Seeking Authenticity in a Waldorf Classroom

Leigh Moore

Abstract


Between authenticity and education exists a degree of ambiguity; it is a relationship laden with subjectivity, context, partiality, and even possibly preference. This paper set out to explore the fibres of this relationship through qualitative research, over a two-week period in a Waldorf classroom, in the hopes of disentangling the subjective ambiguity from the pedagogical factors that contribute toward a degree of authenticity within the classroom. The findings of this report elaborate particular pedagogical undertakings that were found to inform the degree of authenticity. It was discovered that an authentic learning experience requires an intellectually honest encounter with the field of study. The role of language was also acknowledged for upholding authenticity through establishing ownership of the content material. It was also discovered that the relationship between human beings and science informs much of how fields of science might be taught close to the authentic experience of actual scientists. An understanding was reached that the various faculties of the human being entwine knowledge and imagination to support an authentic scientific voyage; for children and scientists alike.

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