{"id":1622,"date":"2012-01-26T16:11:35","date_gmt":"2012-01-26T16:11:35","guid":{"rendered":"http:\/\/www.benateckyctyrlistek.eu\/?p=1622"},"modified":"2014-12-20T00:49:36","modified_gmt":"2014-12-20T00:49:36","slug":"15-otazek-k-waldorfske-skole","status":"publish","type":"post","link":"https:\/\/www.benateckyctyrlistek.eu\/?p=1622","title":{"rendered":"15 ot\u00e1zek k waldorfsk\u00e9 \u0161kole"},"content":{"rendered":"

\"\"<\/a>Waldorfsk\u00e1 pedagogika vych\u00e1z\u00ed z anthroposofick\u00e9 antropologie Rudolfa Steinera (1861-1925), kter\u00e1 si v\u0161\u00edm\u00e1 z\u00e1konitost\u00ed v\u00fdvojov\u00fdch krok\u016f d\u00edt\u011bte a mlad\u00e9ho \u010dlov\u011bka, prom\u011bn a rozvoje jeho vztahu ke sv\u011btu a jeho schopnosti u\u010dit se. U\u010debn\u00ed pl\u00e1n, metody a obsahy v\u00fduky waldorfsk\u00e9 \u0161koly jsou z tohoto pozn\u00e1n\u00ed p\u0159\u00edmo odvozeny. Na z\u00e1klad\u011b Steinerovy antropologie vzniklo od r. 1919 a\u017e do sou\u010dasnosti na cel\u00e9m sv\u011bt\u011b n\u011bkolik tis\u00edc pedagogick\u00fdch a l\u00e9\u010debn\u011b-pedagogick\u00fdch za\u0159\u00edzen\u00ed.<\/p>\n

1. Jak\u00e9 d\u011bti jsou p\u0159ij\u00edm\u00e1ny na waldorfskou \u0161kolu?<\/strong><\/p>\n

Waldorfsk\u00e9 \u0161koly jsou z\u00e1sadn\u011b otev\u0159eny pro v\u0161echny d\u011bti nez\u00e1visle na jejich v\u00ed\u0159e, barv\u011b pleti, pohlav\u00ed a v\u00fd\u0161i p\u0159\u00edjmu rodi\u010d\u016f. Rodi\u010de se nejprve \u00fa\u010dastn\u00ed podrobn\u00fdch rodi\u010dovsk\u00fdch informa\u010dn\u00edch ve\u010der\u016f a pot\u00e9 se kon\u00e1 p\u0159ij\u00edmac\u00ed pohovor s jednotliv\u00fdmi d\u011btmi. Tak\u00e9 ve vy\u0161\u0161\u00edch ro\u010dn\u00edc\u00edch je mo\u017en\u00fd p\u0159estup z jin\u00e9 \u0161koly na \u0161kolu waldorfskou.<\/p>\n

2. V \u010dem se waldorfsk\u00e9 \u0161koly v\u016fbec li\u0161\u00ed od jin\u00fdch \u0161kol?<\/strong><\/p>\n

Waldorfsk\u00e9 \u0161koly u d\u011bt\u00ed a dosp\u00edvaj\u00edc\u00ed ml\u00e1de\u017ee vyv\u00e1\u017een\u011b rozv\u00edjej\u00ed rozumov\u00e9, kreativn\u00ed, um\u011bleck\u00e9, praktick\u00e9 a soci\u00e1ln\u00ed dovednosti. Vyu\u010dov\u00e1n\u00ed prob\u00edh\u00e1 formou epoch. Od prvn\u00ed t\u0159\u00eddyse \u017e\u00e1ci u\u010d\u00ed dv\u011bma ciz\u00edm jazyk\u016fm. Chlapci a d\u011bv\u010data spole\u010dn\u011b v hodin\u00e1ch ru\u010dn\u00edch prac\u00ed pletou, h\u00e1\u010dkuj\u00ed a \u0161ij\u00ed, v \u0159emeslech \u0159e\u017eou, kovaj\u00ed a brous\u00ed. V um\u011bleck\u00e9 v\u00fdchov\u011b zvl\u00e1daj\u00ed v\u00edce hudebn\u00edch n\u00e1stroj\u016f, sborov\u00fd zp\u011bv a dramatickou v\u00fdchovu. Na rozd\u00edl od jin\u00fdch st\u00e1tn\u00edch \u0161kol d\u011bti nepou\u017e\u00edvaj\u00ed hotov\u00e9 u\u010debnice, kter\u00e9 nevyhovuj\u00ed dynamick\u00e9mu pojet\u00ed v\u00fduky. Vytv\u00e1\u0159ej\u00ed si vlastn\u00ed pracovn\u00ed se\u0161ity a u\u010d\u00ed se pou\u017e\u00edvat encyklopedie, atlasy i jinou literaturu.<\/p>\n

