Abstract: Josie Alwyn London Waldorf Teacher Training Seminar. Abstract is coming soon

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1 Josie Alwyn London Waldorf Teacher Training Seminar Abstract is coming soon

2 The Act of Knowing and Creating the Conditions for the Aha!moment Liz Attwell We need to meet the growing challenge of educating today s children by intensifying our activity in two directions: inner and outer. In one we need to deepen our study of the way human beings know, as described by Rudolf Steiner in The Science of Knowing and The Philosophy of Freedom. In the other we need to connect this understanding to the phenomena coming from society in new psychological insights and educational techniques. One way that I have done this is through researching the connection between the act of knowing and the phenomenon of Aha!moments (also known as Epiphany moments) which have been studied by psychologists since Through teaching English Literature at Michael Hall Steiner/Waldorf School in Sussex, England, I have researched Goethean Science methods of working with literary texts which have resulted in a greater incidence of Aha!moments for my students. Aha!moments, I have realised, happen when the act of knowing becomes immediate and the human being becomes the instrument of a meeting between the visible and the invisible, the percept and the concept. According to psychologists Aha!moments have seven associated attributes: 1. They come after initial effort and confusion in solving a problem. 2. They are instantaneous. 3. The participant knows that the answer is true. 4. They can give a much fuller explanation of the solution than when an answer is arrived at in another way. 5. They remember much more of the solution than when an answer is arrived at in any other way. 6. The participant experiences a positive affective result (a rush of joy). 7. They experience greater engagement of the will. This has important implications for all teaching (particularly in the Upper School). My talk will go into what the elements are that I have found create the conditions for students to experience the Aha!moment. I will give examples of the use of Goethean Science methods in literature teaching, Socratic questioning and formative assessment techniques. I will consider the wider implications for the teaching of other subjects.

3 Education the duty to resist: On the role of the school in today s society Prof. Dr. Gert Biesta Brunel University London In contemporary societies there are many expectations about what schools should do. These include equipping children and young people for the world of work, turning them into democratic citizens, or bringing about a cohesive and inclusive society. What unites such expectations is that they all approach the school as a kind of instrument for solving societal problems. In sociological language we could say that the school is treated as a function of society and thus as an institution that should be functional (and useful) for society. The danger with this way of thinking about the school is that other questions such as 'What is it that the school itself should take care of? or 'What is it that the school should stand for? easily disappear from sight. In my presentation I will explore how we might answer the question about the special and unique task of the school. Being able to answer this question makes it possible to argue that the school should not just be a function of society but also has an important duty in resisting what society desires from it.

4 The MEDIA PROTECT Coach curriculum a rationale and concept for training trainers in media maturity education Dr. Paula Bleckmann Kriminologisches Forschungsinstitut Niedersachsen e.v. Around the world, dozens of training curricula on media education are being offered to teachers at school and kindergarten level, to parents, to health professionals, family advisors, etc. Most of them aim at enabling adults to introduce more and more educational use of screen media intro children s lives at an ever earlier age, or at enabling adults to better understand and share younger peoples media experiences. This high tech euphoria is driven largely by media corporations interests, not by considerations of child wellbeing. The recent inclusion of Internet Gaming Disorder (IGD) as a research diagnosis in DSM-5 (American Psychiatric Association, 2013), as well as many other new concerns such as cybermobbing, sexting, Internet pornography addiction, in addition to negative screen media effects on physical, psychosocial and cognitive development which have been reported in media effects studies for decades (Mößle, 2012), are cause enough for reversing this trend. The program MEDIA PROTECT is an intervention for the prevention of problematic and addictive screen media use targeting parents of kindergarten and elementary school children (Bleckmann, Rehbein, Seidel & Mößle, 2014). This program will be administered in 40 kindergartens and 8 elementary schools in Germany by special MEDIA PROTECT coaches to be trained for the purpose and evaluated in a cluster randomized contolled trial. The curriculum of this training will be presented as a possible blueprint for further training modules for school and kindergarten teachers. In addition to reporting these findings and concepts, the aim of the presentation is to encourage participants to reflect on their own media education practice with a change of perspective which might let Steiner School media curricula, which have been criticized for not being up to the state of research, seem advanced in some of their aspects: It is not backward, but foresightful if media education considers the aspect of prevention of problematic and addictive use from the outset and works with the goal of a media mature adult in mind rather than the early training of technical use skills (Bleckmann, 2012). References American Psychiatric Association. (2013). American Psychiatric Association Board of Trustees Approves DSM-5. Retrieved , from

