Quotes, Books, Articles, Theses, Videos

QUOTES

  • “American children, ages 8 to 15 years, rate “bullying” as a greater problem than racism or pressure to have sex or use alcohol and other drugs.” – American Medical Association Alliance
  • I hope it means that arts education will become a model for all schools in the future.” – Frank Gehry
  • “Grownups like numbers. When you tell them about a new friend, they never ask questions about what really matters…they never ask: What does his voice sound like? What games does he like the best? They ask: How old is he?  How much does he weigh? How much money does his father make? Only then do they think they know him.” – The Little Prince
  • “We must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live.” – Howard Gardner
  • “Waldorf schools get the idea that the arts are fundamental, not ornamental. They focus on the unit of the child, not the school as an institution. They customize education for each child. Waldorf promotes autonomy and self-direction, whereas most schools actively squelch those qualities in favor of compliance, which seems to be the most important value. The irony is that compliance is much harder to achieve and it is less important in the work world.I think Waldorf schools are very much in synch with the notion of Conceptual Age and the ideas of “A Whole New Mind”. They foster internal motivation in students, as well as mastery and persistence. They teach the habits of the heart that children need to do well in life after school.” – Daniel Pink
  • “The private conscience is not only the last protection of the civilized world, it is the one guarantee of the dignity of man.” – Martha Gellman
  • “[Children] are soul searchers and pilgrims – travelers on a road with some purpose.” – Robert Coles
  • “Nature plays, and in playing, brings forth manifold life.” – J. W. Goethe
  • “The ‘play bow’ changes predators into playmates.” “The state of play is a biological state of bliss.” – Stuart Brown
  • “In play, children always behave beyond their age, above their usual everyday behavior – in play, children are, as it were, a head above themselves. Play contains in a concentrated form – as in the focus of a magnifying glass – all developmental tendencies. It is as if children try to jump above their usual level.” – Lev Vgotsky
  • “A scientist in his [or her] laboratory is not a mere technician – he [or she] is also a child confronting natural phenomena that impress him [or her] as though they were fairy tales.” – Marie Curie
  • “About 15 years of research have done more than show that meditation produces significant changes in both the function and structure of the brains of experienced practitioners … Equally important, the ability to cultivate compassion and other positive human qualities lays the foundation for an ethical framework unattached to any philosophy or religion which could have a profound effect on all aspects of human societies.” – SCIENTIFIC AMERICAN
  • “We think understanding and appreciating quantum … is part of what it means to be an educated person in the 21st” – Robert P. Crease, Alfred Scharff Goldhaber –NYT GRAY MATTER
  • “But until a theoretical explanation -based on human choice – for self-organized and self-governed enterprises is fully developed and accepted, major policy decisions will continue to be undertaken with a presumption that individuals cannot organize themselves and always need to be organized by external authorities.”- Elinor OstromGoverning the Commons
  • “School is a relationship center.” – O. Fred Donaldson
  • “Play is to children what contemplation, meditation, and self-reflection is to adults. This time of non-self-conscious mental silence in clear awareness provides an authentic ‘baseline’ that other exploration is finding in research with [meditating] Buddhist monks.” – O. Fred Donaldson, Ph.D.
  • “Intelligences are strictly amoral, and any intelligence can be put to constructive or destructive use. Both the poet Johannes Wolfgang von Goethe and the propagandist Josef Goebbels were masters of language and communication – however Goethe used language to create great art, while Goebbels spawned hatred. Both Mahatma Gandhi and Niccolo Machiavelli stressed the importance of understanding other people – however Gandhi encouraged empathetic responses, while Machiavelli directed his wit toward manipulating others. Clearly we must strive to nurture both intelligences and morality and, insofar as possible, yoke them together as virtues.” – Howard Gardner
  • ”The arts are a major area of human cognition, one of the ways in which we know about the world and express our knowledge. Much of what is said in the arts cannot be said any other way. To withhold artistic means of understanding is as much of malpractice as to withhold mathematics.” – Howard Gardner
  • “Waldorf education is based upon a humanistic approach to learning. They believe that learning should be interdisciplinary – practical, artistic, and conceptual. They also emphasize the role of imagination in learning, developing thinking that includes a creative as well as an analytic component.” –Viktor Venson (No Right Brain Left Behind (NRBLB)
  • “That’s the procedure. We do not discriminate by age.” – Arresting officer’s excuse for handcuffing and driving a 6-year old kindergartner in the back of the squad car to the police station
  • “Play is the engine of real learning.” – Froebel (1782-1852)
  • “We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.” – John Seely Brown and Doulglas Thomas
  • “People are born resourceful and they become skilled and “thoughtful” when they genuinely care about what they are doing. Both literally and figuratively, it must be a hands-on and hands-in affair.” – Frank R. Wilson
  • “What we can be, we must be. This need we call self-actualization.” – Abraham Maslow

