Araştırma Makalesi
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Spiritual Education and Practices in Early Childhood According to Waldorf Approach

Yıl 2023, Cilt: 10 Sayı: 2, 710 - 736, 15.09.2023
https://doi.org/10.51702/esoguifd.1308375

Öz

The Waldorf approach emphasizes a holistic perspective on supporting the child's physical, cognitive, emotional, social, and spiritual development. Spiritual education and practices enable children to explore their inner worlds, establish a connection with nature, and enhance their imaginative abilities. Instead of focusing on specific religions or belief systems, this approach aims to cultivate a deep sense of awareness about the universe and life. This article aims to provide a general overview of spiritual education and practices in early childhood according to the Waldorf approach. The research, which preferred a qualitative research methodology, utilized document analysis and interview methods. Interviews conducted with nine early childhood educators who have completed Waldorf early childhood teacher training were compiled and thematically analyzed. The research findings indicate that the Waldorf approach places great importance on supporting spiritual development in early childhood. Activities such as making toys with natural materials, going on nature walks, and celebrating seasonal events are believed to enrich children's sensory experiences and stimulate their creativity. Efforts are made to provide a nurturing environment where children can establish a connection with nature, explore their inner worlds, and develop feelings of wonder and respect. This approach offers valuable insights for educators, parents, and researchers who seek to promote spiritual well-being and holistic development in early childhood.