5 Bleckmann, P. (2012). Medienmündig - wie unsere Kinder selbstbestimmt mit dem Bildschirm umgehen lernen. Stuttgart: Klett-Cotta. Bleckmann, P., Rehbein, F., Seidel, M. & Mößle, T. (2014). MEDIA PROTECT a program targeting parents to prevent children s problematic use of screen media. Journal of Children s Services, 9(3), Mößle, T. (2012). dick, dumm, abhängig, gewalttätig? Problematische Mediennutzungsmuster und ihre Folgen im Kindesalter. Ergebnisse des Berliner Längsschnitt Medien. [ fat, stupid, addicted, violent? Problematic media usage behavior and its consequences in childhood. Results of the Berlin longitudinal study media]. Baden Baden: Nomos Verlag.

6 Doing Children s Leisure Freizeitkonstruktionen von Kindern am Beispiel der gymnasialen Schulzeitverkürzung in Deutschland Dipl.-Päd. Lena Blumentritt, Prof. Dr. Isabell van Ackeren Universität Duisburg-Essen Die Reduzierung der gymnasialen Schulzeitdauer bis zur Hochschulreife von neun auf acht Jahre zählt zu den wichtigsten schulstrukturellen Veränderungen der vergangenen Jahre in Deutschland (vgl. Kühn et al. 2013). Die mit der Schulzeitverkürzung einhergehenden Veränderungen führten v.a. im westdeutschen Raum zu normativ geprägten Diskussionen (vgl. van Ackeren 2014). Dabei werden neben postulierten Wirkungen auf Ebene der (Persönlichkeits-)Entwicklung von Kindern insbesondere ihre Zeitressourcen für unstrukturierte und kindgerechte Freizeit außerhalb der Schule in den Blick genommen (vgl. z.b. vom Lehn 2010). Die anhaltenden kritischen Diskussionen zur ökonomischen Verdichtung von Bildungszeit als Aus-druck gesellschaftlicher Beschleunigung trugen zu einer veränderten gymnasialen Schul-struktur in mehreren Bundesländern bei: So implementierten beispielsweise 13 Gymnasien in Nordrhein-Westfalen im Rahmen eines wissenschaftlich begleiteten Schulversuchs im Schuljahr 2011/12 einen modifizierten neunjährigen Bildungsweg zum Abitur davon zwei Gymnasien mit parallelem acht- und neunjährigem Angebot. Die bislang vorliegenden empirischen Befunde illustrieren uneinheitliche Wirkungsmuster der Schulzeitverkürzung hinsichtlich der Freizeit von Kindern: Sie wurden auf Basis normativ geprägter Vorstellungen über Kinder bzw. gute Kindheit im Kontext generationaler Ordnung als strukturelle und gesellschaftliche Einheit (Qvortrup 1993: 113) operationalisiert; offen bleibt indes, ob diese Strukturen auch das subjektive Erleben von Freizeit bzw. die Freizeitpraxen aus Perspektive der Kinder abbilden (vgl. Blumentritt/Kühn/van Ackeren 2014). Der Kongressbeitrag geht daher der Frage nach, wie Freizeit vor dem Hintergrund gesellschaftlicher Normierungs- und Normalisierungsprozesse zwischen dem achtund neunjährigen gymnasialen Bildungsgang aus Perspektive der Kinder konzeptualisiert wird. Die im Bei-trag präsentierten Ergebnisse wurden im Rahmen der wissenschaftlichen Begleitung des Schulversuchs mit einem Mixed-Methods Sequential Explanatory Design erhoben; sie fokussieren die qualitativen Befunde rekonstruktiver Analysen von Gruppendiskussionen mit Schülerinnen und Schülern der Jahrgangsstufe 6 an zwei Gymnasien mit parallelem acht- und neunjährigem Bildungsgang (N=77; 16 Gruppen). Die empirischen Befunde zeigen Aneignungsund Veränderungspraxen von Freizeit vor dem Hintergrund wahrgenommener, veränderter gesellschaftlicher Rahmenbedingungen. Sie unterstreichen damit die

