gesture,harmony,polarityandline formsan introductionto theVisualArtswork anddevelopstheteachers’ownskills for artistic lessonpresentation.Art History is alsostudied.

13. SpeechandDrama— epic,lyric anddramaticstyles,metaphor,soundqualitiesandroleplayandimprovisationareall exploredandculminatein amajordramaticproduction.

14.Craft- weaving,braiding,basketry,woodwork, cardingand spinning,crotchet,felting andknitting aresomeofthemanyskills developed.Designprinciples,aestheticsandhistoricaltechniquesarecovered.Puppetry-theartof puppetry,includingthecraftsmanshipofpuppetmaking andstaging,is exploredandculminatesin aperformancefor schoolchildren.

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APPENDIX 2 Idealismin Adolescence

Of importancein High Schooleducationis theyoungperson’sexperienceofthemselvesasgrowingin autonomy,ableto contributeto theworld andto find idealsandlive them.

TheobservationsofAndrewFuller(l996)arerelevanthere.Fuller,a clinicalpsychologist,lectureratLa TrobeUniversityandmentalhealthworker,believesthat thelevel ofrisk-takingbehaviourin societyis linked to theabsenceofrituals , ritesofpassageandinitiation experiences.Theprocessofseparationfrom aspectsofpastidentity,theundergoingof someform of transitionandthereturnasan adultmemberofsocietyis notavailableto manyyoungpeopletoday.Fullernotesthat theprocessofbeinginductedinto amorally-coherentgroupis oftenabsentandthat societydoesnotprovidetheopportunityfor youngpeopleto find a life paththat“integratesandutilizestheir ideals.”

“It is time whenpeopleneedto believein absolutevalues,absolutely.In defianceofthemediocre,compromisedadultworld youngpeopleneeda“scaleofgods”whichwillencapsulatetheiridealsanddreams.”

Without this theyare“vulnerableto dilutedformsofthis experiencesuchasdrugs,gangs,cultsandabuse.”

What,within thehigh schoolenvironment,canprovidetheseexperiences?

• adultmentorswho recognizeandstrengthentheindividuality of eachyoungpersonandthemanyfacetsoftheir beingso thattheydo not fall into stereotypicalbehavior.

• curriculummaterialwhich examinestheworldandhumanityin all its depth• enthusiasticteacherswhoare still themselvesfilled with ideals.• opportunityto experiencegrowingautonomyin meaningfulsocialwork and

communitydevelopmentprojectsthatarelinked to their idealsandwhich showthattheycanmakeadifferenceto theworld andits people.

• Experientiallearningandpracticalprojectswhich allow themto masterthesimplercraftsandtechnologieson which ourcivilization is basedandwhich arelinked totheir studiesandwhich will enhancetheirunderstanding.

• Ritesof passagesuchasphysicalchallenges,bushexperiences,solos,journeysawayfrom homeandfamily to othercultureseg.Aboriginal.

• Theopportunityto planandimplementan original major12-monthprojectwithresearch,creativeandpracticalcomponents.

ReferenceFuller, A. (1996) TherapeuticConversationswith Adolescents Risk TakingasaHealingProcess.In TheMind Body Connection.TheGawlerFoundation,YarraJunction.

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APPENDIX 3- INTEGRATION OF THE ARTS

1. An arts integratedlessonsequence2. Resultsfrom arts-integrationprogramsandboth correlativeandcausalresearch3. Implicationsfor teachertraining

1. An Arts IntegratedLessonSequence

In SteinerEducationtheteachershavealwaysbeentrainedto integratethearts in adayby day,lessonby lessonmanner.

Mathematicalconceptssuchastheverticalalgorithm

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havebeenpreparedby a storysuchasoneinvolving aparticularlytidy storekeeperwhogathersthekingdom’sjewelsorproduceandstoresthemin little bagsoftenandwhentherearetoomany ofthose,biggerbagswith 10 small ones.Manyadventureslaterthejewelsorappleshavebeencounted,distributed,recountedandrecorded.