3. Mus\u00ed b\u00fdt d\u00edt\u011b um\u011blecky nadan\u00e9, aby mohlo b\u00fdt p\u0159ijato na waldorfskou \u0161kolu?<\/strong><\/p>\n

Ne, nemus\u00ed. Waldorfsk\u00e1 \u0161kola je vhodn\u00e1 pro v\u0161echny druhy nad\u00e1n\u00ed. \u017d\u00e1ci na t\u00e9to \u0161kole samoz\u0159ejm\u011b tak\u00e9 maluj\u00ed, kresl\u00ed, modeluj\u00ed a socha\u0159\u00ed; nejde ale p\u0159itom a\u017e tak o v\u00fdsledek, sp\u00ed\u0161e se jedn\u00e1 o ur\u010dit\u00fd proces. Na tomto procesu si \u017e\u00e1ci procvi\u010duj\u00ed rozmanit\u00e9 schopnosti a\u017e po \u010dist\u011b um\u011bleckou tvorbu. Waldorf\u0161t\u00ed u\u010ditel\u00e9 usiluj\u00ed o to, aby vyv\u00e1\u017een\u00fdm zp\u016fsobem rozv\u00edjeli rozum, kreativitu a osobnost \u017e\u00e1ka.<\/p>\n

4. Nen\u00ed tomu tak, \u017ee maj\u00ed na waldorfsk\u00e9 \u0161kole m\u00edsto p\u0159edev\u0161\u00edm d\u011bti s poruchami u\u010den\u00ed?<\/strong><\/p>\n

Rozhodn\u011b ne. Pro d\u011bti s poruchami chov\u00e1n\u00ed \u010di u\u010den\u00ed existuj\u00ed speci\u00e1ln\u00ed waldorfsk\u00e9 \u0161koly, tzv. l\u00e9\u010debn\u00e9 zvl\u00e1\u0161tn\u00ed \u0161koly. Ostatn\u00ed waldorfsk\u00e9 \u0161koly jsou ur\u010deny stejn\u00e9mu spektru d\u011bt\u00ed jako jak\u00e9koliv jin\u00e9 st\u00e1tn\u00ed \u0161koly s t\u00edm rozd\u00edlem, \u017ee waldorfsk\u00e1 pedagogika oslovuje tak\u00e9 jejich schopnosti soci\u00e1ln\u00ed, \u0159emesln\u00e9 a um\u011bleck\u00e9.<\/p>\n

5. Je pravda, \u017ee se na waldorfsk\u00e9 \u0161kole nezn\u00e1mkuje a nepropad\u00e1?<\/strong><\/p>\n

I kdy\u017e se waldorfsk\u00e1 \u0161kola z\u0159\u00edk\u00e1 hodnocen\u00ed zn\u00e1mkami, u\u010ditel\u00e9 samoz\u0159ejm\u011b opravuj\u00ed v\u0161echny \u017e\u00e1kovsk\u00e9 pr\u00e1ce. P\u0159i tomto hodnocen\u00ed nevyu\u017e\u00edvaj\u00ed zn\u00e1mky, n\u00fdbr\u017e slovy formuluj\u00ed individu\u00e1ln\u00ed pokroky \u010di nedostatky \u017e\u00e1k\u016f. Waldorfsk\u00e1 pedagogika se \u0159\u00edd\u00ed podle v\u00fdvojov\u00fdch f\u00e1z\u00ed d\u00edt\u011bte, proto nen\u00ed rozhoduj\u00edc\u00ed jen stav v\u011bdomost\u00ed, n\u00fdbr\u017e celkov\u00fd v\u00fdvoj \u010dlov\u011bka. Od prvn\u00ed do dev\u00e1t\u00e9 t\u0159\u00eddy z\u016fst\u00e1vaj\u00ed \u017e\u00e1ci podle mo\u017enost\u00ed v dan\u00e9m t\u0159\u00eddn\u00edm kolektivu, i kdy\u017e jejich v\u00fdkony p\u0159echodn\u011b zaost\u00e1vaj\u00ed. Nikdo tedy nepropad\u00e1.<\/p>\n