7 Anerkennung von Kindern als wissende Akteure und aktive Konstrukteure ihrer (Frei- )Zeiten innerhalb generationaler Ordnungen (vgl. z.b. Honig 2009; Alanen 2005) und ermöglichen eine Reflexion idealisierender bzw. romantisierender Bilder von Kindheit und Freizeit.

8 The Globalisation of Steiner Education. Some Considerations Neil Boland AUT University, New Zealand Over the past ninety-five years, Steiner education has moved beyond its European roots into evermore-diverse settings. Children in Peru, Namibia, Moldova, Tajikistan and the Philippines are all being educated in Steiner schools (Freunde der Erziehungskunst Rudolf Steiners, 2014). In China, new centres are opening weekly (Cherry, 2014; James, 2014). At the same time, classrooms in Europe are themselves become significantly more diverse (European Commission, 2011). To date, there has been no defined process for the development or expansion of the Steiner curriculum in non-european settings (Rawson, 2010, 2014). Very few research projects have been undertaken which investigate what may be involved (Boland, 2014a, 2014b, 2014e; N. Boland, & Puckeridge, 2014; Denjean, 2014). Although it has been claimed within the Steiner movement that for some time Waldorf education has ceased being a Eurocentric education movement (Kullak- Ublick, 2012), established (European) traditions still play an over-large part in pedagogical practice in Steiner settings which is at odds with their widening geographic and cultural diversity (Boland, 2014c, 2014d, 2014f; Hougham, 2012; Sagarin, 2008; Wiechert, 2012, 2014). Auckland is the second most diverse city in the world after Toronto (Bruce, 2014). A fully-funded, Steiner-inspired, Maori-language school is being established in an underprivileged area of South Auckland in February, 2015 (Manukau Urban Maori Authority, 2014). This raises fresh questions as to what the Steiner curriculum means here in Aotearoa New Zealand. It has to take many things into account: multiple cultures and worldviews, a different geography, as well as complex and sometimes conflicting histories. It involves working in a post-colonial context in a bicultural country with a multicultural society (Boland, 2014a, 2014e, 2014g). This presentation builds on prior research presented to this congress (Boland, 2013) to explore possible international approaches to the globalisation of the Steiner curriculum. REFERENCES Boland, N. (2013, May 3). Māori encounters with Steiner in teacher education. Presentation at the ENASTE congress, The Educator s View of the Human Being: Consequences for Schools and Teacher Education, Zentrum für Kultur und Pädagogik, Vienna, Austria.

