How Do Rudolph Steiner’s Theories Apply to ELT?
Tony Cañadas, Spain
Tony Cañadas is an English teacher at “Juan Ramón Jiménez School in Almería, Spain. He is also a writer (Portraits of the soul, 2005). His main source for working in E.L.T are N.L.P, Multiple Intelligences, Accelerated Learning, drama and storytelling among others. He is lately doing some research in the effects of using therapeutic music in the classroom.
E-mail: airtonys@hotmail.com
Menu
Introduction
Waldorf education
Anthroposophy
Practical activities
Conclusion
Bibliography
Rudolph Steiner (25 February 1861-30 March 1925) was an Austrian scientist, mathematician, linguist, philosopher, educator, artist, playwright, social thinker and esotericist. He was the founder of Anthroposophy or Spiritual Science, Waldorf education, biodynamic agriculture, anthroposophical medicine and the new artistic form of Eurythmy.
Steiner advocated a form of ethical individualism.
His theories have been influential in all sorts of fields and have a very important role in the learning of a new language. The important thing is how to reconcile his vast work with the subject of E.L.T but he left many tracks that lead as to ideas about how a new language should be taught.
Waldorf schools, all based on the theories and principles of Rudolph Steiner’s work are all spread across the world and all of them have extraordinary innovations in the teaching world, be it Primary or Secondary education.
Steiner started with a firm set of principles:
- Up to the age of seven encourage play, drawing, storytelling, nature study and natural things.
- Do not teach children younger than seven to read.
- Teach a child to write before you teach them to read.
- Find links between art and science.
- Engage with the child and make sure that they are enthusiastic about the material being covered.
- Give a moral lead but do not teach a particular set of beliefs.
- Encourage learning for its own sake. Do not just work for exams.
In Waldorf Schools the study of the education provides young people with the basis on which to develop into free, moral and integrated individuals and to help every child to fulfil his or her destiny. Schools and teachers are given total freedom to define curricula within collegial structures.
Probably, the thing that attracted me most was how we teachers and teacher trainers can adapt our methods never mind where we teach, both state and private.
The role of creativity is extremely important in Waldorf schools and there are a few subjects unique to these centres. Foremost among these is Eurhythmy, a movement art accompanying spoken tests or music which includes elements of role-play and dance and is designed to provide individuals and classes with a “sense of integration and harmony”
The social mission it has, has always been a hallmark that many E.L.T teachers have try to bear on mind on our curriculum design and it has to do with cultivating pupils’ sense of social responsibility, respect, and compassion, as also seeking to enable our pupils to contribute to cultural renewal. Steiner’s educational philosophy has been commended for being based upon peace and tolerance, one of the most important aims we teachers should try follow and show them to our students these days.
The importance in learning Modern Languages is a pillar within Steiner’s education: early introduction and approach to modern foreign languages; development of speaking and listening through an emphasis on oral work; the good pacing of lessons through an emphasis on rhythm; the approach to art and creativity.
It goes without saying hat this approach to language teaching embodies perfectly well Howard Garden’s seven Intelligences as been also a holistic approach to learning.
Some theorists like Thomas Nielsen of the University of Canberra considers the imaginative teaching approaches used in Waldorf education(drama, exploring, storytelling, routine, arts, discussion and empathy) to be effective stimulators of spiritual –aesthetic, intellectual and physical development and recommends these to mainstream educators.
Steiner characterized Anthroposophy as follows: “Anthroposophy is a path of knowledge, to guide the spiritual human being to the spiritual in the universe…
Anthroposophists are those who experience, as an essential need of life, certain questions of the nature of the human being and the universe, just as one experiences hunger and thirst”
Steiner’s interest in spiritual matters led him to become involved with the theosophical Society of London, which was trying to form a bridge between the spiritualism of the East and the Christian values of Europe.
