• Corpus ID: 55639177

Poetizing our unknown childhood: meeting the challenge of social constructivism. The Romantic philosophy of childhood and Steiner’s spiritual anthropology

@article{Dahlin2013PoetizingOU,
  title={Poetizing our unknown childhood: meeting the challenge of social constructivism. The Romantic philosophy of childhood and Steiner’s spiritual anthropology},
  author={Bo Dahlin},
  journal={RoSE – Research on Steiner Education},
  year={2013},
  volume={4}
}
  • B. Dahlin
  • Published 21 July 2013
  • Philosophy
  • RoSE – Research on Steiner Education
Abstract. This paper argues for a spiritual approach to the pedagogical anthropology of childhood. Education needs a new “grand narrative” of child development to support what we have inherited from Rousseau, the Romantics, and the educational thinkers that followed them. But this requires that the challenge of the critique from social constructivism that has been voiced against all general theories of development be taken up and discussed. The peculiar epistemological and ontological… 
Anthroposophy as the Basis for Pedagogical Anthropology
In present times, the philosophical anthropology of education is a rather neglected field of inquiry. Steiner’s view is that the practice of education must be based on a true understanding of the
The Formation of a Western Sage
This chapter describes Steiner’s life from his boyhood years until the time when he joined the Theosophical Society. It recounts how Steiner grew up in the borderland between nature and culture and
The teacher: the Other as the Self. On decentered subjectivity and the teacher-student relation
In the context of poststructuralist and postmodern philosophy, the concept of a decentered subject has always retained a powerful, deconstructive potential – tracing its conceptual history all the
Teaching for Romantic Understanding
This chapter focuses on Kieran Egan’s notion of ‘romantic understanding’ and how it can be fostered in the context of school science education. However, it also discusses the idea of ‘romantic
Romanticism and Romantic Science: Their Contribution to Science Education
The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent
Rhythms in Education and the Art of Life - Lefebvre, Whitehead and Steiner on the Art of Bringing Rhythmical Transformations into Teaching and Learning – Part I
These two articles deal with rhythms in education, a topic that has thus far been taken up in educational research or thinking only to a limited degree. Gert Biesta has pointed to how temporal

References

SHOWING 1-10 OF 128 REFERENCES
The Roots of Child Study: Philosophy, History, and Religion
  • D. Kennedy
  • Sociology
    Teachers College Record: The Voice of Scholarship in Education
  • 2000
This paper offers an approach to child study that moves beyond the traditional modern domains of medicine, education, and the social sciences, to explore the representation and symbolization of the
Deconstructing Developmental Psychology
What is childhood and why, and how, did psychology come to be the arbiter of 'correct'or 'normal' development? How do actual lived childhoods connect with theories about child development? In this
Educational imperatives of the evolution of consciousness: the integral visions of Rudolf Steiner and Ken Wilber
Rudolf Steiner and Ken Wilber claim that human consciousness is evolving beyond the ‘formal’, abstract, intellectual mode toward a ‘post‐formal’, integral mode. Wilber calls this ‘vision‐logic’ and
On Reassessing the Relevance of the Child Development Knowledge Base to Education
  • H. Zimiles
  • Psychology, Education
    Human Development
  • 2000
This essay examines the ramifications of some new lines of thought that challenge prevailing ideas about the applicability of child development knowledge to early childhood education. Although the
Aión, Kairós and Chrónos: Fragments of an Endless Conversation on Childhood, Philosophy and Education
In this dialogue between two interlocutors, the ontology of childhood is considered, first from the point of view of temporality, then power, then language, then from the perspective of philosophy,
Tarot images and spiritual education: the three I’s model
The paper presents education as a process of human development toward becoming our authentic Selves and posits the Tarot hermeneutic as one of the means of holistic, spiritual education. As a system
The Death of Child Nature: Education in the Postmodern World.
Mr. Elkind reviews the modern and postmodern conceptions of the child and the educational practices that follow from those conceptions. Becoming postmodern in education, he concludes, often means
The Principle of Spiritual Economy: In Connection with Questions of Reincarnation: An Aspect of the Spiritual Guidance of Man
11 lectures, various cities, January-May, 1909 (CW 109)These talks reveal a particular aspect of how humankind have been guided spiritually throughout history by the life forces and astral bodies of
Husserl and the crisis of the European sciences
Goethe belongs to the phenomenological tradition for a number of reasons: He shared Husserl’s deep mistrust of the mathematization of the natural world and the ensuing loss of the qualitative
Metaphysics as Christology. An Odyssey of the Self from Kant and Hegel to Steiner
[1] This is a small book by a great mind with a tragic fate. It is the dissertation of Jonael Schickler, a former student of Queen’s College, Cambridge, who died in the Potters Bar rail accident in
...
...