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.
