[2015]魯道夫.施泰納為華德福教師定義的三個黃金定律

麗水 鄭菡雲翻譯

「以感激之心接納自原我世界而來的兒童;
以愛教育他們;
引領兒童進入屬於人類的真實自由。」

魯道夫.施泰納為華德福教師定義了這三個黃金定律.

對每個階段之兒童所呈現的特殊優點,  華德福教師以所感受到的崇敬與尊重,  形塑出各發展階段的學校環境、對兒童說話的方式、所使用的材料、採用的活動內容與學習方法.

華德福教師致力於在每個兒童心中, 創造對於學習真誠的愛. 藉由自由地運用藝術, 手工, 音樂與語言 , 並將其融合於學術教學中, 「學習」變成一個活生生的創作過程.

豐富與活躍的學術項目某種程度呼應到兒童不同的發展階段, 也同時提供兒童感官與智識上的滋養.  華德福教師相信, 不應該匆促地將兒童推入成年人的意識中,  而應允許他們品味欣賞童年.

協助我們的年輕人在童年時學習認識與關愛世界, 在青少年時開始發展良善的判斷, 在成人時自由地為人生的旅程負起責任; 這些是老師與家長們面前的任務.


原文出處 The Waldorf School of Philadelphia » 
http://lovinglearning.org/blog/three-golden-rules/

To receive the child in gratitude from the world they come from;
To educate the child with love;
And to lead the child into the true freedom which belongs to man.

Rudolf Steiner defined these three golden rules for Waldorf teachers. The reverence and respect felt by Waldorf teachers for the special qualities of each stage of childhood shapes the school environment, the way the children are spoken to, the materials used, the activities undertaken and the approach to learning at each developmental stage. Waldorf teachers are dedicated to creating genuine love of learning within each child. By freely using art, craft, music and language in conjunction with the teaching of academics, learning becomes a living, creative process.  The academic subjects are enriched and enlivened in a way that meets the developmental stages of the children, offering both sensory and intellectual nourishment. Waldorf teachers believe that children should not be rushed into adult consciousness but allowed to savor their childhood.

To assist our young to learn to know and love the world in childhood, to begin to develop good judgement in adolescence, to freely take responsibility for life’s journey in adulthood; these are the tasks ahead for teachers and parents.