9 Boland, N. (2014a, in press). Māori encounters with Steiner in teacher education. AlterNative. Boland, N. (2014b, July 5). Steiner education for 21st century Aotearoa New Zealand. Keynote speech at the conference Meeting Diversity, Auckland, New Zealand. Boland, N. (2014c, July 20). Steiner education: Impulse towards the future? Keynote speech at the conference Meeting the Challenges of our Time, Noosa, Australia. Boland, N. (2014d, August 4-8). Steiner education: Looking forwards? Looking backwards? Five keynote speeches to the the Scandinavian Steiner Teachers' Conference, Oslo, Norway. Boland, N. (2014e). Strong synergies between Steiner and Te Ao Māori. Auckland, New Zealand: Manukau Urban Māori Association. Boland, N. (2014f, in press). Ser frem? Ser baglæns? [Looking forwards? Looking backwards?]. Steinerskolen, 3. Boland, N. (2014g, in press). Sticking wings on a caterpillar? Journal of Waldorf/Rudolf Steiner Education, 16(2). Boland, N., & Puckeridge, T. (2014). The educator's view of the human being: Consequences for schools and teacher education. Journal for Waldorf/Rudolf Steiner Education, 16(1), Bruce, G. (2014). Our new society. New Zealand Geographic, 126. Retrieved from Cherry, B. (2014). Resurgence in China. Journal of the Pedagogical Section at the Goetheanum, 51, Denjean, A. (2014). Curricula in Kiswahili, Arab [sic], French... Journal of the Pedagogical Section at the Goetheanum, 51, European Commission. (2011, April 1). EU population older and more diverse new demography report says. Retrieved September 12, 2014, from Freunde der Erziehungskunst Rudolf Steiners. (2014, March). Waldorf world list. Retrieved April 4, 2014, from Waldorf_World_List/Waldorf_World_List.pdf Hougham, P. (2012). Dialogues of destiny: A postmodern appreciation of Waldorf education. Malvern Hills, United Kingdom: Sylvan Associates. James, V. (2014). A work (always) in progress: China Waldorf anniversary. Pacifica Journal, 46, 1. Kullak-Ublick, H. (2012, April 20). 9th world teachers' conference. Retrieved September 12, 2014, from Manukau Urban Maori Authority. (2014, September 11). Te Kura Maori o Waatea. Retrieved September 18, 2014, from Rawson, M. (2010). Sustainable teacher learning in Waldorf education: A sociocultural perspective. RoSE Journal, 1(2). Rawson, M. (2014). A modern American fairy tale. Erziehungskunst: Waldorf Education Today, June.

10 Die Welt mit Kinderaugen betrachtet. Wissenschaftliche und künstlerische Einblicke Michael Brockmann Alanus Hochschule für Kunst und Gesellschaft Abstract is coming soon

11 Organizational culture as an essential resource for school safety Dr. Daiva Bubeliene Vytautas Magnus University Kaunas In this paper the most important results of development of standardized questionnaires aimed for the measurement of school safety are presented. Three separate questionnaires for schoolchildren, teachers and parents were worked out and tested. 25 schools were examined, 980 schoolchildren, 194 teachers and 308 parents were questioned. The questionnaire of the schoolchildren has been aimed for the schoolchildren studying in the 10th-12th years. The questionnaires underwent all their usual procedures of psychometric quality revision - control of reliability and logical, factorial and construct validity. Already at the beginning of the study project results which immensely astonished the examiners were obtained. It appeared that the opinion of the parents and teachers regarding the opinion on school safety is not diagnostically informative and reliable. The quantitative evaluation of certain risk sources and factors in the populations of children and adults differed by 2-3 times. The adults do not recognize the real risks, value them non-differentiatedly, unsensitively, unreliably. Later only the development of schoolchildren questionnaire was concentrated upon. The final questionnaire version was compiled of 160 primary items. Long scales and subscales enabled to form a questionnaire measuring very various aspects of school safety. These are: physical and psychological safety, safety inside the school premises, in the nearest and farther school environment, travel to school and back; manifestations of narcotic behaviour; violence, vandalism, aggression, sneering; role of school administration, pedagogues, family, school culture, the level of schoolchildren self-organization for maintaining order and other issues. The results of correlation study have indicated that the essential systemic factor preventing the disfunctions of school safety is the school organizational culture. Here the following aspects and factors are worth mentioning: 1. Principled atmosphere of intolerance and sensitiveness in respect of any violations nurtured by the administration. 2. The teachers refuse the so-called "diplomatic" position: if the malady, faulty behaviour can be not noticed, it is better to feign that "I did not see", "did not know", "it does not concern me". 3. Among the schoolchildren there is a critical mass of morally high-minded schoolchildren who in the face of harsher violations actively interfere themselves, attempt to take over the functions of social control voluntarily. School safety depends quite a lot on the spiritual state of its

12 community, on the culture of school as of an organization of a peculiar type. Surely, the marginal events as the attacks and risks of "Amok" type, shooting, taking of hostages and similar have not been the object of this study. The theory and indicators of the study were orientated towards routine life of a "normal" school.

