Alternative Schools, their Topics, Power and Weaknesses - discussed with Regard to German Examples.

Prof. Dr. Rainer Kokemohr

Handout:

Alternative Schools, their Topics, Power and Weaknesses

- discussed with Regard to German Examples.

           Speech at the College of Education, National ChengChi University, Taipei, November 10, 2010

1.       Introduction: Alternative schools and regular State run schools related to the process of socioeconomic modernization:

– the young generation between the actual and a future society.

2.      Can there be a definition of an “ideal school”?

Education

– between growing economic impact submitting students to economic usability

– and a “holistic” pedagogical approach taking into account the personality of students  

   and their future potentialities.

3.      The problem of simplified dichotomous thinking

– The opposition of regular State run schools and alternative schools and the problem of a

   reduction to dichotomous thinking;

– the basic question of every school: How is it possible to harmonize objective and

   subjective interests in view of a democratic education in the sense of a better life of all?

4.      The holistic Waldorf-pedagogy as a model?

– A particular philosophy of human nature and of ontogenetic development;
– holistic education of the personality with intellectual capacity and artistic and handicraft capabilities as well: more important than the acquisition of pure knowledge;
– the morning verse;

– studying in “epochs” as a prudent strategy of breaking the rigid scheme of 45-minute-units;

–“eurythmy” as a performance where dancing, gestures, music and language build a unity;

– ceremonies at the end of the month;

– fieldwork in touch with nature.

5.       The type of class-teacher suggested by Waldorf pedagogy:

– The teacher as an allround-authority (knowledge, social interaction, moral personality)

   representing the world as a model?

– Teacher as the “universal mind” creating for the children a kind of a “shell” enveloping     

    the group as a whole;

–  a look at the historical context of that idea.

6.       Basic antinomies of modern societies that actual pedagogy has to cope with:

–  An example: the antinomy (undeniable opposition) of wide freedom given and the    

    decline of authorities at all levels;

­–  can a counter-model cope with the antinomy?

7.      School and society – another approach:

– The example of a State run experimental school;

–  a school trying to respond to the needs of the actual and future children’s life within a   

    culturally, socially, economically and politically complex environment;

–  none of its activities as such is new – but the critical relationship to the environment is   

          important.