Abstract:
This is a study of Steiner education, a philosophy of learning and teaching that places emphasis on three essential elements: (i) an understanding of Steiner's philosophy and theory of human development, (ii) the capacity to integrate educational content accordingly, and (iii) willingness to forge one's own path of spiritual development as part of a qualitative research approach to professional teaching practice. But what evidence is there that any of these Special Character elements benefit students in 21st century New Zealand? A narrative case-study approach was used to investigate how 20 former Steiner students aged 21-33 each perceived the Special Character relationship between what their Steiner teachers imparted to them and their longer-term educational outcomes. Narrative inquiry and phenomenology were central to the design and to the critical analysis. Findings identified characteristics, qualities and capacities for teacher efficacy and as student outcomes, and highlighted perceptions of a balanced learning approach that teachers call the three-fold model of thinking, feeling and willing that underpins Steiner education and informs teacher efficacy. Distinction was made between 'proper' Steiner teachers and teachers who were only using the Steiner curriculum. The main finding is that participants attribute to their Steiner teachers rather than to any other variable, qualities of thinking they say distinguish them from their peers who were educated elsewhere. The study includes an account of the history and development of Steiner education in New Zealand, a brief biography of Rudolf Steiner, and his epistemology and philosophy of freedom are explored in relation to the teacher's role. The study concludes with indications for teacher education in New Zealand to bring consciousness to strategies for long-term educational outcomes.
