Waldorfska škola u digitalnom dobu

Cilj istraživanja bio je dobiti uvid o odnosu waldorfske škole na suvremeno digitalno doba i ulozi sveprisutnih digitalnih medija na temeljna načela waldorfske pedagogije. Uzorak ispitanika sačinjavale su tri učiteljice waldorfske škole s kojima su provedeni polustrukturirani intervjui. Rezultati istraživanja pokazuju da waldorfska pedagogija nije indiferentna i da škola problem sveprisutnosti digitalnih medija prihvaća kao izazov i uvodi nužne promjene koje zahtijeva suvremeno digitalno doba. Prema temeljnim načelima Rudolfa Steinera učenici bi trebali digitalne medije početi koristiti tek u višim razredima, između 12. i 14. godine, ali unatoč tome digitalni mediji prisutni su u waldorfskoj školi i u ranijoj dobi.Kritika digitalnim medijima od strane waldorfskih pedagoga zasnovana je na preslaboj uključenosti osjetila i kao glavni razlog ističe se onemogućen razvoj zdravog tijela, duše i duha djeteta zbog oštećenja cjelokupne senzoričke integracije koja nastaje prilikom korištenja digitalnih medija. Zbog navedenih razloga waldorfski učitelj predstavlja glavni medij kojim se prenosi nastavni sadržaj, a prilikom usvajanja nastavnih sadržaja u waldorfskim školama udžbenik se ne koristi kao nastavno sredstvo, već učenici sami izrađuju vlastite udžbenike tj.bilježnice za epohu. Orijentacija je na iskustvenoj nastavi gdje učenici uče sami, otkrivajući zakonitosti i pravila vezana za određenu temu čime se potiče razvoj mišljenja i trajnog pamćenja. Iako ističu brojne argumente o prednostima ne korištenja medija, kritički odnos waldorfskih pedagoga prema digitalnim medijima poljuljalo je suvremeno digitalno doba, odnosno okolina u kojoj su digitalni mediji uključeni u svakodnevicu privatnog života učenika. Škola je svjesna činjenice da odnos waldorfske pedagogije utječe na odnos učenika prema medijima stoga zrelo odgovara na zahtjeve suvremenog doba.The purpose of this research was to get an inside about the connection between the Waldorf school and contemporary digital time and the influence of omnipresent digital media on the basic principles of Waldorf pedagogy. Semistructural interview was conducted with three teachers at Waldorf school who were the sample of examinee. The outcome of the research shows that Waldorf pedagogy isn’t indifferent and that the school accepts the problem of omnipresent influence of media like a challenge and introduces some necessary changes which contemporary digital time demands. Towards some basic principals of Rudolf Steiner, pupils should use digital media in senior classes, somewhere between twelve and fourteen years of age. Despite that, digital media is present in Waldorf school at the early ages. Critics towards digital media from their point of view is based on too weak inclusion of senses and as the main reason it highlights disabled development of healthy body, soul and spirit of the child because of the damage of complete sensory integrity which is formed when using digital media. Because of all of the specified reasons, the Waldorf teacher represents the main media by which the educational content is transferred. During adopting the educational content in Waldorf schools, books are not used as teaching instrument, but pupils create their own books and notebooks for semester. The orientation is on experientially teaching where pupils learn by themselves, revealing rules and legality connected with specific topic by which they encourage development of thinking and permanent memory. Although they emphasis numerous arguments about advantages of not using the media, critical point of view of Waldorf pedagogues towards digital media shook contemporary digital ages, respectively environment in which digital media are included in everyday private life of every student. The school is aware of the fact that relation of Waldorf pedagogy influences the relation of the pupil towards the media and it gives maturely response on the demands of contemporary times