| Title | Author | Year | Add to Folder |
| Intellect, dream and action : story-telling in Steiner schools in New Zealand and the embedding of Indigenous narrative knowledge in education.
| Burnett, John | 2015 |
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Title: Intellect, dream and action : story-telling in Steiner schools in New Zealand and the embedding of Indigenous narrative knowledge in education.
Author(s): Burnett, John |
Journal Details: International Education Journal : Comparative Perspectives v.14 n.2 p.43-50
Published: 2015
ISSN: 1443-1475
Abstract: This article argues that the historic mode of expression for Indigenous knowledge has been essentially visionary and mythic, often grounded in oral traditions of great antiquity. Essentially, communication of this knowledge has had a poetic 'supernormal' character, employing imagery that can be interpreted on many levels. The danger of superficially rendering ancient cultural forms of knowledge to fit with Western 'scientific' understanding is discussed, particularly the risk of divorcing such knowledge from the original, primal, imaginative source in which it is situated. Appreciation of this is necessary if Indigenous knowledge is to be effectively and sustainably embedded in education. This article explores the educational significance of oral story-telling as a medium through which such knowledge can be articulated but also renewed and further developed, using the concept of Te Whariki in New Zealand schools as a model of culturally-inclusive, narrative-rich educational practice within the New Zealand national school system. A fruitful link is drawn between the oral traditions of holistic-wisdom knowledge of Indigenous people and the creative activity of oral story-telling in schools, encouraging an integrated approach to Indigenous knowledge in education that integrates intellect with emotional and practical intelligence. [Author abstract]
URL (open access) : http://openjournals.library.usyd.edu.au/index.php/IEJ/article/view/8750/9213
Record No: 208874 From EdResearch online
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| The education revolution or devolution : the consequences of an iPad for every child.
| Hamilton-Smith, Terrie | 2014 |
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Title: The education revolution or devolution : the consequences of an iPad for every child.
Author(s): Hamilton-Smith, Terrie |
Journal Details: Journal of the National Centre for Sustainability v.1 n.2
Published: June 2014
ISSN: 2200-9167
Abstract: Schools in Australia and overseas are rapidly introducing and then replacing new forms of information technology as learning aids. There is a growing trend for this to include individual personalised devices which provide '24/7 access' to the internet and effectively endless information, apps and virtual gadgetry. The drivers of these programs reflect the way humans have come to think about their relationship with technology, nature and the purpose of education, generating a range of consequences that are incompatible with sustainable development. In this paper the author aims to illustrate how educators can reveal this largely unrecognised way of thinking that underpins how humans relate with the world, and thereby harness opportunities for change. [Author abstract]
URL (open access) : http://apo.org.au/node/41430
Record No: 204957 From EdResearch online
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| Trust me : the way we work matters most in this school.
| Moller, Virginia | 2012 |
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Title: Trust me : the way we work matters most in this school.
Author(s): Moller, Virginia |
Journal Details: Australian Educational Leader v.34 n.2 p.21-25
Published: 2012
ISSN: 1832-8245
Abstract: The way people work together in a school community - the nature of their relationships - has a profound impact on the education of the child. Research indicates that the way in which colleagues interact is a significant determiner not only of academic success of students but the development of optimistic and resilient learners. The author believes that fostering an environment of trust in which teaches are learning how to learn together and who are developing a level of 'resilient emotional relativity' or 'emotional synergy' is where most of the leader's work rests. Everything else flows from this. In this rapidly changing world the one constant that needs to be nurtured in schools is relationship. Teachers need to redefine their professional selves and begin to practise with new priorities. From the author's experience as an educator for over 30 years she sees things heading in the opposite direction. Leaders are caught in the test-driven and data-obsessed educational reform agenda and working with teachers on analysing data to 'improve' rankings and test scores. Teachers are increasingly cynical and reverting to 'adaptive presentism'. Standards and accountability do matter – it is just that these important requirements in 21st century education need to be placed within a different paradigm. If Australia wants creative thinkers and risk-takers, it needs schools which value development of imagination, lay foundations for the getting of wisdom, and place value on relationships which focus on connecting well and wisely. It all starts with the adults: educators working together on what really matters and in the process developing s school which has the capacity to generate its own future. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=193335
Record No: 193335 From EdResearch online
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| Religious education curricula of Finnish minority religious groups : an example of different approaches to religious education in a diverse world.
| Kalloniemi, Arto | 2010 |
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Title: Religious education curricula of Finnish minority religious groups : an example of different approaches to religious education in a diverse world.
