Waldorf Methods/Sciences 1
Introduction
" ... ancient wisdom contained no contradiction between body and soul or between nature and spirit; because one knew: Spirit is in man in its archetypal form; the soul is none other than the message transmitted by spirit; the body is the image of spirit. Likewise, no contract was felt between man and surrounding nature because one bore an image of spirit in one's own body, and the same was true of every body in external nature. Hence, an inner kinship was experienced between one's own body and those in outer nature, and nature was not felt to be different from oneself. Man felt himself at one with the whole world. He could feel this because he could behold the archetype of spirit and because the cosmic expanses spoke to him. In consequence of the universe speaking to man, science simply could not exist. Just as we today cannot build a science of external nature out of what lives in our memory, ancient man could not develop one because, whether he looked into himself or outward at nature, he beheld the same image of spirit. No contrast existed between man himself and nature, and there was none between soul and body. The correspondence of soul and body was such that, in a manner of speaking, the body was only the vessel, the artistic reproduction, of the spiritual archetype, while the soul was the mediating messenger between the two. Everything as in a state of intimate union. There could be no question of comprehending anything. We grasp and comprehend what is outside our own life. Anything that we carry within ourselves is directly experienced and need not be first comprehended. ... Precisely because man had lost the connection with nature, he now sought a science of nature from outside." - Rudolf Steiner in "The Origins of Natural Science."
In Waldorf education, the science subjects do not start with nor are built from theories and formulas. Rather they start with the phenomena and develop in an experiential way, by first presenting the phenomenon, having the students make detailed observations, then guiding the students to derive the concepts that arise from the phenomena, and finally deriving the scientific formulas and laws behind the phenomena.This methodology reflects the way basic science actually has been developed by scientists and trains the pupils stepwise in basic scientific thinking and reflection on the basis of personal experience and observation of the phenomena of nature and the history of science. In kindergarten and the lower grades, the experience of nature through the seasons is brought to the children through nature walks, nature tables and observation of nature around. In later grades, there are specific main lesson blocks dealing with Man and Animal, and other themes. In grade 5, scientific ideas may be taught historically through the study of the Greeks, for example, Aristotle, Archimedes and Pythagoras. In grades 6-8 the science curriculum becomes more focused with blocks on physics (optics, acoustics, mechanics, magnetism and electricity), botany, chemistry (inorganic and organic), and anatomy. In high school, science is taught by specialists who have received college level training in biology, chemistry and physics and these three subjects are taught in each of the 4 years of high school. Course Outlines
Waldorf Methods/Sciences 1
Lesson 1: Chemistry/Kindergarten/Grades Lesson 2: Chemistry/Classes 9 - 12 Lesson 3: Physics/Introduction Lesson 4: Physics/Classes 6 - 8 Lesson 5: Physics/Classes 9 - 12 Waldorf Methods/Sciences 2 Lesson 1: Life Sciences/Introduction Lesson 2: Life Sciences/Classes 4 - 5 Lesson 3: Life Sciences/Classes 6 -8 Lesson 4: Life Sciences/Classes 9 -10 Lesson 5: Life Sciences/Classes 11 -12 Waldorf Methods/Sciences 3 Lesson 1: Geography/Introduction Lesson 2: Geography/Classes 1 - 8 Lesson 3: Geography/Classes 9 - 12 Lesson 4: Gardening and Sustainable Living Lesson 5: Technology |
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Tasks and Assignments for Waldorf Methods/Sciences 1.4.
Please study and work with the study material provided for this lesson. Then please turn to the following tasks and assignments listed below.
1. Study the material provided and look up other resources as needed and appropriate.
2. Create examples of curriculum that addresses the learning method and content appropriate for the age group in question. Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings:
Create 2 examples for this age group.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
1. Study the material provided and look up other resources as needed and appropriate.
2. Create examples of curriculum that addresses the learning method and content appropriate for the age group in question. Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings:
Create 2 examples for this age group.