13 changing relationships Rosa Cera Università di Foggia The goal is to present the study of the theoretical research on the emerging relational modes of teenagers in the family and at school, as a result of the creation of new family forms and poor communication skills of teachers. The constructivist epistemological approach based on General System Theory (Bertallanffy, 1971) together with the ecological approach (Bronfenbrenner, 1986) and the theory of interpersonal relationships (Burgess, 1926) have inspired the study on the relationships in the family, considered a place of primary socialization, where they experiment with new ways of communicating during the period of transition from childhood to adolescence (Pourtois and Desmet, 2007; Marteleto and Andrade, 2014), and on the school, place of secondary socialization (Bosacki, Rose-Krasnor and Kopln, 2014). In a society based on consumption and which life is liquid (Bauman, 2000), liquefied are also relation model, and the same nuclear family structures that have become to be reconstituted, single-parent and homoparental. The intergenerational relationships are rare and the older generation are no longer an educational model for inspiration. The fathers are not able to act as a bridge between generations, preferring to evaporate (Lacan, 2006), disappear or overland with the maternal role (Aarseth, 2009) or even devote themselves to practical nursing branch, while claiming their own gender difference (Pickhardt, 2007). The ambiguity of the role of education paternal exacerbating problems of insecurity and instability in the adolescent, which needs instead of a father to guide him in the conquest of their own autonomy and affirmation of the true self (Winnicott, 1987). Teenagers do not need condescending fathers, but fathers who through interpersonal conflicts transmit values and sense of planning for their children who are experiencing a moment full of contradictions and contrasts. Grandparents are the only ones that still provide the intergenerational relations, transmitting traditions and values to their grandchildren, who will remodel themselves (Hebblethwaite and Norris, 2011). According to the theory of social capital (Kilpatrick, Field and Falk, 2003), teachers should improve their communication skills, basing them on the pedagogical sensitivity (Van Manen, 1995), full of ethical values and responsive to moods and the needs of students in order to improve their cognitive performance (Lemley, Schumacher and Vesey, 2014). The method of presentation of the lecture will be interactive, based on the illustration, through slides, concept maps that illustrate how the relational processes of adolescents with parents and teachers have changed over time and how they should be.

14 Persönlichkeitsbildung in akademischen und nicht-akademischen Qualifizierungsangeboten für ErzieherInnen und KindheitspädagogInnen als Grundlage für die Vermittlung von Sozialkompetenz Prof. Dr. Janne Fengler, Dr., Alexander Röhler, Dr. Stephanie Conein Alanus Hochschule für Kunst und Gesellschaft Persönlichkeitsbildung, in der Waldorfpädagogik schon lange als bedeutsames Anliegen vertreten, wird zunehmend auch im Mainstream der pädagogischen Diskussion als fundamental für die Handlungsfähigkeit und Kompetenzbildung von ErzieherInnen und KindheitspädagogInnen angesehen (vgl. Piontek, ; Krenz, ). Persönlichkeit wird dabei als multidimensionales Konstrukt verstanden, das verschiedene Eigenschaften und Fähigkeiten beinhaltet wie u.a. auch Empathie und Kreativität. Es wird von einem hohen Einfluss der PädagogInnen-Persönlichkeit auf die von ihr betreuten Kinder und Jugendlichen ausgegangen zum einen direkt über die pädagogischen Interventionen, zum anderen indirekt über das Rollenvorbild, von dem die Kinder und Jugendlichen sich durch Nachahmung Verhaltensweisen und Denkstrukturen aneignen. Folgerichtig kann in der Persönlichkeit von frühpädagogischen Fachkräften eine wichtige Ressource für die Entwicklung von sozialen Kompetenzen bei Kindern gesehen werden. Entsprechend wird die Persönlichkeitsbildung als Bildungsziel auch in den diversen Qualifikationsrahmen hervorgehoben, welche die Basis für die derzeitige Reform der ErzieherInnenausbildung und die seit etwa zehn Jahren parallel existierende akademische Ausbildung von KindheitspädagogInnen darstellen. Wenig ist jedoch bisher bekannt über die tatsächliche Realisierung dieses Ziels und seine Wirkungen auf die frühpädagogischen Fachkräfte. Die Forschungsfragen des Projektes lauteten: Wie wird das Ziel der Persönlichkeitsbildung im Berufsfeld der Kindheitspädagogik durch akademische und nicht-akademische Qualifizierungsangebote sicherzustellen versucht? (Projektjahr 1) In welchem Ausmaß und auf welche Weise gelingt eine Unterstützung bei der Persönlichkeitsbildung von Fachkräften im Berufsfeld der Kindheitspädagogik aus Sicht zentraler Akteure akademischer und nicht- 1 Piontek, R. (2004): Persönliche Entwicklung und Erziehungsgestaltung gehen Hand in Hand. In: TPS - Theorie und Praxis der Sozialpädagogik, Heft 8/2002, S Krenz, A. (2010): Die Persönlichkeit der Erzieherin: Dreh- und Angelpunkt jeder guten Pädagogik. In: Krenz, Armin [Hrsg.]: Kindorientierte Elementarpädagogik. Göttingen: Vandenhoeck & Ruprecht, S