Author(s): Kalloniemi, Arto |
Journal Details: Religious Education Journal of Australia v.26 n.2 p.9-15
Published: 2010
ISSN: 0815-3094
Abstract: Religious education in Finland is taught according to the pupils' own religion in comprehensive schools. Evangelical Lutheran religious education is the major form of religious education taught in most Finnish schools. In addition to Evangelical Lutheran religious education in Finland, there are many other forms of religious education, e.g. Orthodox, Muslim, Adventist, Buddhism, Mormon, Catholic, Krishna and Kristi or Steiner (Anthroposophy Society). The new curricula for minority groups' religious education were accepted in 2006 by the Board of Education. The purpose of this article is to look at how the three perspectives of religious education (learning religion, learning about religion and learning from religion) are profiled in these curricula. Another aim of the investigation is to look at how these curricula emphasized the development of an individual's religious identity and how the idea of religious literacy is portrayed in them. The article gives an example of different approaches to religious education in a culture of diversity. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=183944
Record No: 183944 From EdResearch online
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| Spirituality and early childhood education : 'Belonging, Being and Becoming' at a Midwinter festival.
| Bone, Jane | 2010 |
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Title: Spirituality and early childhood education : 'Belonging, Being and Becoming' at a Midwinter festival.
Author(s): Bone, Jane |
Journal Details: Journal of Religious Education v.58 n.3 p.26-34
Published: 2010
ISSN: 1442-018X
Abstract: A new national curriculum framework for early childhood education in Australia has been introduced. The Early Years Learning Framework (EYLF) for Australia is called 'Belonging, Being and Becoming'. For the first time in Australia the document refers to spirituality and there is an emphasis on holistic approaches that include the spiritual dimension. In this article the author presents research carried out in New Zealand that explored the spiritual experience of young children. In this context the inclusion of the spiritual in education is an affirmation of indigenous (Maori) knowledges and worldviews. Taking a narrative approach, the author describes a particular ritual that she attended in a kindergarten. Her work is presented as a 'messy' text (or bricolage) because this gives her an opportunity to introduce diverse elements into the discussion and to analyse the EYLF in some detail as it relates to spirituality in early childhood education. The position the author takes is as a Pakeha, not Maori, researcher from Aotearoa New Zealand now living and working in Australia. This perspective carries no assumptions that indigenous understandings are 'generic' in New Zealand, Australia or elsewhere. [Author abstract, ed]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0006/429063/2010-58-3-Complete.pdf
Record No: 183958 From EdResearch online
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| Why parents should beware this cult.
| Faulkner, Glenn | 2009 |
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Title: Why parents should beware this cult.
Author(s): Faulkner, Glenn |
Journal Details: Australian Rationalist n.84 p.2-5
Published: Summer 2009
ISSN: 1036-8191
Abstract: This article presents the author's view of his children's education at a Steiner school. He states: 'Their time and education has been intriguing, scary and disappointing'. He concludes that the school they attend has poor facilities, a culture of repression and conformity, teachers that believe that parents are secondary in the raising of children, and where transparency about how the children are not taught is not an aim of the school. [Author abstract]
URL (open access) : http://www.rationalist.com.au/images/archive/84/02-05_steiner.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=179857
Record No: 179857 From EdResearch online
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| The delusional world of Rudolf Steiner.
| Robinson, I. H. | 2008 |
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Title: The delusional world of Rudolf Steiner.
