THE ISSUE OF RHYTHM AS A STRATEGY IN THE PLANNING OF THE WALDORF PEDAGOGY

Alma Tasevska, Elizabeta Tomevska Ilievska, Elena Rizova

Abstract


In the world, in the pedagogical theory and practice, there exist several models of educational work in the pre-school, elementary school and high school education. The appearance of such models has initiated a different approach to the educational as-pect of the children and pupils, which is based on the influential scientific achievements regarding the development of the child in this period. The Democratic Political plura-lism opened up new possibilities towards instigating the so-called “educational plura-lism”9, which leads towards a spectrum of educational alternative possibilities.
A part of this concept concerns the ideas of Rudolf Steiner, described through the educational philosophy with its characteristics as being original. The Waldorf peda-gogy represents one part of the rare models whose pedagogical foundations, ideas and tendencies are implemented in quite a specific didactic-methodic constellation. In such a context, special emphasis in this text is put on the issue of rhythm as an elementary strategy in the planning and programming of the educational process.


Keywords: RHYTHM, STRATEGY, PLANNING, WALDORF PEDAGOGY


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