Kaynakça

  • Australian Government Department of Education and Training. for the Council of Australian Governments. (2008). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
  • Adams, K. (2017). The concept of the child through a spiritual lens: Implications for interdisciplinary approaches and Religious Education. Journal of Religious Education, 65, 81-93.
  • Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children's spirituality. European Early Childhood Education Research Journal, 24(5), 760-774.
  • Adams, K., Hyde, B., & Woolley, R. (2008). The Spiritual Dimension of Childhood. London: Jessica Kingsley.
  • Anandarajah, G. (2008). The 3H and BMSEST models for spirituality in multicultural whole-person medicine. The Annals of Family Medicine, 6(5), 448-458.
  • Baldwin Dancy, R. (2016). Çocuğunuzun İlk Öğretmeni Sizsiniz: Waldorf Yöntemiyle Çocuğunuzun Doğal Gelişimini Destekleyin. (Z. B. Kahraman, Çev.) İstanbul: Kaknüs Yayınları.
  • Barz, H., & Randoll, D. (2007). Absolventen von Waldorfschulen: Eine Empirische Studie zu Bildung und Lebensgestaltung [Alumni/Graduates from Waldorf Schools: An Empirical Study of Education and Life Stories]. Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Bastide, D. (2007). Teaching Religious Education 4-11. New York: Routledge Taylor & Francis Group.
  • Bigger, S. (2003). Spirituality as a process within the school curriculum. Prospero: A Journal of New Thinking for Education, 9(1), 12-18.
  • Bilgin, N. (2014). Sosyal Bilimlerde İçerik Analizi: Teknikler ve Örnek Çalışmalar. Ankara: Siyasal Kitabevi.
  • Bone, J. (2005). Breaking bread: Spirituality, food and early childhood education. International Journal of Children's Spirituality, 10(3), 307-317.
  • Bone, J. (2007). Everyday spirituality: Supporting the spiritual experience of young children in three early childhood educational settings. Yayınlanmamış Doktora Tezi. Palmerston North: Massey University.
  • Clouder, C., & Rawson, M. (1998). Waldorf Education. Edinburgh: Floris Books.
  • Creswell, J. W. (2019). Nitel Araştırmacılar İçin 30 Temel Beceri. (H. Özcan, Çev.) Ankara: Anı Yayıncılık.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry Research Design: Choosing Among Approaches. California: SAGE Publications.
  • Dahlin, B. (2007). The Waldorf School-Cultivating Humanity?: A Report from an Evaluation of Waldorf Schools in Sweden. Faculty of Arts and Education. Karlstad University Studies.
  • Dahlin, B. (2017). Rudolf Steiner: The Relevance of Waldorf Education. London: Springer International Publishing.
  • de Souza, D. L. (2012). Learning and human development in Waldorf pedagogy and curriculum. Encounter: Education for Meaning and Social Justice, 25(4), 50-62.
  • Demir, O. Ö. (2017). Nitel Araştırma Yöntemleri. K. Böke içinde, Sosyal Bilimlerde Araştırma Yöntemleri. İstanbul: Alfa Yayıncılık.
  • Dugan, D., & Daar, J. (1994). Are Rudolf Steiner's Waldorf schools 'npn-secterian'? Free Inquiry, 14(2), 1-7.
  • Ersoy, F. (2019). Fenomenoloji. A. Saban, & A. Ersoy içinde, Eğitimde Nitel Araştırma Desenleri. Ankara: Anı Yayıncılık.
  • Fillion-Wilson, M. A. (2014). Constructing childhood and teacher authority in a Waldorf daycare. Critical Discourse Studies, 11(2), 211-229.
  • Fisher, J. (2011). The four domains model: Connecting spirituality, health and well-being. Religions, 2(1), 17-28.
  • Gidley, J. M. (2016). Postformal Education: A Philosophy for Complex Futures. Basel: Springer International.
  • Goldshmidt, G. (2017). Waldorf education as spiritual education. Religion & Education, 44(3), 346-363. doi:10.1080/15507394.2017.1294400
  • Goodliff, G. (2016). Spirituality and Early Childhood Education and Care. M. de Souza, J. Bone, & J. Watson içinde, Spirituality Across Disciplines: Research and Practice (s. 67-80). Switzerland: Springer Publishing.
  • Hill, E., & Woolley, R. (2022). Religious education and its interaction with the spiritual dimension of childhood: Teachers' perceptions, understanding and aspirations. Religions, 13(280), 1-14.
  • Hudson, J. (2018). Nurturing Young Children's Spirituality in Early Years Practice in England. Yayınlanmamış Doktora Tezi. The University of Sheffield.
  • IASWECE. (2022). International Association for Steiner/Waldorf Early Childhood Education: https://iaswece.org/home/
  • Kim, B. Y. (2005). Teilhard de Chardin and Holistic Education. J. P. Miller, S. Karsten, D. Denton, D. Orr, & I. C. Kates içinde, Holistic Learning and Spirituality in Education (s. 79-85). Albany: State University of New York Press.
  • MEB. (2013). Okul Öncesi Eğitim Programı. Temel Eğitim Genel Müdürlüğü: https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Miles, M. B., & Huberman, A. M. (2019). Nitel Veri Analizi. (S. Akbaba Altun, & A. Ersoy, Çev.) Ankara: Pegem Akademi.