3. Additionally submit comments and questions, if any.
Please send your completed assignment via the online form or via email.
Study Material for Waldorf Methods/Sciences Lesson 1.4.
Physics/Classes 6 - 8
The whole of physics teaching does not start from theories or models, but from the experienced and observed phenomenon. Wherever opportunities offer themselves, contrasts should be demonstrated for comparison. Even though the single disciplines of this subject are defined, one should try not to go through them in isolation but to cultivate the aspects common to other subjects where they appear in an interdisciplinary way. It is therefore self evident, that connections to art and technology should be presented, when they offer themselves and are appropriate to the age being taught.
The Middle School attempts to provide a rich experience of physical phenomena upon which the Upper School can conceptually build.
Class 6
The experience of phenomena in simple, very clear experiments leads the pupil into the realm of physics. For this purpose, acoustics can be placed at the beginning. Various entries offer themselves; to name but two:
* a) Introduction to basic acoustic phenomena (vibration, pitch, volume, tone colour)
* b) Beginning with familiar musical instruments, pupils can recognise vibration as the physical equivalent of tone
- The connection of the sounding body to volume, pitch and tone colour is presented if Intervals on the monochord
- Sound transmission
- Resonance
The pupils anyway get to know the physical- physiological qualities of the larynx (compare with biology in Class 8) .
From experiences in painting they go on to:
* Colour studies
* Simple optics (i.e. studies without theory).
* The point of departure is the contrast: light - darkness
* The observation of illuminated coloured surfaces gives rise to after images in the eye, these lead to the concept of complementary colours (Goethe's 'summoned' colours)
* Colourful and coloured shadows are demonstrated and the conditions under which they arise are shown
* The phenomena of colour derived in an opaque medium when illuminated from behind and from the side
* The goal in colour studies is the observation of coloured fringes on dark/light borders as seen through a prism
* Fringes appear on dark/light borders
* Apart from colours, shadows are an area of study.
* Magnetism is presented starting with naturally occurring magnetite
* The question 'how is something magnetised?' is answered, and which materials have (ferro)- magnetic properties
Ordinary magnets are presented and the compass (without casing) demonstrated. This leads to discussions on:
* The concept of north and south pole
* The concept of magnetic attraction and repulsion
* The magnetic field of the earth
Electricity is dealt with as regards the phenomena of attraction and repulsion in electrostatics, using charges obtained by friction.
Heat studies considers:
* The contrast of warmth and cold
* Sources of heat and cold are demonstrated and discussed together with the possibility of creating cooling (still without any technical details).
* Combustion and friction are looked at more closely as heat sources.
Class 7
Mechanics is central to the teaching after which the further contents of acoustics, optics, thermodynamics, magnetism and electricity are discussed. In mechanics, levers are studied. Here it is clear that the concept is dominant. The content is in key words:
* Levers in several variations: effort arm and load arm
* Digital balance (which is decimal and sensitive)
* Inclined plane
* Winch
* Pulleys, block and tackle
* Wedge, screw, linkages, gears
Combinations of these 'basic machines' should be discussed and the aim is to arrive at the understanding of the means by which a weight- driven clock works.
* The development of formulas for the lever and inclined plane
* As summary, the Golden Rule of mechanics (i.e. that gain in force is paid for by greater distance travelled formally known as 'velocity ratio')
Acoustics
* Chladni plates (can also be done in Class 6)
* Rotating plate with holes and air jet
* Gramophone
* Sound directing. Echoes (can also be done in Class 8)
Optics
Observation of:
* Shadows and images (combined with drawing)
* Light images on planes and curved mirrors practised
* The pin-hole camera (compared with the human eye) (can also be done in Class 8)
* Camera obscura
Warmth
* Conduction
* Thermometers
Magnetism
* Declination and inclination of the earth's field
* The basic phenomena of magnetism
* The subject of electrodynamics comprises approximately:
- Sources of current (cells, dynamo)
- Electrical appliances in relationship to flow of current
- Magnetic effects, electromagnets.
