Una aproximació holística a l'educació. Estudi de cas
This dissertation provides a holistic approach to education. It is based on the idea that there is a paradigm, different from the conventional paradigm, which aims to educate a person in his entirity, including the spiritual dimension of human beings. Firstly, we reconsider the background of this co...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/687885 |
| Acceso en línea: | http://hdl.handle.net/10803/687885 |
| Access Level: | acceso abierto |
| Palabra clave: | Holística Holistic Pedagogia Waldorf Waldorf method of education Etnografia educativa Educational etnography Autoconsciència Self-consciousness (Awareness) 37 |
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Una aproximació holística a l'educació. Estudi de cas |
| title |
Una aproximació holística a l'educació. Estudi de cas |
| spellingShingle |
Una aproximació holística a l'educació. Estudi de cas Pujol i Costa, Anna Holística Holistic Pedagogia Waldorf Waldorf method of education Etnografia educativa Educational etnography Autoconsciència Self-consciousness (Awareness) 37 |
| title_short |
Una aproximació holística a l'educació. Estudi de cas |
| title_full |
Una aproximació holística a l'educació. Estudi de cas |
| title_fullStr |
Una aproximació holística a l'educació. Estudi de cas |
| title_full_unstemmed |
Una aproximació holística a l'educació. Estudi de cas |
| title_sort |
Una aproximació holística a l'educació. Estudi de cas |
| dc.creator.none.fl_str_mv |
Pujol i Costa, Anna |
| author |
Pujol i Costa, Anna |
| author_facet |
Pujol i Costa, Anna |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Feu, Jordi Universitat de Girona. Departament de Pedagogia |
| dc.subject.none.fl_str_mv |
Holística Holistic Pedagogia Waldorf Waldorf method of education Etnografia educativa Educational etnography Autoconsciència Self-consciousness (Awareness) 37 |
| topic |
Holística Holistic Pedagogia Waldorf Waldorf method of education Etnografia educativa Educational etnography Autoconsciència Self-consciousness (Awareness) 37 |
| description |
This dissertation provides a holistic approach to education. It is based on the idea that there is a paradigm, different from the conventional paradigm, which aims to educate a person in his entirity, including the spiritual dimension of human beings. Firstly, we reconsider the background of this conception, which was originated in the “Perennial philosophy” and the Greek and Oriental traditions of knowledge. “Educere” would be the key to achieve the full potential of one person, and the Maieutics- the art of achieving and updating the own potential. The current conceptions in Educational Psychology and the most relevant contributions of Neuroeducation are regarded. The present work deepens the Waldorf pedagogy as a holistic view of education. This dissertation is also based on an ethnographic research conducted in the school “La Font” that started in Vic (Osona-Catalonia) in 2011. The school is followed up and the study is carried out with the longitudinal study of five children (four boys and one girl), since 1st to 6th of Primary school. At the end of Secondary school the results are evaluated. The sources of information are analysed through interviews, direct observation on keeping field notes, audiovisual recordings, questionnaires and related documents. The methodological approach used has been the educational ethnography during the six years of Primary school. The results show that the school “La Font” implements the Waldorf philosophy. Furthermore kids who have followed the Waldorf education are able to achieve the formalised educational skills and adapt smoothly to the regular Secondary education. It is worth mentioning some features such as good communication skills, social values, good habits of personal autonomy and a certain level of self-awareness. The study starts with the fact that the Waldorf Pedagogy has been scarcely researched, so we are certain that more investigation is necessary to provide findings in order to open new lines of research. |
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2022 |
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2022 2023 2023 |
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info:eu-repo/semantics/doctoralThesis info:eu-repo/semantics/publishedVersion |
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doctoralThesis |
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publishedVersion |
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http://hdl.handle.net/10803/687885 |
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http://hdl.handle.net/10803/687885 |
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Catalán |
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Catalán |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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242 p. application/pdf |
| dc.publisher.none.fl_str_mv |
Universitat de Girona |
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Universitat de Girona |
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TDX (Tesis Doctorals en Xarxa) reponame:TDR. Tesis Doctorales en Red instname:CBUC, CESCA |