  • Miller, R. (1999). The Heart of Learning: Spirituality in Education. S. Glazer içinde, The Heart of Learning: Spirituality in Education (s. 189-201). New York: TarcherPerigee.
  • Ministry of Education. (2017). Te Whāriki: Early Childhood Education Curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
  • Mitchell, D., & Gerwin, D. (2007). Survey of Waldorf Graduates: Phase II. New Hampshire: Research Institute for Waldorf Education.
  • Nicol, J., & Taplin, J. T. (2018). Understanding the Steiner Waldorf Approach: Early Years Education in Practice (2 b.). Oxon: Routledge Taylor & Francis Group.
  • Nielsen, T. W. (2006). Towards a pedagogy of imagination: A phenomenological case study of holistic education. Ethnography and Education, 1(2), 247-264.
  • Nieman, A. (2011). Spiritual Education. J. W. Collins, & N. P. O'Brien içinde, The Greenwood Dictionary of Education (s. 439). California: Greenwood.
  • Nordlund, C. (2013). Waldorf education: Breathing creativity. Art Education, 66(2), 13-19.
  • Orr, D. (2005). Minding the Soul in Education. J. P. Miller, S. Karsten, D. Denton, D. Orr, & C. Kates içinde, Holistic Learning and Spirituality in Education (s. 87-99). Albany: State University of New York.
  • Prange, K. (2000). Erziehung zur Anthroposophie: Darstellung und Kritik der Waldorfpädagogik [Education in Anthroposophy: Portrayal and Critical Review of Waldorf Education]. Bad Heilbronn: Julius Klinkhardt.
  • Rawson, M. (2021). Spirituality and subjectivity in Waldorf (Steiner) education: A postmodern Bildung perspective. International Journal of Children's Spirituality, 26(1-2), 24-43. doi:10.1080/1364436X.2020.1854190
  • Rinke, W. J. (1985). Holistic education: An answer? Training and Development Journal, 39(8), 67-68.
  • Safit, I., & Gerwin, D. (2019). Into the World: How Waldorf Graduates Fare after High School. New York: Waldorf Publications at Research Institute for Waldorf Education.
  • Saldana, J. (2019). Nitel Araştırmacılar İçin Kodlama El Kitabı. (A. Tüfekci Akcan, & S. Şad, Çev.) Ankara: Pegem Akademi.
  • Schieren, J. (2015). Anthroposophy and Waldorf education: A dynamic relationship. Research on Steiner Education, 6(2), 139-149.
  • Schieren, J. (2023). Anthroposophy and Waldorf Education: A Field of Tension. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 428-436). New York: Routledge Taylor & Francis Group.
  • Schieren, J. (2023). Introduction. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 1-12). New York: Routledge Taylor & Francis Group.
  • Schmelzer, A. (2023). The Study of Man and Educational Practice. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 85-94). New York: Routledge Taylor & Francis Group.
  • Schreiber, D. A. (2012). On the epistemology of postmodern spirituality. Verbum Et Ecclesia, 33(1), 1-8.
  • Shi, S.-Y. (2020). Introducing cross-cultural perspectives in spiritual education. Journal of Life Education, 12(2), 85-118.
  • Skiera, E. (2010). Reformpädagogik in Geschichte und Gegenwart: Eine Kritische Einführung [Reform Pedagogy in Historic and Contemporary Perspective: A Critical Introduction]. Munich: Oldenburg.
  • Sobo, E. J. (2014). Play's relation to health and well-being in preschool and kindergarten: a Waldorf (Steiner) education perspective. International Journal of Play, 3(1), 9-23.
  • Stehlik, T. (2019). Waldorf Schools and the History of Steiner Education: An International View of 100 Years. Switzerland: Palgrave Macmillan.
  • Steiner, R. (1997a). Discussions With Teachers. (H. Fox, & K. E. Creeger, Çev.) New York: Anthroposophic Press.
  • Steiner, R. (2004). The Spiritual Ground of Education: Lectures Presented in Oxford, England (August 16-29, 1922). Great Barrington: Anthroposophic Press.
  • Tekindal, M., & Uğuz Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme. Ufkun Ötesi Bilim Dergisi, 20(1), 153-182.
  • UK. (1988). Education Reform Act. Mart 27, 2023 tarihinde Legislation: https://www.legislation.gov.uk/ukpga/1988/40/contents
  • Ullrich, H. (2015). Waldorfpädagogik: Eine Kritische Einführung [Waldorf Education: Introduction and Critique]. Basel: Beltz.
  • Willmann, C. (2023). Religious Education in Waldorf Schools in the Context of the Current Pedagogical Discourse. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 475-494). New York: Routledge Taylor & Francis Group.
  • Woodard, J. (2005). Head, heart and hands: Waldorf Education. Journal of Curriculum and Pedagogy, 2(2), 84-85. doi:10.1080/15505170.2005.10411551
  • Woods, P., Ashley, M., & Woods, G. (2005). Steiner Schools in England. Nottingham: University of West of England.
  • Wylie, K., & Hagan, M. (2003). Steiner for the 21st century: The application of Waldorf principles to mainstream practice. Irish Educational Studies, 22(1), 153-164.

