The I at the Centre
The heart of anthroposophical curative education is respect for human dignity. A special place is given to the arts and to shared living for people with special needs.
As with all education, both as regards its training and practice curative education is always based on clear values and rules; but active involvement with children and adolescents with special needs a special commitment and a healing attitude.
Johannes Grutz-Stoll
Director of the Chair of Specialised Education and Psychology at ISP in Basle, has published many works, including “Solutions, Resources and System-orientated curative education” (Haupt Press, Berne).
Every human being can be educated.
It belongs to this attitude to know that every human being can be educated, to respect the dignity and to uphold the rights of people with special needs. These three principles are not only accepted by all those who represent anthroposophical curative education, but also applied successfully in the day-to-day work of educational institutions and living communities. Three elements in particular show the major influence this pedagogy has had on the development of thinking and behaviour in the field of special education. At the same time, they illustrate the innovative potential of this approach.
- Artistic activities begin at an early age.
Art is essential.
Firstly, artistic experience and creation occupies a very important place in Rudolf Steiner’s approach. In anthroposophical curative education nobody doubts the place accorded to artistic activity, especially for people with special needs. The contemplation and use of art is an integral part of daily life in all anthroposophically inspired institutions. Secondly, the importance of shared living for people with special needs, which is the characteristic of Camphill and other anthroposophical village communities, where the principle – originating in Denmark – of leading as normal a life as possible has been developed and realised in very concrete ways. Lastly, the idea that a person’s handicaps do not touch his individuality or his dignity, but only his envelope, his interface with his environment.
Dialogue with non-anthroposophists.
These are the values that anthroposophical curative education represents in its dialogue with non-anthroposophical practitioners in the field, and with training centres and scientists. Whether through its work in shared living communities or its emphasis on the use of art, anthroposophical curative education provides a valuable contribution and orientation.