15 akademischer Ausbildungsstätten; welche Bedeutung haben dabei biographische Erfahrungen der ErzieherInnen und KindheitspädagogInnen? (Projektjahr 2) Zur Bearbeitung der Fragestellungen wurden im ersten Projektjahr (2013) kindheitspädagogische Studien- und Ausbildungsangebote in Bezug auf curricular verankerte Inhalte zur Persönlichkeitsbildung mittels Dokumentenanalysen untersucht. Darüber hinaus wurden Experteninterviews mit Studiengangsverantwortlichen geführt. Im zweiten Projektjahr (2014) stand die Einschätzung dieser Angebote zur Persönlichkeitsbildung für die Ausbildung professioneller Handlungskompetenz aus Sicht verschiedener Akteure im Fokus (Lehrende, Studierende, Absolventen) eine Kompetenz, die später im pädagogischen Alltag dazu beiträgt, die Entwicklung sozialer und emotionaler Fähigkeiten der betreuten Kinder fördern. Dabei wurde in Leitfadeninterviews auch auf die Bedeutung eigener biographischer Erfahrungen für die Persönlichkeitsbildung eingegangen und es wurde thematisiert, inwieweit die Studien- und Ausbildungsangebote eben diese biographischen Erfahrungen berücksichtigen, bzw. den Versuch unternehmen, an sie anzuschließen und inwieweit dies gelingt. Der anvisierte Vortrag stellt ausgewählte Ergebnisse des Projektes dar. Hierzu gehören Erkenntnisse zur Relevanz der Persönlichkeitsbildung in der Qualifizierung von frühpädagogischen Fachkräften und zur unterschiedlichen Realisierung des Anliegens zur Persönlichkeitsbildung; auch wird auf derzeitige Desiderata wie beispielsweise die fehlende spezielle Qualifikation der DozentInnen hingewiesen. Darüber hinaus werden die Ergebnisse vor dem Hintergrund der Tradition der Persönlichkeitsbildung in der waldorfpädagogisch orientierten Qualifizierung frühpädagogischer Fachkräfte diskutiert. Keywords: Persönlichkeitsbildung, Kindheitspädagogik, ErzieherIn, Ausbildung, Reflexion, Professionalisierung

16 Between Scylla and Charybdis: keeping balance in an age of extremes Dr. Lita Crociani-Windland University of the West of England What should education be for? It should be for the development of the whole human being. It should be about not only learning notions, but about social, emotional and intellectual development. This presentation aims to outline some of the tendencies and challenges of what Zigmunt Bauman has termed liquid modernity, tracking the shifting relationships of structure and fluidity in family dynamics and school life. The problematic that emerges from looking at these two contexts central to a child s life is one of excess fluidity in family structure and excess structure in school environments. This points to the need for a balanced relationship between structure and fluidity. In such terms education should be about creating a containment of excess fluidity in our culture, so that the development of such capacities can be nurtured within a safeenough ordered environment. Such containment, however, must not be one where the boundaries are rigid, bureaucratic and permeated with risk aversion and competitive anxieties. Creating such an environment is a real challenge: outside influences cannot easily be held back at the school or house gate. It requires educators to have a deep commitment to personal as well as professional development, to be able to nurture a relational approach, which relies on a capacity to be strong, yet flexible, so as to be able to gauge and respond to children and adolescents potential for growth, but also vulnerability. It requires us to navigate our way holding between opposing tendencies towards too much attention to technical solutions or too much idealism and informality.