Waldorf Yaklaşımına Göre Erken Çocukluk Döneminde Spiritüel Eğitim ve Uygulamalar

Yıl 2023, Cilt: 10 Sayı: 2, 710 - 736, 15.09.2023
https://doi.org/10.51702/esoguifd.1308375

Öz

Waldorf yaklaşımı çocuğun fiziksel, bilişsel, duygusal, sosyal ve spiritüel gelişimini destekleme konusunda bütüncül bir perspektifi vurgulamaktadır. Spiritüel eğitim ve uygulamalar, çocukların iç dünyalarını keşfetmelerine, doğa ile bağlantı kurmalarına ve hayal güçlerini geliştirmelerine olanak sağlamaktadır. Belirli din veya inanç sistemlerine odaklanmak yerine, bu yaklaşım evren ve yaşam hakkında derin bir farkındalık duygusu oluşturmaya odaklanmaktadır. Bu makale, Waldorf yaklaşımına göre erken çocukluk döneminde spiritüel eğitim ve uygulamalara ilişkin genel bir bakış sunmayı amaçlamaktadır. Nitel araştırma metodolojilerinden fenomenolojik yöntemin tercih edildiği araştırmada doküman analizi ve görüşme yöntemlerinden yararlanılmıştır. Waldorf erken çocukluk eğitimini tamamlamış dokuz eğitmen ile yapılan görüşmeler derlenerek tematik şekilde analiz edilmiş ve ilgili literatür kapsamında değerlendirilmiştir. Araştırma bulgularına göre Waldorf yaklaşımında erken çocukluk dönemi spiritüel gelişimini desteklemeye büyük önem verilmektedir. Doğal malzemelerle oyuncak yapma, doğa yürüyüşlerine çıkma ve mevsimsel etkinlikleri kutlama gibi etkinliklerin çocukların duyusal deneyimlerini zenginleştirdiği ve yaratıcılıklarını uyardığı düşüncesiyle hareket edilmektedir. Çocukların doğa ile bağlantı kurabilecekleri, iç dünyalarını keşfedebilecekleri, hayranlık ve saygı duyguları geliştirebilecekleri bir besleyici ortam sağlamaya özen gösterilmektedir. Bu yaklaşım, erken çocukluk döneminde spiritüel iyi oluşu ve bütüncül gelişimi teşvik etmek isteyen eğitimciler, ebeveynler ve araştırmacılar için değerli öneriler sunmaktadır.

Destekleyen Kurum

Bu makale; Doç. Dr. Aybiçe TOSUN danışmanlığında, Kübra YILDIZ tarafından 2023 yılında tamamlanan “Erken Çocukluk Döneminde Manevi Eğitim: Waldorf Eğitimi Örneği' isimli doktora tezinin bir bölümüdür.