After thefirst episodeof thestory is recalledon thesecondday of a3-4 weekmathsmainlessonsequence,arangeof concreteactivitiesbeginfor all thechildren - with a largewooden3 storeyhouseandbagsto be filled andsharedoraddedaswell astheirownsmallersetsofbagsto useattheirdesks

Eachsessionalsocontinuesto deeplyimprint addition facts,multiplicationtablesandrhythmiccountingsequencesby multi-facetedactivities-whichinvolve reciting,clapping,stampingandmovingalongpatterns.

Beautiful illustrationsof thestorekeeperathis tasks,whichtheteacherhasbegunon theboard,aremadein thechildren’sbooksandlittle ‘pictures ‘of eachsum aredrawninconcreterepresentationbeforethealgorithmis written.Poemsandsongsaremadeup ofprocessesin thestory in which thekey aspectsoftheproceduresareembedded.

Storytelling,drama,poetry,visualarts,musicandmovementareintegratedinto, not onlymathematics,but reading,history,spellingandeachotherareaofthecurriculum. Artsenrichmentdoesnothappenprimarily on aweeklybasiswith specialistteachersorcommunityarts-partnersbut eachmomentin theclassroomwith theclassteacher.

2. Resultsfrom Arts IntegrationProgramsandbothcorrelativeandcausalresearch.As indicatedin thearticleby Eric Oddleifson(Chairmanof theCenterfor theArts in theBasicCurriculum)on BostonPublic SchoolsasArts-IntegratedLearningOrganizationswork suchasGardiner’sTheoryof Multiple Intelligenceshashelpedextendthearts

integrationprogramsin manyschools.His thoughtsprovide an overviewof this rapidlygrowingareaof educationalreform.

“Stanford’sElliot Eisnersuggeststhatourdificulty in recognizingthebenefitsof thearts comesthroughourownfundamentalmisunderstandingsabouttheverynatureofmind,knowledge,andintelligence.Besidesbelievingthatlanguageis requiredfor thought,we think thatlogic is necessaryto expressintelligence.Not true. Poetry,whichemployslanguage,is notonly notnecessarilylogical, butconsideredby manyto be thehighestform ofthought.Webelievethatthesensesaremerereceptorsofstimuli, to bemediatedand“madesenseof’ by intellect.Not true.Boththecognitivepsychologistsandneurologists... nowknowthatthesensesaredirectformsofcognition,andunderstanding.”

He alsomentionstheworkofRobertRoot-Bernstein

“RobertRoot-Bernstein,a biologistandcellist, suggeststhatweneedwhatheterms“tools ofthought” to givemeaningtofactsandtofacilitatecreativeortransformationalthinking.Thesetools,mostofwhichareembodiedin theartsincludetheuseofanalogyand metaphor,patternforming andrecognition,visualand kinestheticthinking, modeling,playacting,manualmanipulation,andaesthetics.Hebelievesthatthemindandsensesalikemustbe trainedequallyandin tandemto perceiveandto imagine,andpointsoutthatfew, ~fany,ofthesetoolsof thoughtare in ourstandardsciencecurricula. Withoutthesetoolsofthoughtkidshavedifficulty in “connecting,”or constructingmeaningfrom anassemblyoffactsor bitsofinformation.”

Surveyingsomeresultsfrom 5 arts integratedschoolsheoutlinesthehighly positiveresults;

In SouthCarolina thereis a waiting listof1200parentswishingto enroll theirchildrenat thearts-basedAshleyRiverSchool,including thoseasyetunborn!AshleyRiver,whichacceptseverybodyon afirst come,firstservedbasis,hasthesecondhighestacademicstandingin thecity andcounty,exceededonly by ahighschoolfortheacademicallygifted-eventhoughonethird ofthestudentshavelearningdisabilitiesandtheschoolis locatedin oneofthecity’spoorestareas.AshleyRiver’s testscoresare40-50 percenthigherthancountyandstateaverages

TheKeySchool,anarts-integratedschoolin Indianapolis,andthesubjectofanABCSpecialcalled “CommonMiracles,” is viewedaspossiblythebestelementaryschoolin thecountryby theNationalEducationAssociation.It wasstartedbyan arts teacherwhobecamefedupwith thestatusquo,andwantedto offerquality educationfor all children.

