Children in Minority Religions - Growing Up in Controversial Religious Groups - Liselotte Frisk

Children in Minority Religions - Growing Up in Controversial Religious Groups - Liselotte Frisk

14. The Waldorf Education System and Religion

Children in Minority Religions - Growing Up in Controversial Religious Groups - Liselotte Frisk

Liselotte Frisk [+-]
Dalarna University, Sweden
Liselotte Frisk has been a professor in Religious Studies at Dalarna University, Sweden, since 2006. She presented a doctoral dissertation on new religious movements in 1993 at Åbo Akademi, Finland, and after that worked as a lecturer at Umeå University in Sweden for a few years. In 1999 she moved to Dalarna University where she created a profile of studying new religious movements within Religious Studies. Research projects include two projects about New Age in the 1990s, and, later, a 3-year project about what happened to the new religious movements from the 1960s and 70s over the decades, funded by Riksbankens Jubileumsfond. Another research project, undertaken together with Peter Åkerbäck, Stockholm University, dealt with a local mapping of the new spirituality in Dalarna (2008-2011), funded by Vetenskapsrådet. A current research project, also funded by Vetenskapsrådet, deals with children in minority religions (2012-2015). All research projects have resulted in books and articles in Swedish as well as in English. Liselotte Frisk has been co-editor of the International Journal for the Study of New Religions (2010-2013), and is currently co-editor of Aura, a Nordic journal publishing academic articles about new religious movements. She was the director of International Society for the Study of New Religions for four years (2010-2013), and is now the vice director of FINYAR, the Nordic society for the academic study of new religions. Other research interests include new religions in Japan.

Description

The Anthroposophical movement originated with Rudolf Steiner (1861-1925) in Berlin 1913. The Waldorf educational system, which originated in 1919, will be the subject of this chapter. The main focus in this educational system is on creativity and art, especially for younger children. The educational system is based on Steiner´s ideas that the human being develops through three stages during childhood and early youth. The guiding principles are thought, feeling and will, three functions or processes which are conceived of as working in different ways at different developmental levels. Thus different kinds of activities are conceived of as optimal at different ages and during different parts of the day. In this chapter the relationship between Anthroposophy as a philosophical-spiritual system and the Waldorf educational system is investigated. There has been a discussion in Sweden about whether the Waldorf educational system should be understood as religious or not. Against this background, the question is discussed. Annaskolan, a Waldorf school in Garpenberg, Dalarna, a local area in northern Sweden, is used as an example and illustration. Today there are more than 900 Waldorf schools all over the world. This chapter has previously been published.

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Citation

Frisk, Liselotte. 14. The Waldorf Education System and Religion. Children in Minority Religions - Growing Up in Controversial Religious Groups. Equinox eBooks Publishing, United Kingdom. p. 362-381 Feb 2018. ISBN 9781781794203. https://www.equinoxpub.com/home/view-chapter/?id=32381. Date accessed: 14 Aug 2020 doi: 10.1558/equinox.32381. Feb 2018

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