Kaynakça

  • Australian Government Department of Education and Training. for the Council of Australian Governments. (2008). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
  • Adams, K. (2017). The concept of the child through a spiritual lens: Implications for interdisciplinary approaches and Religious Education. Journal of Religious Education, 65, 81-93.
  • Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children's spirituality. European Early Childhood Education Research Journal, 24(5), 760-774.
  • Adams, K., Hyde, B., & Woolley, R. (2008). The Spiritual Dimension of Childhood. London: Jessica Kingsley.
  • Anandarajah, G. (2008). The 3H and BMSEST models for spirituality in multicultural whole-person medicine. The Annals of Family Medicine, 6(5), 448-458.
  • Baldwin Dancy, R. (2016). Çocuğunuzun İlk Öğretmeni Sizsiniz: Waldorf Yöntemiyle Çocuğunuzun Doğal Gelişimini Destekleyin. (Z. B. Kahraman, Çev.) İstanbul: Kaknüs Yayınları.
  • Barz, H., & Randoll, D. (2007). Absolventen von Waldorfschulen: Eine Empirische Studie zu Bildung und Lebensgestaltung [Alumni/Graduates from Waldorf Schools: An Empirical Study of Education and Life Stories]. Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Bastide, D. (2007). Teaching Religious Education 4-11. New York: Routledge Taylor & Francis Group.
  • Bigger, S. (2003). Spirituality as a process within the school curriculum. Prospero: A Journal of New Thinking for Education, 9(1), 12-18.
  • Bilgin, N. (2014). Sosyal Bilimlerde İçerik Analizi: Teknikler ve Örnek Çalışmalar. Ankara: Siyasal Kitabevi.
  • Bone, J. (2005). Breaking bread: Spirituality, food and early childhood education. International Journal of Children's Spirituality, 10(3), 307-317.
  • Bone, J. (2007). Everyday spirituality: Supporting the spiritual experience of young children in three early childhood educational settings. Yayınlanmamış Doktora Tezi. Palmerston North: Massey University.
  • Clouder, C., & Rawson, M. (1998). Waldorf Education. Edinburgh: Floris Books.
  • Creswell, J. W. (2019). Nitel Araştırmacılar İçin 30 Temel Beceri. (H. Özcan, Çev.) Ankara: Anı Yayıncılık.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry Research Design: Choosing Among Approaches. California: SAGE Publications.
  • Dahlin, B. (2007). The Waldorf School-Cultivating Humanity?: A Report from an Evaluation of Waldorf Schools in Sweden. Faculty of Arts and Education. Karlstad University Studies.
  • Dahlin, B. (2017). Rudolf Steiner: The Relevance of Waldorf Education. London: Springer International Publishing.
  • de Souza, D. L. (2012). Learning and human development in Waldorf pedagogy and curriculum. Encounter: Education for Meaning and Social Justice, 25(4), 50-62.
  • Demir, O. Ö. (2017). Nitel Araştırma Yöntemleri. K. Böke içinde, Sosyal Bilimlerde Araştırma Yöntemleri. İstanbul: Alfa Yayıncılık.
  • Dugan, D., & Daar, J. (1994). Are Rudolf Steiner's Waldorf schools 'npn-secterian'? Free Inquiry, 14(2), 1-7.
  • Ersoy, F. (2019). Fenomenoloji. A. Saban, & A. Ersoy içinde, Eğitimde Nitel Araştırma Desenleri. Ankara: Anı Yayıncılık.
  • Fillion-Wilson, M. A. (2014). Constructing childhood and teacher authority in a Waldorf daycare. Critical Discourse Studies, 11(2), 211-229.
  • Fisher, J. (2011). The four domains model: Connecting spirituality, health and well-being. Religions, 2(1), 17-28.
  • Gidley, J. M. (2016). Postformal Education: A Philosophy for Complex Futures. Basel: Springer International.
  • Goldshmidt, G. (2017). Waldorf education as spiritual education. Religion & Education, 44(3), 346-363. doi:10.1080/15507394.2017.1294400
  • Goodliff, G. (2016). Spirituality and Early Childhood Education and Care. M. de Souza, J. Bone, & J. Watson içinde, Spirituality Across Disciplines: Research and Practice (s. 67-80). Switzerland: Springer Publishing.
  • Hill, E., & Woolley, R. (2022). Religious education and its interaction with the spiritual dimension of childhood: Teachers' perceptions, understanding and aspirations. Religions, 13(280), 1-14.
  • Hudson, J. (2018). Nurturing Young Children's Spirituality in Early Years Practice in England. Yayınlanmamış Doktora Tezi. The University of Sheffield.
  • IASWECE. (2022). International Association for Steiner/Waldorf Early Childhood Education: https://iaswece.org/home/
  • Kim, B. Y. (2005). Teilhard de Chardin and Holistic Education. J. P. Miller, S. Karsten, D. Denton, D. Orr, & I. C. Kates içinde, Holistic Learning and Spirituality in Education (s. 79-85). Albany: State University of New York Press.
  • MEB. (2013). Okul Öncesi Eğitim Programı. Temel Eğitim Genel Müdürlüğü: https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Miles, M. B., & Huberman, A. M. (2019). Nitel Veri Analizi. (S. Akbaba Altun, & A. Ersoy, Çev.) Ankara: Pegem Akademi.
  • Miller, R. (1999). The Heart of Learning: Spirituality in Education. S. Glazer içinde, The Heart of Learning: Spirituality in Education (s. 189-201). New York: TarcherPerigee.
  • Ministry of Education. (2017). Te Whāriki: Early Childhood Education Curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
