We think in pictures (Waldorf education's foundation)
In Seminar we studied Rudolf Steiner’s book Intuitive Thinking as a Spiritual Path which is his ideas on the act of thinking (and my favorite Steiner book). One of his observations was that thoughts are conveyed or communicated as pictures.
If we think
about this, we can recognize that when someone says ‘tree’ or we read the word
‘tree’ we picture a tree in our minds. Sometimes these images flash through our
minds so quickly we don’t even realize that we have done this. Our minds work
like dream time or a movie reel playing back events of the day, expressing our
feelings, thoughts, and reflections. When we think about the past, present or
future, we picture it. When we think, we see.
Steiner
applied this recognition of how we think to Waldorf education. This is why
storytelling and imaginary work is so crucial to the Waldorf philosophy and the
philosophy of learning. Steiner also took his understanding of the evolving
human being and the evolution of humanity and applied this to education. In
other words:
1. We think
in pictures.
2. The child
is evolving or developing (physically, mentally, and spiritually).
3. Humanity
is evolving (physically, mentally, and spiritually).
He layered
his understandings, like a casserole so that the educational philosophy he
developed would be a complete meal – a complete meal for a growing child’s
needs.
Brain
research explains that one of the most effective ways we learn is through a story. There is a book I discovered after my Waldorf years called The Seven
Secrets of Learning Revealed by Dr. Laurence Martel that explains how the
brain organizes and recalls information through story. A story engages both sides
of the brain. I now understood scientifically, not just intuitively why Waldorf
is referred to as whole-brain learning.
At the heart
of cultures around the world, the beat in which knowledge, traditions, and
histories are kept alive is through storytelling. Telling stories is
intertwined with language and spans as far back as time itself. In the
beginning, was the word.
It’s a heck
of a lot more interesting than listening to a lecture or God forbid a Power
Point presentation. Whenever you’re in a lecture and the speaker says, “This
reminds me of a story. . .” Everyone in the room will perk up, maybe even sit
up a little straighter. Suddenly you’re awake and eager to hear what the
speaker has to say.
In Waldorf
education, the story serves as a backbone or theme for a particular grade. For
example: First graders are engaged in fairy tales (from around the world),
Second graders: fables and legends about the saints, Third graders: stories
from the Old Testament, Fourth graders: Norse mythology, Fifth graders: Greek
mythology, Sixth graders: Roman and Medieval history, Seventh graders:
Renaissance history, and Eight graders: a modern history.
The reason
why Waldorf teaches specific histories and stories during a particular year is
because the stories echo what the developing child needs. Like how a good novel
soothes your soul, it’s the right book at the right time. Good stories nourish
your head and your heart and with children, it’s not any different. Third grade
is a good example of how the Old Testament meets the child’s specific needs or
stage in life.
What do you
think of when you think of the Old Testament? Yeah, one angry God with a thing
for head games. Yes, third graders need a little hell and damnation. Nine-year-olds benefit from the trials and tribulations of the Israelites. Steiner
observed this is the year (more or less) when children 'wake up' from childhood
dreaminess. This is referred to in Waldorf circles as the nine-year-old change,
not unlike the more commonly known phrase “the terrible twos”.
I imagine
the nine-year-old change is a lot like culture shock. If you’ve ever been out
of your native country for a long period of time, you'll understand. You feel
disconnected, maybe even disgusted. Many people who have been in the Peace
Corps or who work abroad often feel this way when they return to America. When
they return they feel out of touch or removed from popular society probably
from having spent time in a remote setting or simply being submerged in a
completely different culture.
When I was
around that age, I remember I was convinced I was adopted. I didn’t believe
that this pedestrian existence was where I truly belonged. What I believed was
that I was the daughter of a Chinese king and queen and any day now this mix up
would be sorted out. Somebody grabbed the wrong baby.
I think my
first epiphany occurred at this time as well. It happened while I was staring
out the car window which I remember doing a lot of. Larry, my brother, was in
his proper place, the backseat. We endlessly argued about who should sit where
and each and every time I declared that the eldest should sit up front with
mom. I don’t know why I was so mean.
As my mom
drove past everyone (she has more speeding tickets than anyone I know), my
thoughts rolled in rhythm with the passing landscape. Suddenly it hit me that I
was a separate being, having separate thoughts from everyone else around me. I
watched the other cars go by and thought about all these other people moving
about, doing their own thing and each having their own private thoughts. Just
like me.
I wondered
at everyone else moving about, each of us encapsulated in our little vehicles,
our bodies snug and safe driving down the road of possibilities. I wondered
what they were thinking. I wondered at the thought of thoughts. It sounds
stupid, but to a nine year old, I was struck by the thought of other people
having thoughts too. I leaned into life and the world looked very different. I
was waking up.
The Old
Testament stories help bring the child back to earth, kind of like shaking off
the disorientation they feel but at the same time letting them know that there
is an authority figure that guides and protects them. Some teachers have a
problem with teaching something Biblical but I never saw it as an issue.
Third grade
for Waldorf students is also considered the “doing” year where the children are
engaged in “down to earth” activities like farming, building, measuring, and
gardening. I thought this was brilliant considering what the children were
starting to wake up from childhood dreaminess.
I saw what you wrote about other people having thoughts too...
ReplyDeleteHaha I'm almost 16 now and there are still times when I feel that way. But I guess that might not be saying much...
Of course that is saying a lot. I can't help but wonder if other people step outside of them selves and truly wonder about these thoughts floating around. (And I'm not talking about thoughts that just have to do with them!)
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