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Idea of school autonomy and its concept at the Waldorf School
Boněk, Jan
This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding
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Idea of school autonomy and its concept at the Waldorf School
Boněk, Jan ; Kitzberger, Jindřich (advisor) ; Trojan, Václav (referee)
This diploma thesis presents monographic study that deals with the autonomy of schools in the context of the idea of the Waldorf School and philosophical convictions of its founder Rudolf Steiner. The content itself brings a particular identification, analysis and description of the basic principles of Steiner's ideas of Social Threefolding. For better grip and insights into this topic in the introductory chapters with the concept of autonomy as the general context, and given directly to the school autonomy. Further insight on school administration and local government and various school systems in the European area. The work also includes historical and political context of the time of different directions of reform pedagogy 19th and 20th century, which proved, among other things, as one of the key conditions for understanding the concept of free Waldorf school Rudolf Steiner and the conditions under which it was created. KEYWORDS autonomy, school, Waldorf pedagogy, Waldorf School, anthroposophy, Rudolf Steiner, competence, autonomy, responsibility, Social Threefolding
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Position Waldorf pedagogy in the current Czech education
Franko, Radek ; Váňová, Růžena (advisor) ; Koťa, Jaroslav (referee)
This diploma thesis deals with Waldorf pedagogy. It is divided into five chapters. The first two map the circumstances of Waldorf education and life-shaping the mind constructs its founder Rudolf Steiner. The remaining three chapters answer questions regarding: Waldorf teaching specifics, personality profile Waldorf teachers and planting Czech Waldorf pedagogy in contemporary Czech education stream. Key words anthroposophy, Czech education, Rudolf Steiner, Waldorf school teacher, Waldorf pedagogy, Waldorf teaching
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Waldorf Education in Czech Republic
Procházka, Martin ; Váňová, Růžena (advisor) ; Tvrzová, Ivana (referee)
The bachelor thesis Waldorf Education in the Czech Republic aims to map the development of Waldorf schools and the Waldorf education trend in the Czech Republic. The first part is dedicated to the establishment of the educational alternative, its founder Rudolf Steiner, the theoretical background of anthroposophic anthropology and to the development of Waldorf education at its beginnings. The second part describes the emergence of Waldorf schools in the Czech Republic after 1989 until 2013, Waldorf teacher training and also Waldorf parents' initiatives that stand at the very beginning of every school of this type. The final discussion deals with possibilities of Waldorf education, its topicality in the context of our time and contradictions between the ideal and reality. Powered by TCPDF (www.tcpdf.org)
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The Rudolf Steiner's pedagogy in the Czech educational system
Klímová, Šárka ; Rýdl, Karel (advisor) ; Váňová, Růžena (referee)
The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each of the levels of the Czech school system. The empirical part deals with describtions of several Czech primary Steiner's schools and compares them from the point of view of chosen areas of origin, evolution and implementation of Rudolf Steiner's ideas. In the last chapter of the thesis the before mentioned areas of Czech Steiner's schools are compared in short with Steiner's schools in the Eindhoven in Netherlands. Keywords Rudolf Steiner, waldorf education, anthroposophy, Czech waldorf schools, Steiner's special education, eurythm
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The Criterion of Religious Neutrality as the Current Issue of the Introduction of new Educational Projects in Czech Schools
Brožová, Jana ; Šubrová, Anežka (advisor) ; Běhalová, Andrea (referee)
The main goal of Thesis with name The Criterion of Religious Neutrality as the Current Issue of the Introduction of new Educational Projects in Czech Schools is to provide professional view at these projects in the meaning of their religious neutrality. For the purpose of the Thesis have been selected educational projects such as Religious Education, Ethics, Waldorf Schools and yoga exercise provided by The Yoga in Daily Life System. This Thesis is divided into three basic areas. The first part is devoted to the Czech Confession Law and legislation dealing with religious education in the Czech Republic. The second one will introduce these educational projects and their implementation in the Czech Republic, including a survey of their religious neutrality. The third area is about comparison of above mentioned educational projects with experiences of teachers in abroad.
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