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Schedule
Waldorf education is based on Steiner’s pedagogical anthropology- his account of the changing relationship between the person, their body, with other people and with the world in the interaction of spirit, body and psyche. On the basis of this Steiner framed certain pedagogical principles and applied these in practice. I refer to these principles as generative because we can use them to create (and evaluate) practice. In this talk I outline some of the key generative principles for education post-puberty.
The most important human quality is our humanity. Education plays a role in helping us in becoming mindful of our own needs and those of others. In our schools and in ourselves, do we allow equal space for the perception of human beings as spiritual and sexual, individual and social entities? Modern, sometimes challenging parameters about bias and equity can provide important learning opportunities for educators. Can we allow them to help us grow?
Generative AI raises urgent questions about the purpose and methods of teaching. Now that essays can be written and problems solved with a few keystrokes, how must we differently engage adolescents in the process of learning? This session will offer both ways to understand our work as teachers, and practical advice on forming meaningful activities for students.
Marisha Plotnik has been engaged with Waldorf education as a student, teacher, administrator, and adult educator. A focus of her work is creating dynamic, collaborative, learning communities where new ways of thinking are developed through meaningful encounters. Marisha holds degrees in Physics, Education, and Private School Leadership, and is a graduate of the CfA’s WHiSTEP program, where she now serves as a faculty member. 2024 finds her concluding her full-time position at the Rudolf Steiner School, where she has taught for nearly 30 years, and joining the research staff of the Nature Institute.
This interactive seminar is designed to offer teachers an opportunity to become conscious of and tend to the intricacies of their inner life through self-reflection, dialogue, and artistic inquiry. It centers questions of self-care, self-healing, and self-transformation in order to become available to students and to free up one's perceptive capacities in the service of the growing, evolving human being.
Bio
High school teaching is a two-way communication between teacher and student. Although adolescents are not always consciously aware of their style and tone, they may look back on it decades later. Why did I say that? How did I express myself clearly and respectfully? A teacher receives these messages, and depending on their biography, may respond in different ways. Teachers also reflect on how they responded. Does the teacher become defensive, curious, aggressive, empathetic? So much depends on the teacher’s temperament and stage of life. During this presentation, I will share ways in which our biography plays into ways we meet adolescents, and participants will contribute their thoughts.
by Douglas Gerwin
From mainstream empirical studies, we know how much of our growing, our healing, and (according to recent research) our learning we undertake not during the waking day but while we are sleeping.
At the same time, we see today an alarming decline in the amount––and, perhaps more importantly, the quality––of sleep our students are getting. Some reasons for their shortened and disturbed sleep are familiar, such as their blending screentime with bedtime, “grazing” on snacks rather than “eating” prepared meals at regular hours, foregoing a steady regime of rhythmic exercise. Other more deep-seated reasons, however, go largely unrecognized, especially if we have an incomplete picture of what actually happens when we sleep.
In many of his lectures on education and other subjects, Rudolf Steiner builds up an elaborate multi-layered picture of how we spend our sleeping hours. Contrary to outward appearances, he suggests, students, as well as their teachers, are extraordinarily active during the night.
Perhaps unique among educational approaches, Waldorf education embraces the full circadian cycle of waking and sleeping. We will examine sleeping activity at three levels––physiological, psychological, and spiritual––and relate them to Waldorf high school practices. As part of this investigation, we will explore seven specific steps to improving the quality and the rewards of the pedagogical night shift.
After all, in the final analysis, Waldorf schools are night schools!
Biography:
Himself a Waldorf graduate, Douglas Gerwin, Ph.D., is Executive Director of the Research Institute for Waldorf Education (RIWE). He has taught history, literature, German, music, and life science at the university and Waldorf high school levels for over 40 years and has helped prepare high school educators to teach these subjects for over a quarter-century.
In 1996 he founded CfA’s Waldorf High School Teacher Education Program (WHiSTEP), a graduate-level training specifically for high school teachers which he chaired for 26 years. During that time, he also served as advisor or mentor to well over three-quarters of the Waldorf high schools in North America and helped train Waldorf teachers on four continents. For two decades he was also CfA’s Executive Director.
