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Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego

100%
Więckowska K.
Kwartalnik Pedagogiczny
|
2017
|
vol. 62(1 (243))
133-148
PL
The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.
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Reformpädagogik als eine Antwort auf die Modernisierungsprozesse am Anfang des 20. Jahrhunderts

86%
Wolting M.
Glottodidactica
|
2011
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vol. 37
19-35
PL
After a prolonged absence of the topic of education reformers in the public discussion nowadays it’s obviously an increased interest in their approaches and models of performance. The theoretical reflections of the progressive education based on the ideas of the creative power of the child figuring in a mythical, romantic-coded image of the child as a genius. This conception was in opposite to the rigid forms of teaching, to every automatism of learning, against the authoritarian treating of teachers with students.
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