At theJohnEliot Schoolin Needham,fourthgraderswhentestedfor criticalthinking skills lastyear, werefirst in theentirestate.

High schoolersat theFACEschoolinMontrealachieveata rate 20-25 percenthigheron averagein hardacademicsubjectsthantheir counterpartsin otherMontrealhighschools,eventhoughonereasontheyenroll atFACEis becausetheyareweakacademicallyto start (Figure3).

Citing WaldorforSteinerSchoolsasexamplesof artsintegratedschools,Oddleifsonmentionstheirsuccessin examscoresin Germany.

In Germanystudentsenteringuniversityareallowedto skiptheirfreshmanyear,~ftheirentranceexamscoresaresufficientlyhigh. Fortypercentofover1,000 Waldorfschoolstudentsinterviewedwerefoundto havequalified,comparedto a nationalaverageofonlysixpercent.Leadingeducatorshaveahigh regardfor Waldorfeducation.ErnestBoyerremarked,

OneofthestrengthsoftheWaldorfcurriculumis its emphasison theartsandtherich useofthespokenwordthroughpoetryandstorytelling.Thewaythelessonsintegratetraditionalsubjectmatteris, to my knowledge,unparalleled.Thosein thepublicschoolreformmovementhavesomeimportantthingsto learnfrom whatWaldorfeducatorshavebeendoingfor manyyears.It is anenormouslyimpressiveeffort towardqualityeducation.

ThomasArmstrong,authorofMultiple Intelligencesin theClassroom,said,

Waldoifeducationembodiesin a truly organicsenseall ofHowardGardner’ssevenintelligences.RudolphSteiner’svision isa wholeone,notsimplyanamalgamofthesevenintelligences.Manyschoolsarecurrentlyattemptingto constructcurricula basedon Gardner’smodelsimplythroughanadditiveprocess(whatcanweaddto whatwehavealreadygot?).Steiner’sapproach,however,wasto beginwith adeepinnervisionofthechild andthechild’s needsandbuilda curriculumaroundthatvision.

Steinereducatorsarethemselvesinterestedin themorecomprehensiveresearchstudiesinto transfer(JamesCattrell (2002)andtheCritical Links study) aswell asinsightsprovidedby theChampionsofChangestudieswhich areoverwhelminglypositivein theirassessmentofprogramsin which artsarefully integrated.

Multi-modality, crossdomainandmulti-literaciesresearchhasmuchto offer ourunderstandingoftheefficacyofwhatwe implement.

3 .Implicationsfor TeacherTraining.Muchoftheresearchfocuseson projectswith specialistartsteachersor partners.However,in SteinerSchoolswhile thisoccurs,it is alsoconsideredthedomainof everylessonandthereforeoftheclassteacher.Thethematicapproachofthe3-4 weekintegratedMain Lessonis an exampleofthis.

Whatdoesthis require?Are all teachers,gifted musiciansandartistsbeforetheybegin?In aSteinerTeacherTrainingCourseevenstudentswhohavelittle experienceor skill areguidedto discovertheir artisticandmusicalsideandto developthis in anongoingway,ratherthanforjustonesemester.It canbe asourceofgreatjoy andrenewalof energiesto paintin watercolours,sing,playan instrumentanddrawbeautifullywith pastelsorcrayons.Onceteachersarein theclassroomthedaily opportunitiesfor practiceandtheoverwhelmingenthusiasmof thestudents,who can’twait to comein andseetheartworkon theboardthatday,encouragesenrichmentoftheseskills. Soonvisitors arecommentingon thehow lucky thechildrenareto haveateacherwhois an accomplishedartist ormusician!