Rudolf Steiner himself became involved in founding the Anthroposophical Society in Germany, which was a society for the development of Spiritual Science. This endeavour absorbed most of his energy for the rest of his life.
Nevertheless what matters most to us both E.L.T teachers and teacher-trainers is that the individual nature of any of our students stands higher than any racial, ethnic, national or religious affiliation, and also that there is no kind of spirituality imposed on the student but he/ she is completely free to follow the path most interesting for him/her.
Reading Rudolph Steiner’s books inspired me with some ideas I could use with the students. They are not conventional, that’s why I think they stress the importance of giving the child a real sense of freedom.
Hugging as a warmer exercise
This activity can be done with any age group. It is a warm-up exercise. I use it with a background of classical baroque music and encourage the students as they listen to show their emotions in a meaningful way by giving a hug to the person they feel friendship or sympathy with. Sometimes the whole class ends up being hugs and kisses and this kind of activities are scientifically proved to be a good way of relaxation as the body releases substances called endorphins which enables the child to be more active for the English class.
Classroom library
This has been a very good experience for me. I was suggested that idea by one of the teachers at the Teacher Training Centre in the town where I work.
You can do it with any age you like, though it works better with secondary students. The purpose is to go to the school library and ask then to choose a book they fancy. After that they are invited to read wherever they want. I have had very satisfactory responses. Some students go out to the school gardens and lie down on the grass, others bring a pillow from home and make like a comfortable bed in the middle of the class, or others just sit at the library seats. The aim is to make the reading of English comfortable and creating a home environment. The result is that the material learnt or read by the student is later better produced orally or written as he/she was relaxed when the child was dealing with it.
Free choice project
In my opinion students should never be oblige to do anything they don’t want to do. That’s why I choose a project in which they have to work as a group they always have to choose the topic they want to talk about, and the most important thing, being interested in them so they can show interest when they talk about it for the rest of the class. I have had the widest range of interest topics with my 11-12 year old students: graffiti, horror films, aliens, computer games, pop music, etc.
Role play
Role-plays are very important to break-up with the barrier of traditional sexism education and the intolerance for people who have chosen a different sexual identity from mainstream society.
In some of my role-play activities men become women and women become men. This is very helpful to make the students tolerant for sexual differences.
I have to say I am amazed by the good response these sorts of exercises have in the students, and with low primary levels I have boys impersonating princesses and girls impersonating traditional male roles.
Fairy tale transformation
Steiner highlighted creativity above all things. Working with fairy-tales is also a good source for improving our student’s attitudes for it.
I have done this activity with primary students, often suggesting giving an alternative ending to a fairy-tale and the results have been more than successful. Many of them composed their own creations with lovely pictures on them and later invited the parents to visit our own personal private classroom library and they were delighted with the results.
Rudolph Steiner believed that education should be designed to meet the changing needs of a child as they develop physically, mentally and emotionally. He believed that it should help a child to fulfil their full potential but he did not believe in pushing children towards goals that adults or society in general, believed to be desirable.
I always remember the N.H. Kleimbaum classic “Dead poets society” and how the main leading figure Pr. John Keating by turning his back on orthodox teaching make his students lives extraordinary. This is a challenge we all have!
Rudolph Steiner: Education: An Introductory Reader (Christopher Clouder, ed.), Sophia books (March 2004)
Rudolf Steiner: The Education of a child and early lectures on Education (Foundations of Waldorf Education, 25)
Edmunds, Francis, An Introduction to Steiner Education. Rudolph Steiner Press
Wilkinson, R. (1996): The Spiritual Basis of Steiner Education. London: Sophia Books
Garner, Richard “Who was Rudolph Steiner and what were his revolutionary teaching ideas?” Richard Garner, Education Editor, THE INDEPENDENT
Rahima Bladwin Dancy.”The Wisdom of Waldorf: Education for the Future” Mothering Magazine, March/April, 2004
Please check the Creative Methodology for the Classroom course at Pilgrims website.
|
