Аналіз структурних компонентів середовища вальдорфської школи

Abstract

В статті визначено актуальність дослідження вальдорфської педагогіки у контексті людиноцентризму, вільного розвитку особистості дитини, природовідповідного виховання; зроблено аналіз стану наукової розробки проблем вальдорфської освіти в Україні та світі; на основі аналізу літератури визначено структурні компоненти середовища Вальдорфської школи.

В статье рассматривается актуальность исследования вальдорфской педагогики в контексте человекоцентризма, свободного развития ребенка, природосообразного воспитания; сделан анализ состояния научной разработки проблем вальдорфского образования в Украине и в мире в целом; на основе анализа литературы определено структурные компоненты среды Вальдорфской школы.

Institute on Problems of Education National Academy of Pedagogical Sciences of Ukraine, Social Pedagogy Laboratory, Kyiv, Ukraine Modern educational process is characterized by multi-perspective views on education combining the traditional school methods and innovative approaches. Today the ideas of Child-centered Education, the unity of theory and practice, of harmony and integrity that characterized Philosophy of Education in late XIX – early XX centuries get a new and meaningful reconsideration. Rudolf Steiner humanistic ideas acquire the new significance today. The article deals with the analysis of Waldorf Education from the standpoint of environmental pedagogy. We determine the following components of forming the Waldorf School environment: 1. Content and Methodology component including the content of education (the concept of education that is based on anthroposophy), special forms and methods of teaching (rhythmic organization of the educational process, teaching using “epoch” method, particular structure of lessons, interdisciplinary interaction of subjects, the implementation of a phenomenological approach to the educational process, the involvement of students in the art and practice, specific evaluation system of personal development of a student, a class teacher for 6-8 years, etc.). 2. Social component including the style of communication and interaction in the “teacher-studentparent” relations, the nature of interaction with the outside world (holidays, social and others. projects); school management (collegiality and governments). 3. Subject-spatial component including the architectural and aesthetic peculiarities of living space (architecture and interior design, spatial structure of educational facilities, the use of natural materials, etc.); conditions for the movement and placement of students; special attributes of the educational process (matching clothing, accessories, tools, etc.). Researching the approaches to the school environment formation in Waldorf Education which are promising for implementation in modern education system in Ukraine may be the subject of the further research.