Crafting a Curriculum of Coherence
Routledge (Verlag)
978-1-032-85504-2 (ISBN)
Drawing upon years of experience, expertise and research, the authors present a step-by-step guide for curriculum renewal, design and delivery to create meaningful, coherent learning experiences that inspire and empower learners. The chapters offer a new way of conceiving skills as knowledgeable action with purpose. They cover a potentialities and competencies approach, which makes learning truly holistic, and a layered curriculum model that moves from philosophy to classroom practice, enabling the development of coherent curriculum in any social or cultural setting. Featuring real-life examples, case studies, and thought-provoking exercises, the book encourages readers to think critically and creatively about education.
Exploring the interplay between curriculum design, pedagogy and assessment, this is an indispensable resource for educators who are dedicated to shaping a world where every child and young person can flourish.
Martyn Rawson is Professor for Waldorf Education in International Contexts at Alanus University of Arts and Social Sciences, Germany where he is responsible for the International Waldorf Master Programme, following 45 years as teacher and school leader in Waldorf education. He is co-editor of the English-language Waldorf Curriculum, a co-creator of a Waldorf e-learning platform (www.e-learningwaldorf.de) and the author of Steiner Waldorf Pedagogy in Schools and many articles on curriculum, learning theory, second language teaching and teacher education. He also teaches part-time in the high school at the Christian Morgenstern School in Hamburg. Kath Bransby is the Education Coordinator for Waldorf UK and a board member of the European Council for Steiner Waldorf Education. With Martyn, Kath co-edited an updated English Language curriculum for UK Waldorf schools, and has co-written a number of articles. Kath also works as a senior lecturer in teacher education at Sheffield Hallam University, where she recently completed her Master’s thesis, ‘Why Waldorf?’, an exploration of parents’ and carers’ reasons for choosing Waldorf education for their children.
1. Society or Person? Different ways of seeing education
2. A (new) third way
3. What is curriculum?
4. A pedagogical anthropology
5. A developmental approach
6. Potentialities as a basis for dispositions and skills
7. Skills and dispositions
8. Teaching and Learning: some generative principles
9. Teacher Connoisseurship and pedagogical tact
| Erscheinungsdatum | 11.10.2025 |
|---|---|
| Zusatzinfo | 5 Tables, black and white; 30 Line drawings, black and white; 11 Halftones, black and white; 41 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 174 x 246 mm |
| Gewicht | 530 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-032-85504-5 / 1032855045 |
| ISBN-13 | 978-1-032-85504-2 / 9781032855042 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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