6. Co se rozum\u00ed epochovou v\u00fdukou?<\/strong><\/p>\n

Vyu\u010dov\u00e1n\u00ed hlavn\u00edch p\u0159edm\u011bt\u016f (matematika, mate\u0159sk\u00fd jazyka literatura, \u010dten\u00ed, fyzika, chemie, p\u0159\u00edrodopis, d\u011bjepis, zem\u011bpis a dal\u0161\u00ed) prob\u00edh\u00e1 v tzv. epoch\u00e1ch \u2013 dvouhodinov\u00fdch vyu\u010dovac\u00edch bloc\u00edch, kter\u00e9 se d\u011bl\u00ed na \u010d\u00e1st rytmickou, vyu\u010dovac\u00ed a vypr\u00e1v\u011bc\u00ed. Po dobu 3 a\u017e 4 t\u00fddn\u016f rozv\u00edj\u00ed u\u010ditel jedno dan\u00e9 t\u00e9ma (nap\u0159. matematick\u00e9 operace, stavba domu, d\u011bjiny \u0158ecka). T\u00edmto zp\u016fsobem se mohou intenzivn\u011bji zab\u00fdvat dan\u00fdm t\u00e9matem u\u010diva. Z\u00e1kladn\u00ed dovednosti jako psan\u00ed, \u010dten\u00ed a po\u010d\u00edt\u00e1n\u00ed si \u017e\u00e1ci upev\u0148uj\u00ed i mimo epochovou v\u00fduku, tedy pr\u016fb\u011b\u017en\u011b cel\u00fd rok, a k tomuto \u00fa\u010delu jsou vyhrazen\u00e9 i tzv. cvi\u010debn\u00ed hodiny.<\/p>\n

7. Pro\u010d maj\u00ed \u017e\u00e1ci po dobu cel\u00e9 dev\u00edtilet\u00e9 \u0161koln\u00eddoch\u00e1zky stejn\u00e9ho t\u0159\u00eddn\u00edho u\u010ditele?<\/strong><\/p>\n

D\u011bti se mohou zdrav\u011b rozv\u00edjet v takov\u00e9m kolektivu, kter\u00fdse bude vyzna\u010dovat st\u00e1lost\u00ed a jist\u00fdm rytmem. Abychom jim v tomto ohledu mohli b\u00fdt spolehlivou oporou, doprov\u00e1z\u00ed waldorfsk\u00fd t\u0159\u00eddn\u00ed u\u010ditel svou t\u0159\u00eddu podle mo\u017enost\u00ed po cel\u00fdch dev\u011bt let b\u011bhem hlavn\u00edho vyu\u010dov\u00e1n\u00ed, kter\u00e9 zahrnuje prvn\u00ed dv\u011b \u0161koln\u00ed hodiny ve form\u011b epochov\u00e9 v\u00fduky. P\u0159itom se se sv\u00fdmi \u017e\u00e1ky velmi dob\u0159e sezn\u00e1m\u00ed, a m\u016f\u017ee tak individu\u00e1ln\u011b posoudit jejich siln\u00e9 a slab\u00e9 str\u00e1nky.<\/p>\n

8. M\u016f\u017ee v\u016fbec jeden u\u010ditel kvalifikovan\u011b vyu\u010dovat v\u0161echny p\u0159edm\u011bty?<\/strong><\/p>\n

Waldorfsk\u00fd u\u010ditel mus\u00ed proj\u00edt speci\u00e1ln\u00edm studiem, kter\u00e9 ho p\u0159iprav\u00ed na zvl\u00e1\u0161tn\u00ed po\u017eadavky vyu\u010dov\u00e1n\u00ed na waldorfsk\u00e9 \u0161kole. T\u0159\u00eddn\u00ed u\u010ditel\u00e9 vyu\u010duj\u00ed po dobu n\u011bkolika t\u00fddn\u016f ka\u017ed\u00e9 r\u00e1no b\u011bhem prvn\u00edch dvou vyu\u010dovac\u00edch hodin dan\u00fd p\u0159edm\u011bt (= epochov\u00e1 v\u00fduka). Pot\u00e9 vyu\u010duj\u00ed oborov\u00ed u\u010ditel\u00e9 t\u011blocvik, ciz\u00ed jazyky, eurytmii, hudbu a \u0159emesla. Na prvn\u00edm stupni se nejedn\u00e1 o mno\u017estv\u00ed \u010dist\u011b odborn\u00fdch znalost\u00ed, n\u00fdbr\u017e o to, aby si \u017e\u00e1ci vytvo\u0159ili \u017eiv\u00fd vztah k vyu\u010dovan\u00e9 l\u00e1tce, aby vn\u00edmali, \u010d\u00edm jsou a co pr\u00e1v\u011b pro\u017e\u00edvaj\u00ed.<\/p>\n