- Technical applications: electric ovens, boilers, irons, fuses
- Indications of the dangers of electric current, also in lightening must be given
Class 8
The areas of hydrostatics, hydrodynamics, aerostatics and aerodynamics with a strong practical bias stand primarily in the foreground for this age. In detail:
* The Archimedes principal (for water and air)
* Hydrostatic buoyancy (depth pressure)
* Connected containers (hydraulic scales)
* Cartesian diver
* Specific weight of solid, liquids and gaseous bodies
* Stability (e.g. of ships)
* Static pressure (in water compared to air)
* Principal of pumps (especially leading to the hydraulic ram)
* Laminar and turbulent flow
* Vortices and resistance (in water and air in connection to the resisting forms which they pass)
In the area of meteorology (this is often taught in connection with the geography main lesson, some of which comes also in Class 10, see geography curriculum) the following can be done:
* Air moisture content and cloud formation (dew point)
* Cloud types (Cumulus, Cirrus, Stratus, Nimbus and their combinations)
* High and low pressure areas (with fronts developing over time)
* Cyclone alleys
* Weather maps, weather forecasts
* Wind force according to the Beaufort scale, special winds such as the Mistral, Foehn, trade winds, monsoon and typhoon. Climatic phenomena such as maritime and continental climate, tropical and sub- tropical and polar climate
In acoustics one investigates for instance:
* Speed of sound (also in other media than air)
* Sound directing: reflection (echo) and absorption (can also be done in Classes 7 and 9)
* Kundt's tube
* Acoustics in building, acoustics in various musical instruments
In thermodynamics the content could be for example:
* Change of state of liquids, solids and gasses, evaporation
* Anomaly point of water and its significance for nature (can also be done in Class 9)
* Warm and cold water pipe systems, convection, radiation
* Conduction and insulation mediums in various materials (can also be done in Class 7)
Processes and laws of electricity
* Warming effect, chemical effect of electric currents
* Conduction properties of various materials, also earthing
* The magnetic effect of a current and its applications: Electro-motor, dynamo (possibly generator, in any case this should be dealt with in more depth higher up the school), measurement (Ohm's law).
The Middle School attempts to provide a rich experience of physical phenomena upon which the Upper School can conceptually build.
Class 6
The experience of phenomena in simple, very clear experiments leads the pupil into the realm of physics. For this purpose, acoustics can be placed at the beginning. Various entries offer themselves; to name but two:
* a) Introduction to basic acoustic phenomena (vibration, pitch, volume, tone colour)
* b) Beginning with familiar musical instruments, pupils can recognise vibration as the physical equivalent of tone
- The connection of the sounding body to volume, pitch and tone colour is presented if Intervals on the monochord
- Sound transmission
- Resonance
The pupils anyway get to know the physical- physiological qualities of the larynx (compare with biology in Class 8) .
From experiences in painting they go on to:
* Colour studies
* Simple optics (i.e. studies without theory).
* The point of departure is the contrast: light - darkness
* The observation of illuminated coloured surfaces gives rise to after images in the eye, these lead to the concept of complementary colours (Goethe's 'summoned' colours)
* Colourful and coloured shadows are demonstrated and the conditions under which they arise are shown
* The phenomena of colour derived in an opaque medium when illuminated from behind and from the side
* The goal in colour studies is the observation of coloured fringes on dark/light borders as seen through a prism
* Fringes appear on dark/light borders
* Apart from colours, shadows are an area of study.
* Magnetism is presented starting with naturally occurring magnetite
* The question 'how is something magnetised?' is answered, and which materials have (ferro)- magnetic properties
Ordinary magnets are presented and the compass (without casing) demonstrated. This leads to discussions on:
* The concept of north and south pole
* The concept of magnetic attraction and repulsion
* The magnetic field of the earth
Electricity is dealt with as regards the phenomena of attraction and repulsion in electrostatics, using charges obtained by friction.
