The Waldorf movement in education from European cradle to American crucible: 1919 - 2008
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lewiston, NY [u.a.]
Edwin Mellen Press
2008
|
| Schlagworte: | |
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| Beschreibung: | VIII, 377, [52] S. Ill. |
| ISBN: | 9780773449701 0773449701 |
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| 245 | 1 | 0 | |a The Waldorf movement in education from European cradle to American crucible |b 1919 - 2008 |c Ida Oberman |
| 264 | 1 | |a Lewiston, NY [u.a.] |b Edwin Mellen Press |c 2008 | |
| 300 | |a VIII, 377, [52] S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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Datensatz im Suchindex
| _version_ | 1804138031511240704 |
|---|---|
| adam_text | Titel: The Waldorf movement in education from European cradle to American crucible, 1919-2008
Autor: Oberman, Ida
Jahr: 2008
TABLE
OF
CONTENTS
FOREWORD
by
Douglas
Sloan..............................................................................i
ACKNOWLEDGEMENTS..................................................................................vii
INTRODUCTION...................................................................................................1
Three
Revealing
Vignettes
and
Two
Leading
Questions............................1
Diversity
of
Settings....................................................................................3
Lack
of
Bureaucratic
Control...........................................................7
Non-Bureaucratic
Controls..............................................................8
The
First
School
and
Founder..............................................8
Teacher
Training
and
Teacher
Networks.............................8
The
Power
of
the
Underlying
Belief
System.......................9
Conceptual
Framework:
The
Analytic
Strategy........................................11
Directing
Scott’s
Lens
at
the
Waldorf
Institution
and
its
Context..........................................................................11
The
Concept
of
Reincarnation...........................................12
The
Notion
of
Cultural
Epochs..........................................13
“Institutional
Memory”
as
a
Measure
of
Change
and
Coherence..15
PART
I:
INCEPTION,
1919-1925........................................................................17
Introduction:
The
Paradox
of
Continuity...................................................17
Chapter
1.
Founder
and
Foundling:
The
First
Waldorf
School................23
I.
Steiner’s
Intellectual
Odyssey............................................23
Goethe’s
Lens....................................................................25
The
Road
to
Anthroposophy..............................................28
II.
From
Goethe
and
Anthroposophy
to
Social
Reconstruction...................................................................31
Education
in
the
Spotlight
of
a
New
Threefold
Model......31
Emerging
Tensions............................................................37
Chapter
2.
From
Class-War
to
School
Class............................................42
I.
Beginnings.........................................................................42
II.
The
Waldorf
Curriculum
and
Organization.......................50
Teacher
Training................................................................57
III.
The
Weave
of
Waldorf:
Faculty
Interaction,
Individual
Innovations,
and
Faculty
Study..........................................59
Faculty
Collaboration.........................................................59
The
Teachers’
Autonomy..................................................62
Faculty
Study.....................................................................64
IV.
Cultural
and
Class
Values:
the
Quest
for
Consensus.........66
Conclusion
................................................................................................69
PART
II:
UNDER
THE
SHADOW
OF
NATIONAL
SOCIALISM....................72
Introduction........................................................................
72
The
Power
of
Historical
Absences.................................................72
The
Historian’s
Hurdles.................................................................78
Chapter
3.
Succession
Crisis,
International
Expansion
the
Führer’
s
Rise
to
Power..........................................................................83
I.
Death
of
the
Teacher..........................................................83
The
Cresting
of
the
Domach
Conflict:
1925-1935............84
Domach
Shock
Waves
Hit
Stuttgart:
1925-1935..............88
II.
From
Single
School
to
International
Movement................92
Genesis
of
an
International
Network.................................94
The
Teacher
Community
Expands
Across
Borders.........103
HI.
Rise
of
the
Führer:
German
Reform
Pedagogy
in
the
Early
Days
of
National
Socialism....................................107
Chapter
4.
