Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School.
Waldorf education, an independent alternative to public schooling, aims to produce holistically healthy graduates in a formulation that rejects the conventional distinction between education and health. Also striving to bridge that divide, this article characterizes the pedagogically salutogenic tec...
| Publicado en: | Medical Anthropology Quarterly Vol. 29; no. 2; pp. 137 - 157 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jun2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=103416948&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 103416948 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07455194 GFS jtl: Medical Anthropology Quarterly issn: 07455194 maglogo: Y pubinfo: dt: Jun2015 vid: 29 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 103416948 10.1111/maq.12140 ppf: 137 ppct: 20 formats: fmt: @attributes: type: P size: 137KB tig: atl: Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School. aug: au: Sobo, Elisa J. affil: Department of Anthropology, San Diego State University su: Alternative education Kindergarten Child development Waldorf method of education Alternative approaches in education sug: subj: Alternative education Kindergarten Child development Elementary and Secondary Schools Waldorf method of education Alternative approaches in education keyword: becoming child health and development Deleuze mind–body problem mind-body problem movement becoming child health and development Deleuze mind–body problem mind-body problem movement ab: Waldorf education, an independent alternative to public schooling, aims to produce holistically healthy graduates in a formulation that rejects the conventional distinction between education and health. Also striving to bridge that divide, this article characterizes the pedagogically salutogenic techniques Waldorf teachers use in pre-kindergarten (pre-K) and lower grade classes and explicates the ethnomedical understandings underlying them. Waldorf teachers position children as budding participants in a unified field of spiritual and other forces, prioritizing whole-child activities that keep these forces healthfully motile. Their work entails a critique not only of mainstream public schooling's ostensibly pathogenic 'head-to-head' focus, but also of the biomedical approach to pediatric health. My analysis of this conjoined critique takes into account the cultural, structural, and existential realities within which Waldorf education's salutary pedagogy is daily framed and fabricated. Further, it explores the implications for anthropology of attending to movement as a key feature of healthful human experience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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