G5 Doctoral dissertation (article)
Variations on the idea of learning : benchmarking the interface between Finnish comprehensive school and Waldorf school music education (2021)

Honkonen, J. (2021). Variations on the idea of learning : benchmarking the interface between Finnish comprehensive school and Waldorf school music education [Doctoral dissertation]. University of Jyväskylä. JYU dissertations, 442. http://urn.fi/URN:ISBN:978-951-39-8807-4

JYU authors or editors

Publication details

All authors or editors: Honkonen, Jyrki

eISBN: 978-951-39-8807-4

Journal or series: JYU dissertations

eISSN: 2489-9003

Publication year: 2021

Number in series: 442

Number of pages in the book: 1 verkkoaineisto (47 sivua, 28 sivua useina numerointijaksoina)

Publisher: University of Jyväskylä

Publication country: Finland

Publication language: English

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8807-4

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

In this dissertation, the focus is on the interface of music education in Finnish basic education and Waldorf education. The study explores the possible benefits of Waldorf education, and its methods and premises to comprehensive education. Particular emphasis is placed on teachers’ and students’ experiences of the creative and collaborative working methods that are characteristic to Waldorf education. The dissertation consists of three sub-studies, which have been conducted in the context of the Waldorf School curriculum and the comprehensive school curriculum, supplemented by data with adult students in a Waldorf School teacher training institution. Data were collected through interviews, observations, and questionnaires and analyzed with primarily qualitative approaches. The triangulation of the studies offers the possibility to draw conclusions on how students and teachers perceive and appreciate various working methods. The results emphasize the relevance of the functional activity of music-creating and indicate a relatively strong increase in the interest in social collaboration among the participating students. Results and findings of the current dissertation serve as a premise for developing practice and further research in music education. In recent years, both scientific and social development have taken steps into multifaceted directions. Learning is not solely defined as a simple cognitive process. The concept of learning is widening and providing new perspectives for holistic and experiential education. Waldorf education presents an educational system that is based on the holistic, comprehensive understanding of the development, and growth of students. The social working methods in Waldorf education have developed through the years based on ongoing research. This dissertation suggests revising the structure and methods of the curriculum in Finnish comprehensive education further in a holistic and comprehensive direction that Waldorf education exemplifies. Finally, this dissertation emphasizes the importance of promoting a collective experience and discourse culture between diverse education systems to develop music education towards learner-centered approach.

Keywords: primary and lower secondary education; curricula; workshops (smithies); Waldorf education; music; music education

Free keywords: Waldorf education; basic education; learner-centered approach; curricula; workshop; improvisation; social working methods; holistic education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021