Waldorf
in
the
Nazi
Years,
1933-1945:
Succumb
Some!
Resist
Some!.........................................................................113
I.
Identity
Tested:
January
1933
-
March
1935
..................113
II.
Managing
Repression:
Inside
the
Stuttgart
Waldorf
Walls,
January
1933
-
June
1936....................................127
Three
Little
Girls:
Stuttgart
Student
Portraits..................129
Five
Nazi
Parent
Portraits:
Leo
Tölke,
Else
Moll,
Hermann
Mahle,
and
Eugen
Margarete
Link..............136
III.
Between
Possibilities
of
Survival
and
the
Problem
of
a
Führer’
s
Oath...................................................................147
IV.
Degrees
of
Adaptation:
Waldorf,
1936-1945..................154
Self-Definition
by
Going
Underground:
Berlin
and
Altona
School
Closings....................................................154
Self-Definition
through
Ritual:
The
Stuttgart
School’s
Closing.............................................................................157
Self-Definition
at
Gun
Point:
Dresden’s
School
Closing.............................................................................162
V.
Reconstruction
out
of
the
Ashes......................................163
The
U.S.
Link:
Dynamics
of
Re-Fertilization..................165
CONCLUSION
169
PART
III:
TRANSPLANTING
WALDORF
TO
AMERICA.............................172
Introduction..............................................................................................172
Chapter
5.
New
York
Story:
Quest
for
Purity.........................................175
I.
Art
as
Anthroposophy’s
Vehicle......................................175
An
Anthroposophical
Network:
1910-1923....................177
From
Private
Anthroposophy
to
Public
Waldorf
Education:
1923-1928.....................................................178
II.
Translating
Waldorf
principles
into
New
York
practice:
1928-1938........................................................................185
The
Vehicle
for
Adaptation
and
Coherence:
Stuttgart
as
Model...........................................................................188
III.
Existential
Challenge,
1938:
Life
without
the
Stuttgart
Coach...............................................................................192
Chapter
6.
Kimberton’s
Story:
Creative
Accommodation......................199
I.
A
Swedish
Vision
of
German
Refonn
on
American
Soil...................................................................................202
II.
Kimberton
School
Founding............................................206
Contextual
Challenge.......................................................208
Broadening
and
Deepening..............................................213
III.
The
Founding
of
the
First
U.S.
Waldorf
Teacher
Training............................................................................214
Making
the
American
Link
for
Waldorf..........................218
Kimberton:
The
New
Model...........................
221
Chapter
7.
The
Sacramento
Story:
Focus
on
“Evolution”......................226
I.
Californian
Conversion
Story..........................................227
Creating
a
Cultural
Field
of
Waldorf...............................229
Native
Enthusiasm:
For
Waldorf,
Rather
than
for
Anthropo
sophy.................................................................234
II.
Waldorf
Wars
over
Purity
and
Adaptability....................236
The
Adaptable
Charismatic
Count
with
Purest
of
Waldorf
Pedigrees............................................................236
Funders
of
a
New
Stripe..................................................241
III.
Professionalization
of
Waldorf
Training.........................243
To
Study
the
Relation
between
Fidelity
and
Flexibility:
Sacramento
Center
for
Anthroposophical
Studies,
1976....................................................................247
Seeking
to
Train
“Professional”
Waldorf
Teachers:
From
Center
for
Anthroposophy
to
Rudolf
Steiner
College.............................................................................250
Waldorf
Standards:
Elevating
Anthroposophy
to
a
Required
Core
Field......................................................251
“Waldorf:
Education,
Not
Salad”:
The
Movement
Finds
Public
Voice...........................................................253
Chapter
8.
Moving
into
the
Public
Sector...............................................256
I.
First
Public
Waldorf
School
in
the
U.S...........................256
II.
Institutional
Memory:
Shifts
from
Stuttgart
to
Milwaukee........................................................................259
The
Rising
Tide
of
Critism..............................................262
III.