References

Catterall,J. (2002) Arts andtheTransferofLearning in Critical Links. LearningintheArtsandStudentAcademicandSocialDevelopment.Arts EducationPartnershiphttp://www.aep-arts.ora/clinkspage.htm

EdEdwardB. Fiske.(2002) in ChampionsofChange.The ImpactoftheArts onLearninghttp://artsedge.kennedv-center.ora/champions/pdfs/champsreport.pdf

Oddleifson,E, (1995) BostonPublic SchoolsasArts-IntegratedLearningOrganizations.Centrefor Arts in theBasicCurriculum.Hingham.

Seitz,J. (2000) The BodilyBasisfor Thought.In NewIdeasin Psychology:AnInternationalJournalofInnovativeTheoryin Psychology,2000,18(1),23-40

APPENDIX 4- THE DETERIORATION OF THE SENSES

As Michael Kniesslereportedsomeyearsago,theresearchin relationto thedeteriorationofthesensesbeganmanydecadesagoattheRationalPsychologyAssociationin Munich, but it wasnot until someyearslater in theseventies,thatscientistsdiscoveredthat thesensesoftasteandsmell haddegeneratedsignificantlywith previouslyrecognisedsensationsnownotbeingaccepted.

ThenasMichael Kniesslegoeson to outlinethis development

“However, at thebeginningoftheeighties,therewasa dramaticdevelopment.HennerErtel expressedhis amazementin thisway: “Suddenlyall ofthesenseswereimpairedThebrain refusedto takeanyaction on a significantproportionofthestimuli, it wasgettingmoreandmoredifficult to stimulatethecorrespondingcentersin thecerebralcortex.

The researcherswere nowalarmed.The organizationofthebrain hadapparentlychangedin orderto geta reactionnow, theyhadto usebarragesofactionpotentialwhichonlyafewyearsbeforewouldhavecauseda shock

Sincethen, the trendhasacceleratedOur sensitivity,to stimuli is decreasingat a rate ofabout1%peryear. Delicatesensationsaresimplybeingfilteredoutofourconsciousness.Thismakesroomfor a multitudeofbrutal “thrills, “as theespeciallystrongstimuliarecalled

At thesametime, thebrain seemsto havemadesign~ficantalterationsto its internalstrategy. “There are manyindicationsthatthesenewbrutal stimuliare beingprocessedin a differentwaythan before,“saysthepsycho-physiologistDr. HaraldRauoftheInstituteofMedicalPsychologyatthe UniversityofThbingen.This instituteis amongthemostwell-respectedresearchbodiesin theworldfor behavioralneuro-biology.HaraldRausays, “it is apparentthat thecross-linkages(networks)havebeenreduced,andthatthecapacityhasbeenenormouslyincreasedusingdirectstimuluscarriers workingparallel to eachother.”

Ertel explainsthis, “Previously, an opticalstimuluswouldbe directedthroughvariousbrain centersandwouldalso activatetheolfactorycenter,for example.Today it appearsentirebrain areasambeingskippedover. The opticalstimulusgoesdirectly andexclusivelythevisualcenter.”

Kniesslepointsoutthatthedisadvantageis thatthestimulus is not, or is onlyinadequately,networkedandenhancedwith emotions

it usesparallelswitchingto takeup andstorec4fferentstimuliconcurrentlyandindependentlyofeachother, asopposedto the “older” brain models.Thiscreatesan

enhancedtoleranceofdissonance.Dissonancemeansa discordin processthatotherwisewouldproceedin a harmoniousfashion. “The youngpeople,“ accordingto HennerErtel,“have grownup with contradictionsandtheycan handlethem.“ Yearsagoyouwouldhavecalledthiscapacitya split or divisionofconsciousness.Today, it is thenorm.

Hearing,for example:15 yearsago, Germanscoulddistinguish300,000sounds.Todayon average,theyonly, makeit to 180,000.

