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CAMPHILL SPECIAL SCHOOL



Camphill School of Curative Education
Year Four

• Organization Directory Page
  (titles of all evaluated learning experiences, organization description, and source of official student records)

• Titles of all evaluated learning experiences in Year Four

• Descriptions and credit recommendations

Titles, descriptions, and credit recommendations for all learning experiences recommended for college credit within Year Four section can be found below. To locate information on additional learning experiences, which have also been recommended for college credit, use the Organization Directory Page link above for a complete list of titles for all learning experiences or use the following links to go directly to other sections: 

Camphill School of Curative Education - Year One
Camphill School of Curative Education - Year Two
Camphill School of Curative Education - Year Three

Titles of all evaluated learning experiences in Year Four

Camphill School of Curative Education - Year Four

Conflict and Communication
Contemporary Social and Political Issues
Eurythmy III
The Inner Path in Curative Education
Integrated Arts Project
Medical and Artistic Therapies
Music III
Organizational Development
Philosophy of Spiritual Activity
Practicum Concentration
Retreat IV: The Point-Circle Meditation
Therapy Practicum II

Descriptions and credit recommendations

Conflict and Communication
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable - over several weeks).
Dates: March 2007 - Present.
Objectives: Describe the spiritual context of human communication and conflict; describe the nature of communication and conflict; describe one’s own relationship to communication and conflict; use good speaking and listening skills; recognize the sources of conflict; describe the levels of conflict; describe how conflict escalates; describe how conflict de-escalates; describe the process of mediation.
Instruction: Curative educators often work in organizations and institutions of a non-hierarchical nature. Such institutions encourage conflict and require high levels of communication between individuals. Conflict is viewed as a potentially health giving dynamic. The aim of this course is to give an introductory overview of how social processes can create healthy situations for conflict and transform damaging conflicts into individual and institutional growth. Topics covered include: Theoretical introduction to: the anthroposophical context of communication, speech and listening; hierarchical and non-hierarchical institutional structures and the role of conflict and communication in these structures; power - its nature, its purpose, its uses; conflict - the dehumanizing processes of conflict, the concept of the "double," transformational faces in conflict; types of conflict - destructive vs. constructive, hot vs. cold; the Karmic nature of conflict; the contexts of conflict - personal, interpersonal, within groups, between groups; identifying the subjective manifestations of conflict; identifying the objective causes of conflict - mechanisms of conflict, escalation levels, de-escalation, de-escalation roles - friends, witnesses, mediators; mediation - framework and agreements, methods of mediation, perception building tools, mediation tools, mediation processes, concluding mediation processes, reviewing mediation processes; the Inner Path as a training for the healthy management of conflict – the six exercises, the eightfold path, the role of sympathy and antipathy in generating conflict: empathy as the solution.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Communication Studies, Conflict Resolution, Psychology, Social Science, Organizational Development, Management Studies, Community Studies, and any discipline which could benefit from such a complementary learning experience (9/07).

Contemporary Social and Political Issues
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable - over several weeks).
Dates: May 2007 - Present.
Objectives: Recognize and understand current social and political issues in their relevance to one’s professional work; evaluate current socio-political trends and circumstances in light of considerations arising from an anthroposophic perspective; articulate one’s professional approach, including the anthroposophic perspective in curative education, in ways that can be understood and appreciated by those unfamiliar with anthroposophy or curative education; enter into meaningful and constructive professional dialogue with perspectives other than one’s own.
Instruction: Curative educational work always takes place in the context of a current social and political situation. As a professional in the field of human services and developmental disabilities, curative educators need to be able to perceive and understand this social and political context in which their work takes places. This requires the ability to engage with current issues and enter into intelligent dialogue with others involved in this work. As anthroposophic practitioners, curative educators should bring a deepened perspective to such dialogue, being able to articulate their approach in a way that can be understood by others who are unfamiliar with anthroposophy and anthroposophic curative education. In turn, they must also develop the capacity to listen to, evaluate and appreciate what comes towards them from other perspectives and to work with it creatively and constructively. This course lays a foundation for such dialogue and engagement through a discussion of current articles on themes related to the field of curative educational work.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Special Education, Psychology, Disability Studies, Social Science, Human Services, Social Work, and any discipline which could benefit from such a complementary learning experience (9/07).