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CBUC, CESCA |
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TDR. Tesis Doctorales en Red |
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TDR. Tesis Doctorales en Red |
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1869421019780874240 |
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Una aproximació holística a l'educació. Estudi de casPujol i Costa, AnnaHolísticaHolisticPedagogia WaldorfWaldorf method of educationEtnografia educativaEducational etnographyAutoconsciènciaSelf-consciousness (Awareness)37This dissertation provides a holistic approach to education. It is based on the idea that there is a paradigm, different from the conventional paradigm, which aims to educate a person in his entirity, including the spiritual dimension of human beings. Firstly, we reconsider the background of this conception, which was originated in the “Perennial philosophy” and the Greek and Oriental traditions of knowledge. “Educere” would be the key to achieve the full potential of one person, and the Maieutics- the art of achieving and updating the own potential. The current conceptions in Educational Psychology and the most relevant contributions of Neuroeducation are regarded. The present work deepens the Waldorf pedagogy as a holistic view of education. This dissertation is also based on an ethnographic research conducted in the school “La Font” that started in Vic (Osona-Catalonia) in 2011. The school is followed up and the study is carried out with the longitudinal study of five children (four boys and one girl), since 1st to 6th of Primary school. At the end of Secondary school the results are evaluated. The sources of information are analysed through interviews, direct observation on keeping field notes, audiovisual recordings, questionnaires and related documents. The methodological approach used has been the educational ethnography during the six years of Primary school. The results show that the school “La Font” implements the Waldorf philosophy. Furthermore kids who have followed the Waldorf education are able to achieve the formalised educational skills and adapt smoothly to the regular Secondary education. It is worth mentioning some features such as good communication skills, social values, good habits of personal autonomy and a certain level of self-awareness. The study starts with the fact that the Waldorf Pedagogy has been scarcely researched, so we are certain that more investigation is necessary to provide findings in order to open new lines of research.La tesi que es presenta aporta una aproximació holística a l’educació. Parteix de la idea que hi ha un paradigma diferent al paradigma convencional que vol educar a la persona en la seva globalitat, incloent-hi la dimensió espiritual de l’ésser humà. En primer lloc, es fa un repàs als antecedents d’aquesta concepció que té els seus orígens en la “filosofia perenne” i en les tradicions grega i oriental del coneixement. “Educere” seria la clau, extreure el potencial que hi ha a dins de cada persona, i la “maièutica”- l’art d’extreure i actualitzar el propi potencial. Es contemplen també les concepcions actuals en Psicologia de l’educació i les aportacions de la neuroeducació més rellevants. S’aprofundeix en la mirada de la Pedagogia Waldorf com una concepció holística de l’educació. La tesi es centra en una investigació etnogràfica realitzada a l’escola “La Font” de Vic (Osona-Catalunya), creada l’any 2011. Es fa un seguiment del recorregut d’aquesta escola i es realitza un estudi longitudinal de cinc infants (quatre nens i una nena), des de 1r fins a 6è d’Educació Primària i es valoren els resultats en acabar Educació Secundària. S’analitzen les fonts de recollida d’informació a través d’entrevistes, observacions directes per mitjà de notes de camp, gravacions audiovisuals, qüestionaris i documentació variada. La metodologia utilitzada ha estat l’etnografia educativa a través dels sis anys d’escola primaria. Els resultats mostren que l’Escola “La Font” aplica la filosofia Waldorf i que els infants que han seguit l’escolarització Waldorf assoleixen bé les competències oficials i s’adapten sense problemes a l’Educació Secundària convencional. Destaquen alguns trets com bones habilitats comunicatives, valors socials, bons hàbits d’autonomia personal i cert grau d’autoconsciència. L’estudi parteix del fet que hi ha poca investigació en relació a la Pedagogia Waldorf, per tant es té la certesa que convenen estudis que aportin resultats de cara a obrir noves línies d’investigació.Programa de Doctorat en EducacióUniversitat de GironaFeu, JordiUniversitat de Girona. Departament de Pedagogia202320232022info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion242 p.application/pdfhttp://hdl.handle.net/10803/687885TDX (Tesis Doctorals en Xarxa)reponame:TDR. Tesis Doctorales en Redinstname:CBUC, CESCACatalánL'accés als continguts d'aquesta tesi queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons: http://creativecommons.org/licenses/by-nc-nd/4.0/http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:www.tdx.cat:10803/6878852026-06-14T12:46:07Z |
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15,300724 |