The brain losesits standardsanddegeneratesinto a kindofdialecticprocessingofsenseimpressions:it onlytries toprocessthestormingwavesofsensation.Withoutanychecking/control,it storesopposingandcontradictoryinformationwithoutcreatingasynthesis.Thebrain, up until now, hasonly changedits organization,not itsstructure.Buttheneurophysiologistshavealreadydiscovereda newphenomenon.Theycall it plasticity:thebrain installsa seriesofnewinterfacesandnewprocessingprograms.ProfessorH.WaessleoftheMax-Planck-institutefor Brain Researchin FrankfurtconfirmsthatdWferentinformationisprocessedat differentplacesin thecortex, thatthe rhythmicpatternsare changing,andthattheway it is storedis changing.At thesametime, theso-calledparty-effectisgettingstronger:that’s whatmakesitpossibleforyou toconcentrateon a singleconversationpartner, while all aroundyouthereis tremendousnoiseandconfusion.All othersoundsare simplyfilteredout.

This work on thesensesis highlightedin this submissionbecauseit is felt that thesensesareourwayof actuallyexperiencingthisworld.If wefollow throughthecurrentreportedtrendswe faceadisturbingscenario.

If this deteriorationofthe senseshasarisenin partdueto thebombardmentof thesensesthroughmediaandcomputersandover stimulationthroughour overprogrammedlives,thenit maybe thatschoolscould focuson naturalexperiencesandthosewhichunfoldovertime -

EgPlantingandlooking afteravegetablegarden,observationofplant growthBuilding asmall structurein theschoolCraftingnaturalknitted,felted andcrochetedprojectsUsingacousticmusicalinstrumentsObservationoftheskyphenomenaoverextendedlunarandsolarcycles

Schoolsmight alsoneedto find awayto focuson ahealthyintegrationthroughcross-curricularlearningexperienceswhichwill synthesisewhat hasbecomedisjoint in awaywhich doesnotoverstimulate.

The3-dayor 3-fold methodemployedby Steinerteachersmaybe beneficialhere-• newmaterialpresentedthefirst day throughstory images(in theyoungerprimary

years)orphenomenologicalobservation(in lateryears)• the imagesarerecalledthesecondday andintegratedthroughdrawingand

movementordrama

17

• childrencreateawritten recordofthematerialwhich hasbecomedeeplyintegrated

Also teacherscould focuson integrationofthesensesthroughactivitieswhich arecrossdomain eg singingwhile walking astarpatternin partnershipwith otherchildrenateachpoint andclapping.Theseexperiencesrequireaworkingtogetherof manysensesratherthanonein isolation.

ReferenceKiessle,M The DecreaseoftheSensesandtheEvolutionoftheFastBrainAssociationofWaldorfSchoolsofNorth America(AWSNA) (WaldorfHigh SchoolResearchPaper- WHSRP)

APPENDIX 5- THE CHANGING WORLD VIEW

In thefinal pagesoftheirbookCurriculum :Action on Reflection(p236-242)SmithandLovat(2003) haveseverallists of challengesto be metby futurecurriculumwork. Theyfirst speakaboutthe growingneedin our societyto find meaningandpurposeotherthanpaidwork andto link self-identitywith somethinggreaterthanthematerialworldTheynotethatschoolsstill largelyteachinformationandlabelsfor ideasratherthanthe ideasthemselves.

Theygo on to saythat ourtheoriesoftheworld havebeenrestrictedby amaterialisticworld view but that increasinglyscientistsareaddressingrealitiesthat evenacoupleofdecadesagono self-respectingscientistwouldhaveadmittedto. Theylist newtheoriesand ideaswhich mustinform curriculumwork for thefuturesuchasthat -

• our bodiesmaybe vibratingfrequenciesof fluid energylayers• and ataquantumlevel 99%ofourcellsandthereforebodiesarevoids(Chopra

1994)• our ability to createimagesmaybemorepowerfulthanany oftheenergiesweuse

on earth(Howel986)• theuniverseitselfaswell ashumansmay be evolvingthroughlevelsof increasingly

sensitiveconsciousness( Wilber 1984).

