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Abstract

THE PHILOSOPHY OF RUDOLF STEINER’S ANTHROPOSOPHY, FUNDAMENTAL TO WALDORF EDUCATION, PROVIDES AN ALTERNATIVE VIEW ON EDUCATION TO THAT IN THE NON-WESTERN WORLD. THE ARTICLE ILLUSTRATES A RHIZOMATIC, INFORMAL DIFFUSION OF ‘ALTERNATIVE EDUCATION’ IN CONTRAST TO ‘POLICY BORROWING’ IN EDUCATION, REPORTING HOW WALDORF EDUCATION AND ANTHROPOSOPHY ARE REGARDED AND OPERATED IN AN EAST ASIAN CONTEXT. AN INITIAL EXPLORATORY STUDY OF THIS PROVIDES INSIDER PERSPECTIVES OF ‘KNOWLEDGEABLE’ PRACTITIONERS IN WALDORF EARLY CHILDHOOD CENTRES IN EAST ASIA, REGARDING THEIR UNDERSTANDING AND PRACTICES OF ANTHROPOSOPHY AND ITS THREE KEY CONCEPTS: THE FOUR TEMPERAMENTS||THE SEVEN-YEAR [DEVELOPMENT] CYCLE||AND THE TWELVE SENSES. PARTICIPANTS IDENTIFIED KEY FEATURES OF WALDORF EDUCATION: HOLISTIC DEVELOPMENT OF THE CHILD||NATURE RELATEDNESS||MODELLING AND IMITATION||AND CONTEXTUALISATION AND LOCALISATION. MANY FEATURES OF WALDORF EDUCATION RAN COUNTER TO SIGNIFICANT VALUES AND PRACTICES IN SCHOOLING IN THE LOCAL CULTURE. THE PAPER INDICATES HOW TO RECONCILE THESE, AND MAKES RECOMMENDATIONS FOR FURTHER RESEARCH.