Eurythmy III
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks).
Dates: September 2006 - Present.
Objectives: Describe the underlying principles of the Waldorf eurythmy curriculum; describe and use appropriate exercises that support the child in the context of the Waldorf curriculum; describe the relation of the consonants to the Zodiac; explain the underlying principles of various hygienic exercises; use various hygienic exercises as a remedial tool, in consultation with a fully trained eurythmist; perform a piece of eurythmy to the school.
Instruction: This course consists of exercises in eurythmy, reflective conversations and presentations by the instructor. Participants are encouraged to enter into the experience of speech, tone and movement and become aware of their qualities and effects, both in the lesson and in the world around them. Students are introduced to, and practice the following elements and principles of eurythmy: contraction and expansion, slow walking, hygienic pedagogical forms and exercises, review of the Waldorf eurythmy curriculum for grades K-8, experiencing the Waldorf eurythmy curriculum for grades 9-12, the “soul gestures,” exploring the Apollonian element of eurythmy; the “Hallelujah,” the signs of the Zodiac and their qualities.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Movement, Expressive Arts, Performing Arts, and any discipline which could benefit from such a complementary learning experience (9/07).

The Inner Path in Curative Education
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks).
Dates: October 2006 - Present.
Objectives: Describe the inner path developed in Rudolf Steiner’s Curative Education Course; use the exercises described in Rudolf Steiner; describe the phenomenological-diagnostic process that leads from 1) disciplined observation of symptoms to 2 )an inner picture of the situation, deepened with the help of an anthroposophically extended understanding of the human being, and then to 3) ideas for therapeutic and pedagogical actions, as well as an appreciation of the educator’s own need to change as a result of the diagnostic insight; apply this process in their work with individuals with disabilities.
Instruction: The ability to meet individuals and their developmental challenges with a healing and harmonizing gesture requires more than just diagnostic knowledge and technical skill. The recognition that in order to help the individual with disabilities, the educator also needs to be on a path of inner growth is central to anthroposophical curative education. Curative educators therefore need to acquire tools for inner work, self-reflection, and self-education. The path from observation of symptoms to ideas and skills for healing actions requires a contemplative activity that needs to be practiced and cultivated. In this course (which begins at the end of third year and concludes in the fourth year), participants are introduced to a path of inner development for educational and social therapeutic processes. The course is built on the foundations of an anthroposophically extended understanding of the human being with regard to the interconnectedness of spirit, body, soul (see Human Being I and Human Being II). Participants deepen their exploration of archetypal constitutional, developmental behavior and biographical imbalances and their polarities (see Human Being III). Through the use of exemplary case studies, participants practice ways of finding ideas for harmonizing imbalances in human constitution and life situations.
Credit recommendation: In the upper division baccalaureate degree category, 4 semester hours in Curative Education, Case Study Methods in Curative Education, Methods of Phenomenological Research, Methods of Diagnostic Assessment, Human Studies, Human Growth and Development, Complementary Medicine and Therapy, Philosophy Contemplative Practice and any discipline which could benefit from such a complementary learning experience (9/07).

Integrated Arts Project
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks).
Dates: November 2006 - Present.
Objectives: Work as a team to produce an artistic piece or performance integrating at least three different disciplines that is beautiful, technically sound, accessible and appropriate for the chosen audience; design and produce an artistic piece or performance that is appropriate for presentation in a pedagogical and curative educational context and integrates into the life of the community; use practical project management skills, such as planning, sharing tasks, setting time-frames, meeting deadlines and accessing available resources.
Instruction: The fourth year group of students work together to conceive, plan, and execute an artistic group project, which integrates at least three different artistic disciplines. It provides the opportunity to allow many skills and capacities developed in the various components of the certification program in curative education to flow together in a practical artistic and curative educational contribution. This project is offered to the children of the lower school, the high school or the entire community, and is designed with the chosen target audience in mind. The project reflects an awareness and understanding of developmental, pedagogical and curative educational appropriateness.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Art Methods in Curative Education, Communication Studies, Organizational Development, and any discipline which could benefit from such a complementary learning experience (9/07).

Medical and Artistic Therapies
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks).
Dates: September 2006 - Present.
Objectives: Show an awareness of the totality of therapeutic modalities and their relation to each other; with insight, discuss the qualities) inherent in each therapy; discuss when a specific therapy might be recommended; show reverence for the intimacy of the relationship between therapist or physician and the child or young person.
Instruction: Following on the third year introduction to therapies and observation/participation in the required number of therapy sessions, the students are introduced to the deeper background of the therapies arising out of anthroposophy. The potential application of specific therapies are described in response to the constitutional imbalances and therapeutic needs of the child or young person. The aim of the course is to explore the whole spectrum of artistic and medical therapies and potent healing tools for the human being. Topics covered include: Overview and background of anthroposophic medicine and artistic therapies; descriptions of and experiences with each of the following in relation to the child or young person in need of care: horseback riding therapy, rhythmical massage, form drawing, painting therapy, color light therapy, music therapy, therapeutic eurythmy, anthroposophic medicine, music and movement group treatments, substances; discussion about choice, application, combination, and order of a therapeutic program.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Special Education, Complementary Health Care, Complementary Medicine and Therapy, and any discipline which could benefit from such a complementary learning experience (9/07).