Theythengo on to speakabouttheneedfor curriculumwhich-• recognizesthelinks ofhumansto somethinggreaterthantheirownindividualidentity,• recognizesthepowerof positivementalimaging• recognizesthatthesumof ourcombinedactionsandthoughtscreatestheworldwe live in• haspeacefulandloving visionsofthefuture• hasasenseof community• instills responsibilityinsteadof carelessness(Beare&Slaughter,1993)

How wecanwork with knowledgeratherthaninformation, andideasratherthantheirlabels?Thekey maybein theexperienceofthephenomenaoftheworldandtheinitialholdingbackof explanationsandlabels.It mayalsobe in theartsthroughwhichwe canconnectto andexpressourexperienceoftheworld.

As SteinerteacherAnthonyDownsstates(1987)oftheclass6 Steinercurriculum,thefirst formal studyofphysicsbeginsastheintellectawakesbut it is notatime forreducingsuchconceptsassoundor light to merelywaveswith amplitudeandfrequency..It is a timeto be opento thewonderoftheuniverse,seekto penetrateits mysteriesandthenfind the lawsthat underlieits physicalexpression.

This canseenduringthe lessonwhenthechildrenexperiencetheChiadniplate . Aviolin bow is drawnacrossa suspendedbrassplatesprinkledwith fine lycopodiumpowder.Anoteis producedandthedustmagicallyarrangesinto abeautifulpatternthatcorrespondsto thenoteplayed.Many suchpatternscanbeproduced.Whenfine pollenis

usedwith an electronicChladniplate,thepollenarrangesitself into aminuteuniverseofthree-dimensionaldancing’starsandplanets‘.The childrenexperiencethecreativepowerofsound.

As AnthonyDowns(1987)continues; “Their first explorationmustbe anenhancement,notadeadening,ofexperience,filling themwith awe , wonder andjoy,for what achild lovesnowwill leadto understandingata later time . . . .We mustnotexplainawaythemysteriesbeingviewedwith thosedryconclusionslearnedthroughthevery typeof sciencewewishto transcend.”

Thechallengelisted by SmithandLovat (2003)at theendofthebook (p242)“To construct ... a curriculum. .thathaspeacefulandlovingvisionsofthefuture .... that

instills responsibilityinsteadof carelessness.”hasbeenthesubjectof a study in theresearchofJenniferGidley (1998)on ImaginationandWill in YouthVisionsof theirFutures.Thereferencesshereviewedfocusedon thecontributionofimaginativepresentation,storytellingandtheintegratedartisticwork.

Her researchinvestigatestheeffectofthesemethodson the innerqualitiesof hope,positivity andmotivationwhich arerelevant to thecurriculumoutcomesraisedby SmithandLovat.

JenniferGidley looks attheability to envisionapositivefutureandto feel personallyinspiredto worktowardsthis .Shelinks this ability to thepowerofimaginationasisidentifiedin theworkof Rich Slaughter,FrankHutchinsonandEliseBoulding .Shelistsstory —telling, mythologyandtheuseofcreativeartsasteachingmediaassomeofthefactorsinvolved in thiscultivationofthe imagination.

Herresearchfoundthatthe imaginative,artistic,holisticapproachof SteinerEducationempoweredagroupof youngpeopleto envisionpositivefuturestowardswhichtheyfeltconfidentandproactive.Personalempowerment,communityempowerment,consciousnessdevelopmentandactivismwererecognizedandvaluedby studentsaswaysto createapositive future . As sheconcludes

“It hasbeenshownherethat educationalinputcanpotentiallyfacilitateapositive,confidentoutlook , therebyempoweringstudentsfor theirfuture lives . It is vital that thecurrentemphasison ‘head knowledge’bebalancedin thefutureby cultivation oftheimaginationthroughstorytellingandtheartsandthereinventionofhumanvaluestoincludeactivism,spirituality, andfuturecare”

ReferencesSmithD. andLovatT. (2003). Curriculum Action on Reflection. Social SciencePress

Tuggerah.Downs,A. (1987)Article on Class6 Sciencein GlenaeonSchoolMagazine

1987, GlenaeonSchool,Middle Cove.Gidley ,J. (1998 ) EnvisioningPositiveFuturesin EducareNews 1998