I have to admit that my conception comes from combining the desuggestopedy of Losanov and the waldorf pedagogy. What is the desuggestopedy of Losanov and how does it funcion? Here a small explanation:
- frees the students and makes them happy in the process of learning
- thus it is possible to achieve at about four-five times more for the same amount of time
- uses a combination of music, arts, teather, teacher’s deep observations and smartly set pauses (according to the golden ratio and the student’s condition) in the learning process
- starts with the big scope, with the overall picture, then moves to the specific details and at the end goes back to the overall picture
- no homeworks, less working hours than normally
- successfully implemented in several primary schools
- very appropriate for language learning and arithmetics
- Unesco researches said that desuggestopedy is one of the best pedagogy methods known
I had the pleasure to take my german and english language lesson according this system. Learning about 150-200 new words a day and about 1000-1200 a week was the norm. I also learned to speak very fast.
What I’m using from the dessugestopedy is mostly the process of making the student free and happy, so their internal motivation can appear. Also always giving the big scope first and them going to the details. Thus the students know what and why we are learning. Giving no homeworks and less hours of presence pushes the freedom and creativity of the students to a much higher levels. Combining all those with the great waldorf pedagogy delivers much better results. In the future I’m looking forward to also implement the teachings of Master Beinsa Douno (Petar Dunov) in my lessons. Steiner’s teachings and waldorf pedagogy are of great importance for our current cultural era of consciousness. He is also making the connection with the next cultural era of the heart. And Dunov is giving in his lectures the pedagogy for this era. This pedagogy we still have to extract from his teachings.
So, after this introduction, I’m giving the conception for a typical high school day:
- school starts at 8:30
- the first two hours (8:30 until 10:00) are the rhythmic part of the day. It can be arts, music, singing, dancing, theater or a combination of all that like in eurythmy and paneurythmy. But it must synchronise the students and work for their good start in the day. This is the lesson for the heart, for the feelings, for the love.
- the whole class stays together within this first two hours.
- from 10:00 until 10:30 there is a break.
- from 10:30 until 12:00 we have the second part. This time we have to hours which concentrate on the development of the wisdom and thinking. Here we have the science lesson. My vision is that some day we will have an integral science course and not many different weakly or not connected at all subjects. So we can call this the integral science block. We may start with the human body, then derive the mathematics, after than going through the motion to physics, then to chemisty and so on.
At the same time it is the language block. Sciences can be taught in one or two different foreign languages. The high school students of a waldorf school should already have the needed knowledge in the learned languages and can practice them freely. In my experience in turned out to make the lessons much more lively.
- in this class it is important to mix the grades according to the personal level of knowledge and development.
- from 12:00 until 13:00 there will be time to work for the body and the will. It can be sports, handicrafts or some other kind of motions or work with the legs and arms. It can of course vary from Monday to Thursday. There can be also different groups according the different interests. This block is very important for the social behaviour. It is most crucial that the students use most of their energy, so they can free their heads after the science lesson and become hungry for a good lunch. Here we can also start with some kind of more or less creative activities. This we are ready for the second part of the day.
- from 13:00 – 14:00 – lunch in the school. Why not preparing it sometimes together?
- the afternoon is completely free. No compulsory lessons. Though there should be a wide range of possibilites for those who have special interests or needs. That is also the time for working in teams or giving individual lessons.
- the free afternoon gives the possibility to explore in-depth the personal interests, be creative and find out more about the personal dreams and impulses which will mount later on in a personal mission.
- this should be the free time which makes the school the center of the community (activities also with parents and other members of the community). This is also the time for entrepreneurship and practical use of the material learned.
This was the plan for the students. The plan for the teacher is according to the student’s one. I’m giving a possible day for a science teacher:
- it’s up to him if (s)he will attend the rhythmic part, but it is highly recommended
- science lesson
- optionaly taking part in the sport block
- lunch in the school community
- individual work with students
- providing help to different practical working groups or having some practical extra-curriculum lessons
- working with the class teachers in order to enhance the curriculum and the material taught in the first eight grades.
- time for further education
- giving some seminars, workshops or other events for parents or community members
At best Friday should be a day for activities outside of the school or activities with guest at the school. This can be the so called experience-based learning day.
More about the different types of intelligence and in which areas the school has to provide a proper education you can find at my blog.