9. Bez zn\u00e1mek a bez propadnut\u00ed … jsou pak d\u011btiv\u016fbec motivov\u00e1ny k u\u010den\u00ed?<\/strong><\/p>\n

Proto\u017ee se v\u00fduka na waldorfsk\u00e9 \u0161kole zam\u011b\u0159uje v\u017edy na danou v\u00fdvojovou f\u00e1zi \u017e\u00e1ka a je spojena s jeho aktu\u00e1ln\u00ed \u017eivotn\u00ed situac\u00ed, vyskytuje se probl\u00e9m n\u00edzk\u00e9 motivace jen z\u0159\u00eddka. Iniciativu nevyv\u00edjej\u00ed d\u011bti na z\u00e1klad\u011b tlaku u\u010ditele, n\u00fdbr\u017e ze sv\u00e9 vlastn\u00ed, zdrav\u00e9 motivace.<\/p>\n

10. Co je to eurytmie?<\/strong><\/p>\n

Eurytmie je um\u011bn\u00ed pohybu, kter\u00e9 je vyu\u010dov\u00e1no ve v\u0161ech ro\u010dn\u00edc\u00edch. Na rozd\u00edl od gymnastick\u00fdch, pantomimick\u00fdch nebotane\u010dn\u00edch pohyb\u016f, kter\u00e9 mohou b\u00fdt vytv\u00e1\u0159eny zcela voln\u011b, existuje v eurytmii pro ka\u017ed\u00e9 p\u00edsmeno a t\u00f3n jasn\u011b dan\u00fd t\u011blesn\u00fd projev. Ve vok\u00e1ln\u00ed eurytmii nap\u0159. \u017e\u00e1ci sv\u00fdm pohybemt\u011bla vyjad\u0159uj\u00ed, jak\u00e9 vok\u00e1ly v b\u00e1sni \u201c\u017eij\u00ed\u201d; v t\u00f3nov\u00e9 eurytmii je pohybem vyj\u00e1d\u0159ena hudebn\u00ed kompozice intervalu t\u00f3n\u016f.<\/p>\n

11. Hraj\u00ed p\u0159\u00edrodn\u00ed v\u011bdy na waldorfsk\u00e9 \u0161kole v\u016fbec n\u011bjakou roli? A jak si waldorfsk\u00e1\u0161kola stoj\u00ed s v\u00fdukou informatiky?<\/strong><\/p>\n

Na waldorfsk\u00e9 \u0161kole jsou p\u0159\u00edrodn\u00ed v\u011bdy zastoupeny stejn\u011b vyv\u00e1\u017een\u011b jako ostatn\u00ed p\u0159edm\u011bty. P\u0159edm\u011bt \u201einformatika\u201c je pevnou sou\u010d\u00e1st\u00ed v\u00fduky na waldorfsk\u00e9 \u0161kole, p\u0159i\u010dem\u017e pedagogov\u00e9 kladou d\u016fraz p\u0159edev\u0161\u00edm na to, aby se d\u011bti p\u0159ed t\u00edm, ne\u017e sesezn\u00e1m\u00ed s virtu\u00e1ln\u00edm sv\u011btem, d\u016fv\u011brn\u011b sezn\u00e1mily se sv\u011btem p\u0159irozen\u00fdm a se sv\u00fdmi soci\u00e1ln\u00edmi a tv\u016fr\u010d\u00edmi schopnostmi.<\/p>\n

12. Waldorfsk\u00e9 \u0161koly se naz\u00fdvaj\u00ed \u201esvobodn\u00fdmi \u0161kolami\u201c. Znamen\u00e1 to, \u017ee jsou zde d\u011bti vychov\u00e1v\u00e1ny anti autoritativn\u011b?<\/strong><\/p>\n

Ne. Waldorf\u0161t\u00ed u\u010ditel\u00e9 na prvn\u00edm stupni naopak buduj\u00ed vztah, kter\u00fd je postaven na p\u0159irozen\u00e9 autorit\u011b u\u010ditele ke sv\u00fdm \u017e\u00e1k\u016fm. D\u011bti hledaj\u00ed sv\u00e9 hranice. Jen tehdy, jestli\u017ee jsou si d\u00edky dosp\u011bl\u00fdm v\u011bdomy t\u011bchto hranic, se c\u00edt\u00ed na jedn\u00e9 stran\u011b jist\u011b a na druh\u00e9 stran\u011b vn\u00edmaj\u00ed tak\u00e9 vlastn\u00ed individu\u00e1ln\u00ed osobnost. B\u011bhem jednotliv\u00fdch v\u00fdvojov\u00fdch f\u00e1z\u00ed se samoz\u0159ejm\u011b m\u011bn\u00ed tak\u00e9 vztah mezi u\u010ditelem a \u017e\u00e1kem.<\/p>\n