The
Decisive
Matter
of
Degree........................................266
Not
religious
enough
or
too
religious..............................266
CONCLUSION....................................................................................................270
EPILOGUE
2007.................................................................................................277
How
Has
the
Movement
Fared
from
1998
to
2007?................................277
I.
Teacher
Training
Institutions
Grow:
Vehicles.of
Institutional
Memory.......................................................277
II.
Research
Institute
for
Waldorf
Education
Founded
1996:
Vehicle
for
Data-Based
Debate
between
Fidelity
and
Flexibility.....................................................279
III.
Waldorf
Schools
and
Public
Schools
Inspired
by
Waldorf
Grow
in
Number................................................281
Early
Evidence
of
Impact........................................................................287
I.
California
Standards
Test
(CST)
2006
Performance
Data..................................................................................287
What
We
Did...................................................................288
What
We
Learned............................................................288
II.
Learnings
from
Waldorf
Graduate
Survey
(1943-2005).298
Values..............................................................................299
Skills................................................................................299
Activities..........................................................................300
III.
Waldorf
Wins
Relevance
in
the
Policy
Context
of..........300
“The
New
Three
R’s”......................................................300
What
is
Waldorf
s
relevance
in
light
of
these
“new
3
R’s”?
302
Conclusion
,312
LIST
OF
ABBREVIATIONS..............................................................................313
ARCHIVES
CONSULTED.................................................................................314
APPENDICES.....................................................................................................315
APPENDIX
1...........................................................................................316
APPENDIX
II..........................................................................................318
APPENDIX
III.........................................................................................321
BIBLIOGRAPHY................................................................................................327
INDEX
347
|
| adam_txt |
Titel: The Waldorf movement in education from European cradle to American crucible, 1919-2008
Autor: Oberman, Ida
Jahr: 2008
TABLE
OF
CONTENTS
FOREWORD
by
Douglas
Sloan.i
ACKNOWLEDGEMENTS.vii
INTRODUCTION.1
Three
Revealing
Vignettes
and
Two
Leading
Questions.1
Diversity
of
Settings.3
Lack
of
Bureaucratic
Control.7
Non-Bureaucratic
Controls.8
The
First
School
and
Founder.8
Teacher
Training
and
Teacher
Networks.8
The
Power
of
the
Underlying
Belief
System.9
Conceptual
Framework:
The
Analytic
Strategy.11
Directing
Scott’s
Lens
at
the
Waldorf
Institution
and
its
Context.11
The
Concept
of
Reincarnation.12
The
Notion
of
Cultural
Epochs.13
“Institutional
Memory”
as
a
Measure
of
Change
and
Coherence.15
PART
I:
INCEPTION,
1919-1925.17
Introduction:
The
Paradox
of
Continuity.17
Chapter
1.
Founder
and
Foundling:
The
First
Waldorf
School.23
I.
Steiner’s
Intellectual
Odyssey.23
Goethe’s
Lens.25
The
Road
to
Anthroposophy.28
II.
From
Goethe
and
Anthroposophy
to
Social
Reconstruction.31
Education
in
the
Spotlight
of
a
New
Threefold
Model.31
Emerging
Tensions.37
Chapter
2.
From
Class-War
to
School
Class.42
I.
Beginnings.42
II.
The
Waldorf
Curriculum
and
Organization.50
Teacher
Training.57
III.
The
Weave
of
Waldorf:
Faculty
Interaction,
Individual
Innovations,
and
Faculty
Study.59
Faculty
Collaboration.59
The
Teachers’
Autonomy.62
Faculty
Study.64
IV.
Cultural
and
Class
Values:
the
Quest
for
Consensus.66
Conclusion
.69
PART
II:
UNDER
THE
SHADOW
OF
NATIONAL
SOCIALISM.72
Introduction.
72
The
Power
of
Historical
Absences.72
The
Historian’s
Hurdles.78
Chapter
3.
