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This book marks the centenary of the first Waldorf School, established by Rudolf Steiner in Stuttgart in 1919. With around 1,150 Waldorf Schools and over 1,800 Waldorf Kindergartens established in over 60 countries, this book examines and analyses how the initial impulse of Steiner education has grown over the last century to become a worldwide alternative movement in education. The author documents and compares the growth and development of Waldorf schools and Steiner-inspired educational institutions around the world, and determines the extent to which the original underpinning philosophy has been maintained against the contexts and challenges of contemporary global trends in education. Within such diverse international contexts, it is significant that the schools retain such a distinctive identity, and clearly redefine how ‘alternative education’ can be viewed. This comprehensive volume will be of interest and value to scholars of Steiner education and Waldorf schools as well as alternative education more widely.
This book covers Rudolf Steiner’s biography, presented from an educational point of view and also unfolds the different aspects of Steiner’s educational thought in Waldorf Education. His point of view is unique in that it relates education to a wide horizon of different contexts, such as social, pedagogical, evolutionary and spiritual aspects. His ideas are philosophical (ethical, epistemological, ontological). However, above all, they are based on spiritual understanding of the human being and the world. In many ways, they stand in stark contrast to the views that inform present mainstream educational thought and practice. Nevertheless, there are points where Steiner’s ideas can find a resonance in more recent educational thought. Steiner was in many ways ahead of his time and his educational ideas are still relevant to many present day educational issues and problems.
The Yearbook of International Organizations provides the most extensive coverage of non-profit international organizations currently available. Detailed profiles of international non-governmental and intergovernmental organizations (IGO), collected and documented by the Union of International Associations, can be found here. In addition to the history, aims and acitvities of international organizations, with their events, publications and contact details, the volumes of the Yearbook include networks between associations, biographies of key people involved and extensive statistical data. Providing both an international organizations and research bibliography, Volume 4 cites over 46,000 publications and information resources supplied by international organizations, and provides nearly 18,000 research citations under 40 subject headings. This volume also includes a research bibliography on international organizations and transnational associations.
Whicher explores the concepts of polarity and movement in modern projective geometry as a discipline of thought that transcends the limited and rigid space and forms of Euclid, and the corresponding material forces conceived in classical mechanics. Rudolf Steiner underlined the importance of projective geometry as, "a method of training the imaginative faculties of thinking, so that they become an instrument of cognition no less conscious and exact than mathematical reasoning." This seminal approach allows for precise scientific understanding of the concept of creative fields of formative (etheric) forces at work in nature--in plants, animals and in the human being. Olive Whicher's groundbreaking book presents an accessible--non-mathematician's--approach to projective geometry. Profusely illustrated, and written with fire and intuitive genius, this work will be of interest to anyone wishing to cultivate the power of inner visualization in a realm of structural beauty.
In postwar Europe and the Middle East, Hilton hotels were quite literally "little Americas." For American businessmen and tourists, a Hilton Hotel—with the comfortable familiarity of an English-speaking staff, a restaurant that served cheeseburgers and milkshakes, trans-Atlantic telephone lines, and, most important, air-conditioned modernity—offered a respite from the disturbingly alien. For impoverished local populations, these same features lent the Hilton a utopian aura. The Hilton was a space of luxury and desire, a space that realized, permanently and prominently, the new and powerful presence of the United States. Building the Cold War examines the architectural means by which the Hilton was written into the urban topographies of the major cities of Europe and the Middle East as an effective representation of the United States. Between 1953 and 1966, Hilton International built sixteen luxury hotels abroad. Often the Hilton was the first significant modern structure in the host city, as well as its finest hotel. The Hiltons introduced a striking visual contrast to the traditional architectural forms of such cities as Istanbul, Cairo, Athens, and Jerusalem, where the impact of its new architecture was amplified by the hotel's unprecedented siting and scale. Even in cities familiar with the Modern, the new Hilton often dominated the urban landscape with its height, changing the look of the city. The London Hilton on Park Lane, for example, was the first structure in London that was higher than St. Paul's cathedral. In his autobiography, Conrad N. Hilton claimed that these hotels were constructed for profit and for political impact: "an integral part of my dream was to show the countries most exposed to Communism the other side of the coin—the fruits of the free world." Exploring everything the carefully drafted contracts for the buildings to the remarkable visual and social impact on their host cities, Wharton offers a theoretically sophisticated critique of one of the Cold War's first international businesses and demonstrates that the Hilton's role in the struggle against Communism was, as Conrad Hilton declared, significant, though in ways that he could not have imagined. Many of these postwar Hiltons still flourish. Those who stay in them will learn a great deal about their experience from this new assessment of hotel space.
The Waldorf School movement has it roots in the chaotic period following the First World War. Struggling to create the first school, Rudolf Steiner worked on every detail. Lesson plans, religious education, school hours, course resources, administration, finance, child study; no aspect of school life was beyond his attention. Guiding the faculty and demonstrating a phenomenal range of knowledge, Steiner moved toward his goal of creating a vehicle for social transformation.These two volumes span the years 1919 to 1924 and cover, meeting by meeting, the development of the first Waldorf School. Here is Rudolf Steiner, not through the written word or lectures but in transcribed interaction that details the creation process. Participating in a work in progress, Steiner deals with an amazing array of problems, frustrations, successes and failures. His sleeves rolled up and his sight on a vision that he made a reality, Rudolf Steiner lays the foundations of Waldorf Education. This detailed look, behind the scenes, will interest not only teachers, but also parents and students: anyone who wants to know how a successful worldwide school movement arose.