13. Nen\u00ed waldorfsk\u00e1 pedagogika n\u011bco jako bla\u017een\u00e1 proch\u00e1zka \u201er\u016f\u017eov\u00fdm sadem\u201c?\u00a0Dok\u00e1\u017e\u00ed se \u017e\u00e1ci v\u016fbec pozd\u011bji vypo\u0159\u00e1dat s tvrdou realitou ?<\/strong><\/p>\n

Praxe ukazuje, \u017ee pr\u00e1v\u011b \u017e\u00e1ci waldorfsk\u00fdch \u0161kol jsou cen\u011bni pozd\u011bji i v dal\u0161\u00edch vzd\u011bl\u00e1vac\u00edch instituc\u00edch. Ve \u0161kole, kde nejsou osloveny pouze intelektu\u00e1ln\u00ed schopnosti, se mohou od prvn\u00ed t\u0159\u00eddy rozv\u00edjet kl\u00ed\u010dov\u00e9 kvality jako t\u00fdmov\u00e1 pr\u00e1ce, kreativita a schopnost p\u0159em\u00fd\u0161let v souvislostech. Absolventi z\u00e1kladn\u00edch waldorfsk\u00fdch \u0161kol studuj\u00ed a pracuj\u00ed \u00fasp\u011b\u0161n\u011b ve v\u0161ech oborech.<\/p>\n

14. Kdo byl Rudolf Steiner a co m\u00e1 spole\u010dn\u00e9hos waldorfskou pedagogikou?<\/strong><\/p>\n

Rudolf Steiner byl rakousk\u00fd filozof, kter\u00fd v roce 1919 zalo\u017eil prvn\u00ed waldorfskou \u0161kolu ve Stuttgartu. Tato my\u0161lenka vze\u0161la od Emila Molta, soci\u00e1ln\u011b anga\u017eovan\u00e9ho majitele firmy Waldorf Astoria, kter\u00fd cht\u011bl z\u0159\u00eddit \u0161kolu pro d\u011bti sv\u00fdch zam\u011bstnanc\u016f. Obsah a metody waldorfsk\u00e9 pedagogiky vych\u00e1zej\u00ed z v\u011bdomost\u00ed R. Steinera o z\u00e1konitostech v\u00fdvoje d\u00edt\u011bte a dosp\u00edvaj\u00edc\u00ed ml\u00e1de\u017ee. Krom\u011b pedagogiky na\u0161ly duchovn\u011b v\u011bdeck\u00e9 v\u00fdzkumy R. Steinera uplatn\u011bn\u00ed tak\u00e9 v biologicko-dynamick\u00e9m zem\u011bd\u011blstv\u00ed, l\u00e9ka\u0159stv\u00ed, architektu\u0159e a um\u011bn\u00ed.<\/p>\n

15. Jsou \u017e\u00e1ci na waldorfsk\u00e9 \u0161kole vyu\u010dov\u00e1ni ideologicky?<\/strong><\/p>\n

Waldorf\u0161t\u00ed u\u010ditel\u00e9 usiluj\u00ed o v\u00fdchovu svobodn\u00fdch lid\u00ed, nev\u0161t\u011bpuj\u00ed jim tedy ur\u010dit\u00fd sv\u011btov\u00fd n\u00e1zor. Sp\u00ed\u0161e usiluj\u00ed o rozvinut\u00ed vloh sv\u00fdch sv\u011b\u0159enc\u016f do t\u00e9 m\u00edry, aby byli v dosp\u011blosti schopni vlastn\u00ed orientace, samostatn\u00e9ho, odpov\u011bdn\u00e9ho a soci\u00e1ln\u011b pozitivn\u011b zam\u011b\u0159en\u00e9ho jedn\u00e1n\u00ed. Waldorfsk\u00e9 \u0161koly nepreferuj\u00ed \u017e\u00e1dn\u00e9 vyzn\u00e1n\u00ed. Samotn\u00e9 duchovn\u011b v\u011bdeck\u00e9 sm\u00fd\u0161len\u00ed Rudolfa Steinera nen\u00ed p\u0159edm\u011btem vyu\u010dov\u00e1n\u00ed.<\/p>\n

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