17 Creative imagination in teachers spiritual practice: the example of The Divine Child Prof. Dr. Bo Dahlin Rudolf Steiner University College This paper belongs primarily to the theme of the nature of childhood and is partly a challenge to the mode of constructivism now dominating this field of thought. In an earlier paper (Dahlin, 2013) I have sketched the Romantic background to Steiner s Spiritual anthropology of childhood and pointed out some possible connections to what goes on in present day philosophy and childhood studies. The purpose of this paper is to develop this work and lead it into the field of specific spiritual practices for teachers. I will draw upon Corbin s (1998) study of the role of creative imagination in the works of the medieval sufi Ibn Arabi. Ibn Arabis views on the significance of imagination in spiritual practice turns out to have similarities with Irigaray s (1993) notion of the sensible transcendental, and even Steiner s idea of the supersensible within the sensible (1986, p. 101). The conceptual web developed by drawing on these thinkers may be used as a spiritual-- philosophical amplification of Biesta s (2010) notion of subjectification as one of three basic purposes of education (in addition to socialization and vocational training). In subjectification, the uniqueness of the I Am the Christ Self is revealed, not as a static identity but as living action. Finally, some suggestions on how all this can be deployed in teachers spiritual practice will be given. Goal To present a possible aspect of teachers spiritual work which is grounded in Steiner s educational thinking and related to historical and present day ideas in philosophy and education. References Biesta, G. (2010). Good education in an age of measurement: ethics, politics, democracy. Boulder, Colorado: Paradigm Publishers. Corbin, H. (1998). Alone with the Alone. Creative imagination in the Sufism of Ibn'Arabi. Princeton, NJ: Princeton University Press. Dahlin, B. (2013). Poetizing our unknown childhood: meeting the challenge of social constructivism. The Romantic philosophy of childhood and Steiner s spiritual anthropology. RoSE: Research on Steiner Education, 4(1), Irigaray, L. (1993). An ethics of sexual difference. New York: Cornell University Press. Steiner, R. (1986). Gegenwärtiges Geistesleben und Erziehung (GA 307). Dornach: Rudolf Steiner Verlag.

18 Higher education as a mass phenomenon and some of its impact on early childhood and school education. How a more holistic picture of the human being could reshape the view of future education? Prof. Dr. Marcelo da Veiga Alanus Hochschule für Kunst und Gesellschaft Not long ago, higher education used to be reserved only to a very small percentage of society. Over the last twenty years, this has changed dramatically. Higher education became increasingly, at least in Europe, a mass phenomenon with a huge impact on our ideas about early childhood and school education. In addition, the system of higher education underwent a breath-taking global process of standardization and formalisation based on quantitative measurement of outputs and the relation between inputs and outputs. The quantitative turn in education recommended and pushed forward by organisations like OECD is meant to overcome ideological and rather fruitless discussions in favour of an optimistic and pragmatic view bound to enhance the welfare of humanity in general. Although this development looks at first glance like a harmless, neutral stance towards education and seems keen to avoid any type of metaphysical and ideological frictions, it comes along with rather gross ideological assumptions about the human being and his role in life. For a deeper scrutiny, it proves actually laden with tacit materialistic assumptions and the worth of life and impacts strongly on political decisions about how education ought to be designed in order to be adequate for the best future of humanity. One of its underlying assumptions can be expressed in the equation: education + x = welfare + x.the more education a society provides the more welfare it will harvest, since welfare depends on technological progress and the development of new products and services, which in turn require skilled white and blue collar labourers with proper education. Education has in this view above all the role to prepare for the market. The impact on early childhood and school education of this attitude that bolstered the rise of higher education is tremendous. Since higher education gives access to the labour market and the value of life is determined by the position someone achieves in it, school education becomes a mere preliminary exercise that prepares for the decisive step afterwards, that is, to higher education. In Germany these hidden assumptions are, for instance, palpable in the fact that early childhood teachers and educators are paid much less than schoolteachers and schoolteachers in turn less than lecturers in higher education. Their importance for the human and societal development seems to be less decisive. The valuation of education is also visible in