Author(s): Robinson, I. H. |
Journal Details: Australian Rationalist n.78 p.2-5
Published: January 2008
ISSN: 1036-8191
Abstract: A religiously-inspired education practice insinuating itself into the Victorian state education system? Impossible! – but in fact it is happening. In a number of Victorian primary schools, cliques of parents have conspired to create so-called 'Steiner education annexes' subsidised by taxpayers' money, under the same roof as the normal 3Rs classrooms. How can this be? We don't have Jesuit annexes or Madrasah annexes. These religious incursions into an allegedly free, secular and universal education system have been permitted due to the cowardice of the Victorian Education Department, which is arguably not only the most vapid and limp section of the state bureaucracy but also the most rudderless and wasteful of taxes. In this kind of corporate atmosphere, officials follow the path of least resistance and acquiesce too readily to strident demands by community groups, rather than subject them to adequate scrutiny and rejecting them if this seems appropriate. Because the Steiner parents form an organised and focused lobbying group, there is an encroachment of Steiner's anthroposophical ideas and methods into the mainstream state school system. Steiner concepts such as that competition is bad, that sport should be discouraged, and that play should be 'gentle' become imposed on the whole school. This means, for example, that at Footscray City Primary School the whole school no longer has things like a sports day or team sports and the playground has been converted into a set of 'non-violent' sandpits. Moreover, the school made the unilateral decision that all students should do craft with the Steiner teacher, without consulting the mainstream parents. Whether parents have the right to impose such aberrations as Steiner education on their children is a moot point, but it is absolutely certain that they have no right to exploit the state system so that other children are exposed to this nonsense. It is unconscionable that Victorian Education Department officials have allowed this to occur for so long. We must support the struggle to reaffirm the secular nature of public education. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/20130512132904/http://www.rationalist.com.au/archive/78/p2-5_AR78.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=168932
Record No: 168932 From EdResearch online
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| Going on together beyond the foundation : primary school pasts in a new epistemic climate.
| Macknight, Vicki | 2008 |
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Title: Going on together beyond the foundation : primary school pasts in a new epistemic climate.
Author(s): Macknight, Vicki |
Journal Details: Traffic n.10 p.293-313
Published: 2008
ISSN: 1447-2538
Abstract: In this article the author reveals the epistemic shift currently underway at Victorian primary schools, which is making a radical difference to how children are taught to relate to the past. She works to help readers understand this shift by mapping it onto a broader philosophical move from foundational empiricism to relational empiricism. She provides an example of relational methodology by showing past and imagination being made double in practice, asking what futures are being made possible. The paper closes with suggestions about how we might reassess lessons about the past within this new epistemological climate. [Author abstract]
URL (archived) : http://web.archive.org/web/20090914183458/http://www.gsa.unimelb.edu.au/Traffic10/T10_MACKNIGHT.pdf
Record No: 198770 From EdResearch online
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| Of teddy bears and religious cranks.
| Childs, K. | 2008 |
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Title: Of teddy bears and religious cranks.
Author(s): Childs, K. |
Journal Details: Australian Rationalist n.78 p.12-13
Published: January 2008
ISSN: 1036-8191
Abstract: There is a little-noticed Australian finding that more time is spent by primary school students on religion and school assemblies than on science. In a supposedly free and secular system religious education was allocated the most time outside the Key Learning Areas, eight 'subjects' named by the National Goals for Schooling. A Federal Government study found religion also got more time than non-English languages and Technology. Teachers in Catholic schools allocated 158 minutes a week to religious education, independent schools 119 minutes, and government schools an average of 18 minutes. As well, primary schools find it impossible to spend enough time on core subjects because their curricula are full of subjects such as manners and nutrition says a study reflecting a survey of 30 primary schools by the Australian Primary Principals Association. The National Goals for Schooling calls on all governments to endorse a comprehensive statement articulating the special purpose of primary schools. The study wants the Ministerial Council for Employment, Education, Training and Youth Affairs (MCEETYA) to set up a Primary Curriculum Group to provide advice on proposals for new syllabuses, additions to the existing curriculum, and student assessment programs. The group should serve as an advisory committee to MCEETYA and include experienced primary educators. All of this is fine, but there does need also to be a close examination of what is being taught in the name of religion that takes up so much time and how our most vulnerable young receive this message. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/20110413171911/http://www.rationalist.com.au/archive/78/p12-13_AR78.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=168933
Record No: 168933 From EdResearch online
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| Connections and spiritual myopia.
| Gatfield, T. | 2007 |
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Title: Connections and spiritual myopia.