Editor of ten books and author of numerous articles on Waldorf education and anthroposophy, Dr. Gerwin also sits on the Pedagogical Section Council of the School for Spiritual Science of the Anthroposophical Society in America; in addition, for the past decade he was a member of the Hague Circle, an international leadership group of some 45 Waldorf teachers from around the world.
Central to the task of the Waldorf educator is the removal of hindrances that would otherwise prevent students from entering fully and freely into the world and sharing the gifts that they, the students, bring with them from spiritual realms. But what happens when culturally embedded narratives (often invisible) prove to be hindrances, themselves? What happens when the students who arrive in your high school classrooms have already internalized narratives that are rooted in–and that continue to sustain–ways of being that yield systemic inequity and other forms of social, cultural, and ecological devastation?
Whether or not students come into your care with such internalized narratives in the context of humanities, sciences, math, arts, or other fields, this workshop provides tools for identifying pedagogical practices and curricular content at the high school level that foster free thinking, integrated feeling, and ethical action. Through a decolonial dialogic practice, Chérie Rivers and Alison Henry create a space of inquiry and introspection where educators reflect on the epistemic power teachers wield and the profound implications of the forms of knowledge teachers choose to represent (or not) in their classrooms.
Collectively, Chérie and Alison have created a professional development initiative for Waldorf educators, which includes Decolonial Dialogues on Waldorf Education as well as in-depth consulting on curriculum and culture.
Alison Henry
The daughter of gifted and committed public school teachers, Alison earned her Master’s degree in education from Indiana University Bloomington in the early 90’s. After years of teaching, first in an EFL classroom and then as a Waldorf class teacher, Alison joined the core faculty of the Waldorf Teacher Education Program at Antioch University New England where she teaches Waldorf pedagogy. Alison earned her PhD from Antioch’s Graduate School of Leadership and Change, focusing on the role of narrative in perpetuating patterns of inequity, while also acknowledging the possibility that narratives can be a powerfully healing balm as teachers find fresh, liberatory, and decolonial approaches to the Waldorf curriculum. Both of Alison’s children were blessed to attend Waldorf schools through 12th grade.
Chérie Rivers
Chérie is a three-fold Waldorfian–child of a Waldorf teacher, Waldorf student herself, and now a Waldorf mother of two. She is founder and co-director of an educational Biodynamic farm near Chapel Hill, North Carolina, where, in her spare time, she is also an Associate Professor of Geography and Environment at the University of North Carolina at Chapel Hill. She has published books and articles about how colonial legacies continue to normalize social, political, and ecological violence, including To Be Nsala’s Daughter: Decomposing the Colonial Gaze (Duke University Press) and “Of Clay and Wonder.” She holds a PhD in African Studies from Harvard University, where she was a pioneering member of the Social Engagement Initiative.
Intelligence, Artifice and Education
This session will explore the development of the idea of “intelligence” with an emphasis on implications for Waldorf high school education.
Before “intelligence” became an adjective telling us whether or not to feel good about ourselves, it was a noun meaning important information. The idea that some races and classes are inherently superior at gathering and interpreting intelligence led first to 19th century eugenics and from there directly to 20th century “intelligence tests” to sort people and determine who gets access to education.
Access to information and the ability to interpret its veracity have always been central to education. Direct interaction with the natural world and direct interaction with other human beings have both been largely supplanted by interaction with human-built artifacts as the source of our everyday “intelligence gathering.” This has profound implications, not only for educational methodology, but for the health of individuals and communities.
Waldorf schools promise to be a bastion of nature-centered and human-centered intelligence in a world of media-centered artifice. Are we delivering on this promise? Are we prepared, and can we imagine ways to prepare our students, for the oncoming biblical flood of information from generative artificial intelligence systems?
A science, math, technology, digital arts and design teacher in Waldorf high schools and middle schools for over 20 years, Cedar is also the author and co-author of numerous books and software titles and has worked with scientists, mathematicians, engineers and artists around the world. He attended the University of Maine and the University of Michigan in addition to the HiStep Waldorf Teacher Education program and 5-year Spacial Dynamics training. He currently serves as a visiting teacher and faculty mentor at several U.S. Waldorf schools and is a faculty member at CfA’s Waldorf high school teacher education program.