19 the fact that parents in Germany are obliged to pay for early childhood education but students are exempted from tuition fees. I would like to discuss that the streamlining of education along the lines of so called prosperity, harmless and pragmatic though it seems, risks to undermine what it purports to attain: the welfare of the human being. It doesn t ask and investigate anymore what the human being requires in order to develop its whole potential but simply presupposes it. I will therefore attempt to outline some a different perspective.

20 Von der dialogischen Verfasstheit des Menschen. Toleranz, Akzeptanz, Empathie und Solidarität fördern Dr. Franz Feiner Kirchliche Pädagogische Hochschule Graz Das Referat verfolgt das Ziel, die Kommunikationsfähigkeit als entscheidend für das Menschsein herauszustreichen, abgeleitet von der biblischen Schöpfungserzählung, nach dem der Mensch als Mann und Frau, d.h. als Beziehungswesen geschaffen ist. Selbst Medizin und Biologie belegen neuerdings, wie sehr der Mensch ein Wesen der Kommunikation ist, normalerweise durch körperliche Kommunikation zweier Wesen entstanden, und seit der täglichen Zellteilung zwischen Fötus / Embryo und Mutter ständig kommunizierend. Schon im Uterus lernt der Mensch zu kommunizieren. Daher greift die Anthropologie zu kurz, wenn sie den Menschen zu sehr als Einzelwesen betrachtet und zu wenig in seiner Beziehungshaftigkeit und Beziehungsfähigkeit in den Blick nimmt. Bereits vom Terminus anthropos (ἄνθροποϛ, gr.) ist der Mensch einer, der fähig ist, über sich hinauszuschauen, er ist der Aufblickende, d.h. ein Wesen mit der Fähigkeit, sich selbst zu übersteigen. Er ist das Wesen, das nicht egozentrisch oder gar egoistisch in sich fixiert sein muss, sondern fähig ist, Beziehung zu anderen aufzunehmen; er ist fähig, zu hören, was ein anderer sagt, und zu schauen, wer zu ihm spricht. Er ist fähig, einen anderen anzusehen und ihm damit Ansehen zu verleihen. Zu seiner wahren Gestalt findet der Mensch also nicht in seiner Ich Verhaftetheit als Einzelwesen, sondern in Kommunikation mit anderen. Ferdinand Ebner und Martin Buber haben in ihren Philosophien zum Ausdruck gebracht, dass der Mensch nur am Du zum Ich wird und damit das dialogische Prinzip des Lebens verwirklicht. Im Folgenden wird ein aktuelles EU-Projekt ethischer Bildung (http://www.ethics-education.eu) mit dem Ziel einer nachhaltigen, dialogischen Zukunft, vorgestellt. Dabei geht es u.a. um das Philosophieren zu ethischen Themen, wobei besonders innovativ ist, dass es mit dem ganzheitlichen Konzept des Lernens, den multiplen Intelligenzen nach Howard Gardner verknüpft wird. Vorgestellt werden Lernmaterialien zur Förderung von Toleranz, Empathie und Solidarität für Kinder und SchülerInnen von 3 bis 15 Jahren, differenziert in fünf Altersstufen. Globales Ziel ist der Blick auf den Menschen als einen, der durch Kommunikation entstanden ist, fähig ist, zu kommunizieren, sich in Gemeinschaften einzubringen, mit anderen die Weltgestaltung ernstzunehmen.

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