Heat studies considers:
* The contrast of warmth and cold
* Sources of heat and cold are demonstrated and discussed together with the possibility of creating cooling (still without any technical details).
* Combustion and friction are looked at more closely as heat sources.
Class 7
Mechanics is central to the teaching after which the further contents of acoustics, optics, thermodynamics, magnetism and electricity are discussed. In mechanics, levers are studied. Here it is clear that the concept is dominant. The content is in key words:
* Levers in several variations: effort arm and load arm
* Digital balance (which is decimal and sensitive)
* Inclined plane
* Winch
* Pulleys, block and tackle
* Wedge, screw, linkages, gears
Combinations of these 'basic machines' should be discussed and the aim is to arrive at the understanding of the means by which a weight- driven clock works.
* The development of formulas for the lever and inclined plane
* As summary, the Golden Rule of mechanics (i.e. that gain in force is paid for by greater distance travelled formally known as 'velocity ratio')
Acoustics
* Chladni plates (can also be done in Class 6)
* Rotating plate with holes and air jet
* Gramophone
* Sound directing. Echoes (can also be done in Class 8)
Optics
Observation of:
* Shadows and images (combined with drawing)
* Light images on planes and curved mirrors practised
* The pin-hole camera (compared with the human eye) (can also be done in Class 8)
* Camera obscura
Warmth
* Conduction
* Thermometers
Magnetism
* Declination and inclination of the earth's field
* The basic phenomena of magnetism
* The subject of electrodynamics comprises approximately:
- Sources of current (cells, dynamo)
- Electrical appliances in relationship to flow of current
- Magnetic effects, electromagnets.
- Technical applications: electric ovens, boilers, irons, fuses
- Indications of the dangers of electric current, also in lightening must be given
Class 8
The areas of hydrostatics, hydrodynamics, aerostatics and aerodynamics with a strong practical bias stand primarily in the foreground for this age. In detail:
* The Archimedes principal (for water and air)
* Hydrostatic buoyancy (depth pressure)
* Connected containers (hydraulic scales)
* Cartesian diver
* Specific weight of solid, liquids and gaseous bodies
* Stability (e.g. of ships)
* Static pressure (in water compared to air)
* Principal of pumps (especially leading to the hydraulic ram)
* Laminar and turbulent flow
* Vortices and resistance (in water and air in connection to the resisting forms which they pass)
In the area of meteorology (this is often taught in connection with the geography main lesson, some of which comes also in Class 10, see geography curriculum) the following can be done:
* Air moisture content and cloud formation (dew point)
* Cloud types (Cumulus, Cirrus, Stratus, Nimbus and their combinations)
* High and low pressure areas (with fronts developing over time)
* Cyclone alleys
* Weather maps, weather forecasts
* Wind force according to the Beaufort scale, special winds such as the Mistral, Foehn, trade winds, monsoon and typhoon. Climatic phenomena such as maritime and continental climate, tropical and sub- tropical and polar climate
In acoustics one investigates for instance:
* Speed of sound (also in other media than air)
* Sound directing: reflection (echo) and absorption (can also be done in Classes 7 and 9)
* Kundt's tube
* Acoustics in building, acoustics in various musical instruments
In thermodynamics the content could be for example:
* Change of state of liquids, solids and gasses, evaporation
* Anomaly point of water and its significance for nature (can also be done in Class 9)
* Warm and cold water pipe systems, convection, radiation
* Conduction and insulation mediums in various materials (can also be done in Class 7)
Processes and laws of electricity
* Warming effect, chemical effect of electric currents
* Conduction properties of various materials, also earthing
* The magnetic effect of a current and its applications: Electro-motor, dynamo (possibly generator, in any case this should be dealt with in more depth higher up the school), measurement (Ohm's law).