ERIC Number: ED245948
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The Waldorf School Approach to History. Revised Edition.
This publication presents parents, teachers, and educational policy-makers with an account of history instruction in Waldorf schools. An introduction outlines the theoretical content of the Waldorf School movement, the school's emphasis on creating a unity of experience, and the evolution of history instruction through the elementary grade curriculum. Chapter 1 outlines the dual task of teaching history: the horizontal surface approach (geography) and the consideration of the changing consciousness of humankind as experienced in the cultures of the past (history). In chapter 2, scope and sequence of geography instruction is presented: local environment and geography and economics in the intermediate grades, cultural geography in the middle grades, geography and spiritual outlook and geography and law in the high school grades. Rationales for and treatment of the history of civilization and culture are presented in chapter 3. Theoretical concepts, strategies, and resources for teaching about Egypt, India, Mesopotamia, and Greece are discussed. Waldorf pedagogy comprises the focus of chapter 4. Chapters 5 through 8 outline the Waldorf method, resources, and grade level sequence for teaching Western civilization from Rome through modern Europe. European religious and cultural history is emphasized. (LP)
Descriptors: Ancient History, Course Content, Curriculum Design, Educational Philosophy, Educational Resources, Educational Theories, Elementary Secondary Education, European History, History Instruction, Humanities Instruction, Nontraditional Education, Sequential Approach, Teaching Methods, Waldorf Method, Western Civilization, World History
The Anthroposophic Press, 258 Hungry Hollow Road, Spring Valley, NY 10977 ($6.95, quantity discounts available).
Publication Type: Reports - Descriptive; Books
Education Level: N/A
Audience: Parents; Policymakers; Practitioners; Teachers
Authoring Institution: N/A