Educational
Philosophy
This initiative recognises the wisdom of the Waldorf Curriculum.
Underlying themes of this curriculum are integrated into the experiential, cross-curricular approach, while contemporary issues are included.
'It must be mentioned that the curriculum suggested by Dr. Steiner is not necessarily final. It should be looked upon as a guide. Education cannot be dogmatic. It is an art and it arises in the interplay between teacher and the taught. The method of presenting subjects and the actual sequence of presentation accord with the development of the child's own being.'
Roy Wilkinson - 1975
Experiential, Cross-Curricular and Multidisciplinary Learning
'Experiential Learning is the process of actively engaging students in an experience that will have real consequences. Students make discoveries and experiment with knowledge themselves instead of learning or reading about the experiences of others. Students also reflect on their experiences thus developing new skills, new attitudes and new theories or ways of thinking.'
Krafte and Sakof - 1988
This initiative recognises the wisdom of the Waldorf Curriculum.
Underlying themes of this curriculum are integrated into the experiential, cross-curricular approach, while contemporary issues are included.
'It must be mentioned that the curriculum suggested by Dr. Steiner is not necessarily final. It should be looked upon as a guide. Education cannot be dogmatic. It is an art and it arises in the interplay between teacher and the taught. The method of presenting subjects and the actual sequence of presentation accord with the development of the child's own being.'
Roy Wilkinson - 1975
Experiential, Cross-Curricular and Multidisciplinary Learning
'Experiential Learning is the process of actively engaging students in an experience that will have real consequences. Students make discoveries and experiment with knowledge themselves instead of learning or reading about the experiences of others. Students also reflect on their experiences thus developing new skills, new attitudes and new theories or ways of thinking.'
Krafte and Sakof - 1988