Resources

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The Centre for Creative Education (CCE) produces a wide range of material, including articles, newsletters, handbooks and research.

RESEARCH

RESEARCH BY STAFF

Various CCE staff have done research on a wide variety of issues and topics surrounding Waldorf teaching methods and the corresponding worldview. Some examples of these papers in our online library include:

Say NO to Educating Children as Computer Programmers by Willem van der Velden, 2018
A Child Centered Approach by Beulah Reeler by Beulah Reeler, 2014
Bringing Emotion into Learning through Imagination by Peter van Alphen, 2013
Social and emotional education in SA by Peter van Alphen, 2013
Making Mathematics Meaningful – contemporary implementation of the Waldorf Curricullum for Classes 1-7 by Willem van der Velden, 2013
Imagination as a Transformative Tool in Primary School Education by Peter van Alphen by Peter van Alphen, 2011
Motivation in the Classroom – Experiences from Waldorf pedagogy, EASA Conference by Willem van der Velden and Janine Rios, 2009
A Comparative Analysis of the Curriculum 2005 and the Waldorf Curriculum by Willem van der Velden, 1999

RESEARCH BY STAFF AND STUDENTS

RESEARCH BY STAFF

Say NO to Educating Children as Computer Programmers by Willem van der Velden, 2018
A Child Centered Approach by Beulah Reeler by Beulah Reeler, 2014
Bringing Emotion into Learning through Imagination by Peter van Alphen, 2013
Social and emotional education in SA by Peter van Alphen, 2013
Making Mathematics Meaningful – contemporary implementation of the Waldorf Curricullum for Classes 1-7 by Willem van der Velden, 2013
Imagination as a Transformative Tool in Primary School Education by Peter van Alphen by Peter van Alphen, 2011
Motivation in the Classroom – Experiences from Waldorf pedagogy, EASA Conference by Willem van der Velden and Janine Rios, 2009
A Comparative Analysis of the Curriculum 2005 and the Waldorf Curriculum by Willem van der Velden, 1999

RESEARCH BY STAFF AND STUDENTS

In their final year, Bachelor of Education and the Bachelor of Arts (Dance) students must undertake a research project, during which they investigate an area of interest, linked to their degree course. These projects are expected to meet academic standards in terms of research design, including literature, approaches to data gathering and analysis, as well as ethical considerations.

The projects are presented as research reports and are evaluated by academics from various universities. The quality of the research reports produced by our undergraduate students has been noted.

Over the past several years several research papers produced by our students have been published in the international journal, Research on Steiner Education (RoSE). A selection of these papers can be accessed:

Seeking Authenticity in a Waldorf Classroom by Leigh Moore

Leigh Moore’s research focus was on “authenticity” in the classroom – on what authenticity might mean both in theory and in day to day practice. She saw authentic learning experiences as “moments of confrontation with and exploration of relevant, real-world experiences involving learners as responsible individuals and integral members of the classroom community”. Her research question was: How does a teacher create authentic learning experiences within the classroom, content and class work?

Imaginative teaching and learning in Waldorf classrooms by Clive Millar, Taryn Melmed, Jessica Nell, Gabriella Rivera and Alexi Silverman

In 2013 thirteen students investigated imaginative teaching and learning in Waldorf schools in Cape Town. This paper summarises their work, giving a compressed account of both research process and research findings.

Navigating Moments of Tension in a Waldorf Classroom by Alexi Silverman

Alexi Silverman’s interest lay in what she saw as “a kind of tension that arises when the expectations and educational aims of the teacher are thwarted in the unpredictable reality that is the classroom context”. Her research question became: How does the teacher navigate “moments of tension” in a way that enables or hinders learning?

Narrative Predicament in a Waldorf Classroom by Kate Giljam

All the 2015 research projects explored how the narrative form works in Waldorf classrooms. The interest was not on storytelling as such but on the underlying structure and logic of stories, as this works itself out in teaching and learning.

Kate Giljam was interested in “predicaments” – the engines the drive stories in real life and in fiction. She was interested in the problems or crises that demand some kind of resolution if the “story” is to move forward. Her research question was: How are narrative predicaments created by the teacher and how do the children engage with them?

Investigating Binary Opposites in a Waldorf Classroom by Charlotte Nash

Charlotte Nash’s research focus was on conflicts of values and of ideas in classroom narratives and their crucial role in personal and social development. She was interested in responsible ways to work towards the reconciliation of such conflicts. Her research question was the following: How do binary opposites facilitate affective meaning and conceptual understanding in the classroom?

Connecting the Known and the Unknown in a Waldorf Classroom by Faatimah Solomon