Succession
Crisis,
International
Expansion
the
Führer’
s
Rise
to
Power.83
I.
Death
of
the
Teacher.83
The
Cresting
of
the
Domach
Conflict:
1925-1935.84
Domach
Shock
Waves
Hit
Stuttgart:
1925-1935.88
II.
From
Single
School
to
International
Movement.92
Genesis
of
an
International
Network.94
The
Teacher
Community
Expands
Across
Borders.103
HI.
Rise
of
the
Führer:
German
Reform
Pedagogy
in
the
Early
Days
of
National
Socialism.107
Chapter
4.
Waldorf
in
the
Nazi
Years,
1933-1945:
Succumb
Some!
Resist
Some!.113
I.
Identity
Tested:
January
1933
-
March
1935
.113
II.
Managing
Repression:
Inside
the
Stuttgart
Waldorf
Walls,
January
1933
-
June
1936.127
Three
Little
Girls:
Stuttgart
Student
Portraits.129
Five
Nazi
Parent
Portraits:
Leo
Tölke,
Else
Moll,
Hermann
Mahle,
and
Eugen
Margarete
Link.136
III.
Between
Possibilities
of
Survival
and
the
Problem
of
a
Führer’
s
Oath.147
IV.
Degrees
of
Adaptation:
Waldorf,
1936-1945.154
Self-Definition
by
Going
Underground:
Berlin
and
Altona
School
Closings.154
Self-Definition
through
Ritual:
The
Stuttgart
School’s
Closing.157
Self-Definition
at
Gun
Point:
Dresden’s
School
Closing.162
V.
Reconstruction
out
of
the
Ashes.163
The
U.S.
Link:
Dynamics
of
Re-Fertilization.165
CONCLUSION
169
PART
III:
TRANSPLANTING
WALDORF
TO
AMERICA.172
Introduction.172
Chapter
5.
New
York
Story:
Quest
for
Purity.175
I.
Art
as
Anthroposophy’s
Vehicle.175
An
Anthroposophical
Network:
1910-1923.177
From
Private
Anthroposophy
to
Public
Waldorf
Education:
1923-1928.178
II.
Translating
Waldorf
principles
into
New
York
practice:
1928-1938.185
The
Vehicle
for
Adaptation
and
Coherence:
Stuttgart
as
Model.188
III.
Existential
Challenge,
1938:
Life
without
the
Stuttgart
Coach.192
Chapter
6.
Kimberton’s
Story:
Creative
Accommodation.199
I.
A
Swedish
Vision
of
German
Refonn
on
American
Soil.202
II.
Kimberton
School
Founding.206
Contextual
Challenge.208
Broadening
and
Deepening.213
III.
The
Founding
of
the
First
U.S.
Waldorf
Teacher
Training.214
Making
the
American
Link
for
Waldorf.218
Kimberton:
The
New
Model.
221
Chapter
7.
The
Sacramento
Story:
Focus
on
“Evolution”.226
I.
Californian
Conversion
Story.227
Creating
a
Cultural
Field
of
Waldorf.229
Native
Enthusiasm:
For
Waldorf,
Rather
than
for
Anthropo
sophy.234
II.
Waldorf
Wars
over
Purity
and
Adaptability.236
The
Adaptable
Charismatic
Count
with
Purest
of
Waldorf
Pedigrees.236
Funders
of
a
New
Stripe.241
III.
Professionalization
of
Waldorf
Training.243
To
Study
the
Relation
between
Fidelity
and
Flexibility:
Sacramento
Center
for
Anthroposophical
Studies,
1976.247
Seeking
to
Train
“Professional”
Waldorf
Teachers:
From
Center
for
Anthroposophy
to
Rudolf
Steiner
College.250
Waldorf
Standards:
Elevating
Anthroposophy
to
a
Required
Core
Field.251
“Waldorf:
Education,
Not
Salad”:
The
Movement
Finds
Public
Voice.253
Chapter
8.