Author(s): Gatfield, T. |
Journal Details: Journal of Christian Education v.50 n.1 p.19-26
Published: May 2007
ISSN: 0021-9657
Abstract: The term 'revelation', in the wide context, for most Christians is usually directed towards God revealing His nature and purposes. The scriptures through the ages, from a Protestant tradition, have been the primary source. As critical as the scriptures are from the standpoint of revelation, the nature of God is also declared substantively in creation and the natural world (general revelation). God also expresses Himself through His people in the arts, music, dance, drama, colour, shape, form and even in silences. These aspects are seldom given the spiritual focus deemed important to aid us in becoming increasingly connected to God. This paper assists in trying to expand our connectivity. It suggests that a possible connection deficit can largely be traced to our myopic Western leanings towards Renaissance thought and Reformation domination as echoed in contemporary culture. It is implied that Western modernity has been hallmarked by the quest of science and objectivity in the search for meaning at the expense of spirituality as reflected in 'general revelation'. To provide additional light on our understanding the work of Carl Jung is examined in the area of how we receive information and make connections. The paper includes a section on the implications for educationalists. The conclusion suggested is that we may need understanding by allowing multiple revelations to aid us in forming a richer understanding of God's nature and purposes. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=165291
Record No: 165291 From EdResearch online
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| Eyes wide open.
| Mogensen, K. | 2004 |
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Title: Eyes wide open.
Author(s): Mogensen, K. |
Journal Details: Australian Educator n.41 p.26-30
Published: Autumn 2004
ISSN: 0728-8387
Abstract: Steiner education is the fastest-growing educational movement in the Western world. In Australia, it is now offered alongside mainstream education is several government schools. Steiner educators believe its artistic, reflective approach nurtures children in a way that equips them for today's changeable, unpredictable world. Critics point to the delayed introduction of reading and object to Steiner's alleged religious foundation. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=133611
Record No: 133611 From EdResearch online
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| Gifted intelligence.
| Hill, A. | 2004 |
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Title: Gifted intelligence.
Author(s): Hill, A. |
Journal Details: Teacher n.151 p.22-23
Published: September 2004
ISSN: 1449-9274
Abstract: The model of gifted education in many schools has moved from an enrichment to an acceleration model, promoting students to grades above their chronological age. Other schools, including Steiner Waldorf schools, however, held onto the enrichment model with the aim of extending students to their full potential within their home class where their age-appropriate needs may be met. [Introduction]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=138777
Record No: 138777 From EdResearch online
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| Rudolf Steiner.
| Kay, P. | 2003 |
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Title: Rudolf Steiner.
Author(s): Kay, P. |
Journal Details: Educare News n.133 p.46-49
Published: February 2003
ISSN: 1327-8800
Abstract: This article looks at Rudolf Steiner and the educational philosophy and practice underpinning the thinking and the programs that are typical in Steiner schools and beyond. [Journal abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=127167
Record No: 127167 From EdResearch online
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| Development of spirituality acknowledgement in education and early childhood thinking.
| Lawrence, H.
Coady, M. | 2002 |
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Title: Development of spirituality acknowledgement in education and early childhood thinking.
Author(s): Lawrence, H. | Coady, M. |
Journal Details: Every Child v.8 n.4 p.18-19
Published: Spring 2002
ISSN: 1322-0659
Abstract: This article charts the extent to which moral and spiritual factors have been acknowledged or ignored in child development research and early childhood education throughout the age. Recent approaches that acknowledge the spiritual dimensions of child development and education are noted.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=122532
Record No: 122532 From EdResearch online
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| The rhythm of life.
| Brennan, D. | 2002 |
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Title: The rhythm of life.
Author(s): Brennan, D. |
Journal Details: Bedrock v.7 n.1 p.4-5
Published: March 2002
ISSN: 1326-7566
Abstract: The author describes the daily life and educational philosophy of a Steiner school, based on a visit to Silkwood Steiner School on the Gold Coast.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=119615
Record No: 119615 From EdResearch online
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| Learning to read and write.
| Kay, P. | 1999 |
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Title: Learning to read and write.
Author(s): Kay, P. |
Journal Details: Educare News n.98 p.16-18
Published: October-November 1999
ISSN: 1327-8800
Abstract: This article considers not how, but when children should be taught to be fluently literate. It outlines the Steiner Waldorf option, an educational methodology encompassing age- appropriate teaching of reading and writing.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=99143
Record No: 99143 From EdResearch online
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