 

BOOKS

  • Armstrong, Thomas, The Best Schools: How Human Development Research Should Inform Educational Practice (2006)
  • Baehr, Jason, The Inquiring Mind: On Intellectual Virtues & Virtue Epistemology (2011)
  • Begley, Sharon (preface by Daniel Goleman), Train Your Mind Change Your Brain: A Groundbreaking Collaboration Between Neuroscience and Buddhism
  • Brown, John Seely and Thomas, Doulglas. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (2011)
  • Brown, Stuart. Play
  • Coulter, Ed.D, Dee Joy, The Sense and Science of Waldorf Education
  • Crain, Ph.D., William. Reclaiming Childhood: Letting Children Be Children in Our Achievement Oriented Society (2003; The Emotional Lives of Animals and Children: Insights from a Farm Sanctuary (2014)
  • Csikszentmihalyi, Mihaly, Flow: The Psychology of Optimal Experience (2008)
  • Donaldson, Ph.D., O. Fred. Playing By Heart: The Vision and Practice of Belonging
  • Eberle, Scott G. Playing with the Multiple Intelligences: How Play Helps Them Grow
  • Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century
  • Gilbert, Daniel. Stumbling on Happiness
  • Goral, Ph.D., Mary, Transformational Teaching: Waldorf-inspired Methods in the Public School (2009)
  • Huizinga, Johan. Homo Ludens: A study of the play element of human culture (1944)
  • Kelley, Tom. The Art of Innovation (IDEO)
  • Leher, Jonah, Imagine
  • McGonigal, Jane. Reality is Broken: Why Games Make Us Better and How They Can Change the World (2011)
  • Miller, Gordon L. Goethe’s Metamorphosis of Plants (MIT)
  • Ninivaggi, M.D., Frank John, Biomental Child Development: Perspectives on Psychology and Parenting(2013)
  • Pink, Daniel. A Whole New Mind
  • Powell, John A. Racing to Justice: Transforming Our Concepts of Self and Other to Build an Inclusive Society
  • Riccio, Mark-Dominick. An Outline for a Renewal of Waldorf Education: Rudolf Steiner’s Method of Heart-Thinking and It’s Central Role in the Waldorf School
  • Sanders, Barry. A is for Ox: The Collapse of Literacy and the Rise of Violence in an Electronic Age (1994; Sudden Glory: Laughter as Subversive History (1996)
  • Sattin-Bajaj, Carolyn (Editor). Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era
  • Senge, Peter; Scharmer, Otto. Presence (MIT)
  • Tan, Chade-Meng. Search Inside Yourself (GOOGLE)
  • Wilson, Frank. The Hand: How its use shapes the brain, language, and human culture

THESES

  • Nielsen, Ashley, THE PHILOSOPHY OF REGENERATIVE EDUCATION AND LIVING SCHOOLS (2008)
    • Introduces the terms “a theory of regenerative education” and “a framework for living schools” to describe how students learn to understand “systems, themselves, and their ability to create change” in the holistic approach of Waldorf and Montessori education in her dissertation, “The Philosophy of Regenerative Education and Living Schools.”
  • Prouty, Steven Edward, WALDORF EDUCATION AND THE NEURODEVELOPMENT OF INTELLIGENCE: AN INTEGRATIVE REVIEW (2008)
    • Using Waldorf education as a integrative education model, Dr. Prouty introduces the term “synaesthetic intelligence education”[1] to describe the process of change in one intelligence that is stimulated by an experience with another intelligence. This makes for a kind of holistic optimal “flow” experience of pleasurable learning. The more pleasurable learning is the more we want to learn.
  • Sobczak, Katie Marie, WALDORF EDUCATION – MEETING THE NEEDS OF ENGLISH LANGUAGE LEARNERS (2009)