Materialism is like a thick layer of smog, disconnecting us from the spiritual world and each other. The strength of this negative force has been growing over the past few decades. At the same time, mental health concerns like anxiety, depression, violence, substance use, and suicide continue to rise in adolescents and young adults. Together we will explore the overlap of materialism and mental health and create strategies to disrupt materialism in our lives and the lives of our students.
Laura Scappaticci
Laura Scappaticci has worked in adult education and the non-profit sector for 25 years, creating programs and events for communities of learners and working one-to-one as an advisor, counselor and coach. She is currently the High School Counselor at the Sacramento Waldorf School, and previously served as the Director of Programs for the Anthroposophical Society in America. Through her podcast, That Good May Become, Laura investigates the ways anthroposophy informs and elevates today's individuals while connecting with contemporary cultural innovations and concerns. Laura lives with her partner, three children, two cats, a dog, and a flock of five chickens in Northern California.
You can reach Laura at connect@laurascappaticci.com
Conscious Innovation: How to work with Rudolf Steiner’s indications of human development as we move into the next 100 years of innovative curriculum in Waldorf education.
Using her 12th grade seminar, Muses of Modernism, as well as the 12th grade elective, Human Development, as examples, Carol will share the process by which new main lessons and year-long or semester-long track classes can be proposed, forming an innovative curricular lexicon that remains committed to Steiner’s unique view of the growing adolescent. Brief texts will be shared beforehand as reading material for the discussions.
Bio:
Carol Ann Bärtges
As an alumna, Carol Ann Bärtges has long been associated with the New York City Rudolf Steiner School and has worn many hats – as a parent of two graduates, as a class teacher, and for most of her career, as a high school teacher of Literature, Speech, and Drama. Currently, Carol serves as a full-time faculty member in the upper school English department and chairs the Faculty Development Committee; she is also the co-chair of the College of Teachers. An inveterate New Yorker, Carol lives on the Lower East Side, the tenement neighborhood her paternal grandparents always said they couldn’t wait to escape.
More Information Coming Soon.
The Waldorf approach to adolescents requires a Sankofa or Janus-like willingness to look to the past, specifically to the rich inspiration we can take from Rudolf Steiner’s teachings on adolescence. Here we can learn that adolescence is a transitory stage –– like a river flowing between the banks of childhood and adulthood. Puberty marks an end to the beautiful and idyllic paradise of childhood, while adolescence signals the start of a long, slow path toward physical, emotional, social, intellectual, and spiritual maturity.
But for those of us teaching the oldest students in our Waldorf schools, we would be failing miserably in our mission if we were to look only to the past (not to mention being laughed out the classroom door). The Waldorf teacher who works with adolescents must look as keenly to the present and the future as to the past. The adolescents in our care want to know we find meaning, joy, and grace in the world into which they have chosen to incarnate.
Like Janus and Sankofa looking at the old and new year, the Waldorf high school teacher needs to create a bridge between anthroposophical anthropology and the practical life of teaching today: put differently, to bring together a reading of the child and a reading of the world.
We look to what Steiner offered in 1919 so as to be imbued with the power of imagination needed to anticipate the true demands of a young person in 2024-2025 struggling over contemporary issues of equity, power, gender, climate, authoritarianism, artificial intelligence, and the ever-present search for meaning.
A work this big, this powerful, this important––reading the developing needs of young adults and the changing world they are about to enter––requires of us to radically re-till the soil of the past to prepare it for the seeding of an unknowable future.
Bio:
David Barham, M.Ed.
Director of CfA’s Waldorf High School Teacher Education Program (WHiSTEP) as of 2022, David has worked in four North American Waldorf schools, including one in Mexico, both as class and high school teacher. Before joining CfA, he taught humanities at the Maine Coast Waldorf School in Freeport, ME, for more than a decade. In the fall of 2021, he was appointed to AWSNA’s Leadership Council as Leader for the Northeast/Quebec region.
A graduate with a master’s degree in Waldorf education from Antioch University New England, David recently completed a CfA certificate program in Waldorf Leadership Development. His undergraduate degree at Tufts University was in English and Religion.
An ardent folk singer and guitar player, David came to anthroposophy first as a biodynamic farmer, then as a worker at a Camphill village before signing on as a class teacher.