  • Mitchell, D., & Gerwin, D. (2007). Survey of Waldorf Graduates: Phase II. New Hampshire: Research Institute for Waldorf Education.
  • Nicol, J., & Taplin, J. T. (2018). Understanding the Steiner Waldorf Approach: Early Years Education in Practice (2 b.). Oxon: Routledge Taylor & Francis Group.
  • Nielsen, T. W. (2006). Towards a pedagogy of imagination: A phenomenological case study of holistic education. Ethnography and Education, 1(2), 247-264.
  • Nieman, A. (2011). Spiritual Education. J. W. Collins, & N. P. O'Brien içinde, The Greenwood Dictionary of Education (s. 439). California: Greenwood.
  • Nordlund, C. (2013). Waldorf education: Breathing creativity. Art Education, 66(2), 13-19.
  • Orr, D. (2005). Minding the Soul in Education. J. P. Miller, S. Karsten, D. Denton, D. Orr, & C. Kates içinde, Holistic Learning and Spirituality in Education (s. 87-99). Albany: State University of New York.
  • Prange, K. (2000). Erziehung zur Anthroposophie: Darstellung und Kritik der Waldorfpädagogik [Education in Anthroposophy: Portrayal and Critical Review of Waldorf Education]. Bad Heilbronn: Julius Klinkhardt.
  • Rawson, M. (2021). Spirituality and subjectivity in Waldorf (Steiner) education: A postmodern Bildung perspective. International Journal of Children's Spirituality, 26(1-2), 24-43. doi:10.1080/1364436X.2020.1854190
  • Rinke, W. J. (1985). Holistic education: An answer? Training and Development Journal, 39(8), 67-68.
  • Safit, I., & Gerwin, D. (2019). Into the World: How Waldorf Graduates Fare after High School. New York: Waldorf Publications at Research Institute for Waldorf Education.
  • Saldana, J. (2019). Nitel Araştırmacılar İçin Kodlama El Kitabı. (A. Tüfekci Akcan, & S. Şad, Çev.) Ankara: Pegem Akademi.
  • Schieren, J. (2015). Anthroposophy and Waldorf education: A dynamic relationship. Research on Steiner Education, 6(2), 139-149.
  • Schieren, J. (2023). Anthroposophy and Waldorf Education: A Field of Tension. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 428-436). New York: Routledge Taylor & Francis Group.
  • Schieren, J. (2023). Introduction. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 1-12). New York: Routledge Taylor & Francis Group.
  • Schmelzer, A. (2023). The Study of Man and Educational Practice. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 85-94). New York: Routledge Taylor & Francis Group.
  • Schreiber, D. A. (2012). On the epistemology of postmodern spirituality. Verbum Et Ecclesia, 33(1), 1-8.
  • Shi, S.-Y. (2020). Introducing cross-cultural perspectives in spiritual education. Journal of Life Education, 12(2), 85-118.
  • Skiera, E. (2010). Reformpädagogik in Geschichte und Gegenwart: Eine Kritische Einführung [Reform Pedagogy in Historic and Contemporary Perspective: A Critical Introduction]. Munich: Oldenburg.
  • Sobo, E. J. (2014). Play's relation to health and well-being in preschool and kindergarten: a Waldorf (Steiner) education perspective. International Journal of Play, 3(1), 9-23.
  • Stehlik, T. (2019). Waldorf Schools and the History of Steiner Education: An International View of 100 Years. Switzerland: Palgrave Macmillan.
  • Steiner, R. (1997a). Discussions With Teachers. (H. Fox, & K. E. Creeger, Çev.) New York: Anthroposophic Press.
  • Steiner, R. (2004). The Spiritual Ground of Education: Lectures Presented in Oxford, England (August 16-29, 1922). Great Barrington: Anthroposophic Press.
  • Tekindal, M., & Uğuz Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme. Ufkun Ötesi Bilim Dergisi, 20(1), 153-182.
  • UK. (1988). Education Reform Act. Mart 27, 2023 tarihinde Legislation: https://www.legislation.gov.uk/ukpga/1988/40/contents
  • Ullrich, H. (2015). Waldorfpädagogik: Eine Kritische Einführung [Waldorf Education: Introduction and Critique]. Basel: Beltz.
  • Willmann, C. (2023). Religious Education in Waldorf Schools in the Context of the Current Pedagogical Discourse. J. Schieren içinde, Handbook of Research on Waldorf Education (s. 475-494). New York: Routledge Taylor & Francis Group.
  • Woodard, J. (2005). Head, heart and hands: Waldorf Education. Journal of Curriculum and Pedagogy, 2(2), 84-85. doi:10.1080/15505170.2005.10411551
  • Woods, P., Ashley, M., & Woods, G. (2005). Steiner Schools in England. Nottingham: University of West of England.
  • Wylie, K., & Hagan, M. (2003). Steiner for the 21st century: The application of Waldorf principles to mainstream practice. Irish Educational Studies, 22(1), 153-164.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Din Araştırmaları
Bölüm Makaleler
Yazarlar

Kübra Yıldız 0000-0002-6828-2214

Aybiçe Tosun 0000-0002-6555-419X

Yayımlanma Tarihi 15 Eylül 2023
Gönderilme Tarihi 1 Haziran 2023
Kabul Tarihi 6 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 2

Kaynak Göster

ISNAD Yıldız, Kübra - Tosun, Aybiçe. “Waldorf Yaklaşımına Göre Erken Çocukluk Döneminde Spiritüel Eğitim Ve Uygulamalar”. Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi 10/2 (Eylül 2023), 710-736. https://doi.org/10.51702/esoguifd.1308375.

Creative Commons Lisansı

Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi (ESOGUIFD) Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.