REPORTS

  • Almon, Joan and Miller, Ed. “CRISIS IN THE KINDERGARTEN: WHY CHILDREN NEED TO PLAY IN SCHOOL”, A report from the Alliance for Childhood http://earlychildhoodcolorado.org/inc/uploads/Crisis_in_Kindergarten.pdf
  • Dagget Ed. D, Willard, HOW BRAIN RESEARCH RELATES TO RIGOR, RELEVANCE, AND RELATIONSHIPS (Report)
  • Ph.D, Michael, LEARNING, ARTS, AND THE BRAIN, The Dana Consortium Report on Arts and Cognition (2008)
  • Larrison, Abigail, TWENTY YEARS AND COUNTING: A LOOK AT WALDORF IN THE PUBLIC SECTOR USING ONLINE SOURCES (2012), Arizona State University
  • Mazzone, A., WALDORF TEACHER EDUCATION
  • Oberman, Ph.D., Ida LEARNING FROM RUDOLF STEINER: THE RELEVANCE OF WALDORF EDUCATION FOR URBAN PUBLIC SCHOOL REFORM (2007)
  • Ogletree, Earl, WALDORF EDUCATION: THEORY OF CHILD DEVELOPMENT & TEACHING METHODS (1997)
  • Prager, Dana R., LEARNING THROUGH CREATING AN URBAN WALDORF ELEMENTARY SCHOOL, University of Wisconsin/Whitewater http://files.eric.ed.gov/fulltext/EJ852637.pdf
  • Schieren, Jost, THE CONCEPT OF LEARNING IN WALDORF EDUCATION
  • Staley, Betty; Kellman, Janet; Schmitt-Stegman, Astrid. EXAMINING THE WALDORF CURRICULUM FROM AN AMERICAN VIEWPOINT (1996)
  • Tochon, Francois Victor, DEEP EDUCATION, Journal for Educators, Teachers, and Trainers

ARTICLES

VIDEOS

Bjork,  Biophilia, a multimedia exploration of the synthesis of music, nature, and technology, which is available on iTunes.

Brown, Stuart. TED Talk: “Stuart Brown says Play is more than fun”. http://www.ted.com/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital.html

Brown, Tim. CEO of IDEO, “the design thinking company”, speaking at Social Edge http://www.youtube.com/watch?v=fzW8Y6F-mQ4&feature=related

Bruce H. Lipton, Ph.D. Insight on the purpose of child development & dangers of forcing young children to walk and read early. http://www.youtube.com/watch?feature=player_embedded&v=qlekZJyVVSk

Davidson, Richard. Laboratory for Affective Neuroscience, UW-Madison Psychology Dept   http://psyphz.psych.wisc.edu/; “Transform Your Mind: Change Your Brain”, Richard Davidson gives a Tech Talk at Google http://www.youtube.com/watch?v=7tRdDqXgsJ0&

Hillis, Danny . OSCON 2012: Danny Hillis, “The Learning Map” https://www.youtube.com/watch?v=wKcZ8ozCah0

Hillis, Danny. Jerry Michalski, REX: Make me twelve again, https://vimeo.com/53461407

Hillis, Danny. Personalized Learning: What is Most Interesting and What Do you Know? (2012)https://www.youtube.com/watch?v=cz7wN904rvs

IDEO, Bezos Family Foundation. “Early Learning Prototypes Come to Life” https://www.ideo.org/stories/early-learning-prototypes-come-to-life

Robinson, Ken. “Ken Robinson Says Schools Kill Creativity” http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Robinson, Sir Ken, “How Schools Kill Creativity” http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Stacey, Eric and Jaeckel, Joan. The Waldorf Promise https://www.youtube.com/watch?v=m2uqnTyQItM

PLAY

  1. FRED DONALDSON
  • Every child needs a sanctuary.
  • The best sanctuary for a child is a safe, loving human being.
  • Children should not spend their energy in self-defense.
  • Safe, kind play is inherent in every child.
  • Love is stronger than fear.
  • Safe, kind touch and play are essential to a child’s social behavior, emotional well-being and cognitive development.

 

 

 

[1] “Waldorf Education and the Neurodevelopment of Intelligence: An Integrative View” by Steven Edward Prouty (2005)

[in progress]