L'enseignement en tant qu'art dans le curriculum Waldorf

Abstract : This thesis shows that, in instructional situations, it is possible to discover an axis of meanings which has been seldom studied up to now, that is, the artistic dimension in teaching.
First, concepts linked with teaching are developped such as, curriculum, pedagogy, instruction, didactics. Then, all along the history of pedagogy, the relations linked with the art of teaching are taken into account, and concepts in relation with art (technè, beauty, esthetics) are developped particularly, with the special aim to make obvious the conceptual domain on which this thesis stands.
The kind of methodology used here is qualitative and research means deal with participative peripheric observation, semi-structured interview, and descriptive register.
We have chosen to observe three Waldorf schools in three different european countries during school year 2000-2001 and to study in situ their pedagogy for they consider teaching as an art and the teacher as an artist. Only the main morning class was the prinicipal subject of our observation. We thought they were the best place to study the artistic dimension in teaching.
This present research reveals that an explicit finality exists in the curriculum followed in these schools, that it is a general procedure which helps the teacher but never becomes a limited prescription or a constraint.
The development of the teacher's esthetic abilities depends on his knowledge and experience of different arts, allowing him to sharpen his ability to observe and perceive human nature which constitutes the very ground on which he acts. The main procedure used by the teacher is isnpired by several concepts: Rythm, Unity, Harmony, and Proportion.
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Miriam Yolanda Ramirez. L'enseignement en tant qu'art dans le curriculum Waldorf. Education. Université Paris VIII Vincennes-Saint Denis, 2006. Français. ⟨tel-00180883⟩

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