Moving
into
the
Public
Sector.256
I.
First
Public
Waldorf
School
in
the
U.S.256
II.
Institutional
Memory:
Shifts
from
Stuttgart
to
Milwaukee.259
The
Rising
Tide
of
Critism.262
III.
The
Decisive
Matter
of
Degree.266
Not
religious
enough
or
too
religious.266
CONCLUSION.270
EPILOGUE
2007.277
How
Has
the
Movement
Fared
from
1998
to
2007?.277
I.
Teacher
Training
Institutions
Grow:
Vehicles.of
Institutional
Memory.277
II.
Research
Institute
for
Waldorf
Education
Founded
1996:
Vehicle
for
Data-Based
Debate
between
Fidelity
and
Flexibility.279
III.
Waldorf
Schools
and
Public
Schools
Inspired
by
Waldorf
Grow
in
Number.281
Early
Evidence
of
Impact.287
I.
California
Standards
Test
(CST)
2006
Performance
Data.287
What
We
Did.288
What
We
Learned.288
II.
Learnings
from
Waldorf
Graduate
Survey
(1943-2005).298
Values.299
Skills.299
Activities.300
III.
Waldorf
Wins
Relevance
in
the
Policy
Context
of.300
“The
New
Three
R’s”.300
What
is
Waldorf
s
relevance
in
light
of
these
“new
3
R’s”?
302
Conclusion
,312
LIST
OF
ABBREVIATIONS.313
ARCHIVES
CONSULTED.314
APPENDICES.315
APPENDIX
1.316
APPENDIX
II.318
APPENDIX
III.321
BIBLIOGRAPHY.327
INDEX
347 |
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| era_facet | Geschichte 1919-2008 |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV035079821 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:06:42Z |
| indexdate | 2024-07-09T21:21:43Z |
| institution | BVB |
| isbn | 9780773449701 0773449701 |
| language | English |
| lccn | 2008028957 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016748078 |
| oclc_num | 233813723 |
| open_access_boolean | |
| owner | DE-12 DE-29 |
| owner_facet | DE-12 DE-29 |
| physical | VIII, 377, [52] S. Ill. |
| psigel | DHB_JDG_ISBN_1 |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Edwin Mellen Press |
| record_format | marc |
| spelling | Oberman, Ida Verfasser aut The Waldorf movement in education from European cradle to American crucible 1919 - 2008 Ida Oberman Lewiston, NY [u.a.] Edwin Mellen Press 2008 VIII, 377, [52] S. Ill. txt rdacontent n rdamedia nc rdacarrier Geschichte 1919-2008 gnd rswk-swf Waldorf method of education Waldorf method of education United States Anthroposophy Waldorfpädagogik (DE-588)4064409-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Waldorfpädagogik (DE-588)4064409-1 s Geschichte 1919-2008 z b DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016748078&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Oberman, Ida The Waldorf movement in education from European cradle to American crucible 1919 - 2008 Waldorf method of education Waldorf method of education United States Anthroposophy Waldorfpädagogik (DE-588)4064409-1 gnd |
| subject_GND | (DE-588)4064409-1 (DE-588)4078704-7 |
| title | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 |
| title_auth | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 |
| title_exact_search | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 |
| title_exact_search_txtP | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 |
| title_full | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 Ida Oberman |
| title_fullStr | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 Ida Oberman |
| title_full_unstemmed | The Waldorf movement in education from European cradle to American crucible 1919 - 2008 Ida Oberman |
| title_short | The Waldorf movement in education from European cradle to American crucible |
| title_sort | the waldorf movement in education from european cradle to american crucible 1919 2008 |
| title_sub | 1919 - 2008 |
| topic | Waldorf method of education Waldorf method of education United States Anthroposophy Waldorfpädagogik (DE-588)4064409-1 gnd |
| topic_facet | Waldorf method of education Waldorf method of education United States Anthroposophy Waldorfpädagogik USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016748078&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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