Music III
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 34 hours (variable - over several weeks).
Dates: September 2006 - Present.
Objectives: Lead a group of children in musical activity, applying the skills acquired in Music I and Music II; choose songs, music and instruments appropriate for different age groups.
Instruction: Music III takes the skills and concepts developed in Music I and Music II, and leads them into practical application in an educational setting. The course includes an introduction to the Waldorf music curriculum, with considerations regarding age appropriate music activities and their adaptation for students with varying levels of ability. The course culminates in an individual music instruction project, prepared for a small group of children.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Educational Music Methods, Education, and any discipline which could benefit from such a complementary learning experience (9/07).

Organizational Development
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 15 hours (variable - over several weeks); in addition, 12 hours of field observation.
Dates: May 2007 - Present.
Objectives: Identify basic social and anti-social forces in organizations and intentional communities; discuss the role of social three-folding in the amelioration of anti-social forces; discuss the constituent parts of organizations and intentional communities, and their place in a threefold model of social life; describe the basic phases of organizational growth and transformation; apply these concepts to an analysis of the Camphill community within which this course is taking place.
Instruction: Curative education takes place within the organizational framework of a community, a therapeutic center, or a school. Such anthroposophically based organizations tend to be non-hierarchical, rapidly changing entities. This course allows students to identify the purposes of organizational structures, to identify the stages of organizational development, to understand diagnostic tools for assessing organizational health, and to understand the management of organizational transformation. As a group, students are mentored while completing a community case study, using group work skills to design and compile a community study. In the study, students chart its history according to phases of organizational growth, highlight phases of transition and accompanying phenomena, map the community’s structure using one of the three structural images or an image designed by the group, and design a process for managing change in one area of the community life. In addition, students engage in various field observations, including a meeting of a community work group, a fesitval planning meeting, a leadership group meeting, Board meeting and Board committee meeting. Students also interview a long-term member of the community, designing interview questions around the theme of individual spiritual practices and community building. These experiences are discussed and shared with other students during the final sessions.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Communication Studies, Social Science, Organizational Development, Management Studies, Community Studies, and any discipline which could benefit from such a complementary learning experience (9/07).

Philosophy of Spiritual Activity
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 45 hours (25 weeks).
Dates: September 2004 - Present.
Objectives: Describe the difference among dualist, reductionist, and non-reductionist monist worldviews; discuss the roles of observation and thinking in the act of knowledge; explain Steiner’s view of the relationship between the possibility of knowledge and the question of human freedom; discuss Steiner’s description of free human activity and its preconditions (moral intuition, moral imagination, and moral technique); explore the relevance of Steiner’s theory of knowledge to the possibility of knowledge based on spiritual experience; explore the implications of Steiner’s description of human freedom for educational or therapeutic practice; participate effectively in a disciplined study group and discussion; facilitate a study group discussion, using agreed-upon parameters and processes.
Instruction: Rudolf Steiner’s teachings form the basic for the philosophical foundation of anthroposophical spiritual science. Through his texts, Steiner develops a non-reductionist monism capable of recognizing and encompassing creative spiritual activity as the essence of human freedom. A group study and discussion of this complex material allows participants to deepen their understanding of the philosophical background to anthroposophical curative education and social therapy. The practice of disciplined group work also builds practical social and communication skills.
Credit recommendation: In the upper division baccalaureate degree category, 3 semester hours in Curative Education, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/05).

Practicum Concentration
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 10-month full-time practicum experience.
Dates: September 2006 - Present.
Objectives: Fulfill the professional responsibilities of a fully qualified curative educator in a chosen area of concentration (K-12 curative educational classroom, prevocational or transition education, curative educational house community, or therapeutic application of the arts).
Instruction: Students engage in a yearlong mentored and supervised practicum in a K-12 curative educational classroom, a prevocational or transition education workshop, a curative educational house community, or in an area of therapeutic application of the arts. Students sign a learning agreement with their mentor on objectives and expectations. Formative assessment of the student’s work occurs on an ongoing basis at weekly mentoring conversations, and more formally during the mid-year review. Formative assessment is a collaborative process between student and mentor and self-assessment is a critical component of this process. The summative assessment at the conclusion of the practicum establishes whether the student passed or failed to pass the practicum experience. Completion of all requirements and attainment of all objectives established in the syllabus is required to pass the practicum. Weekly mentoring conversations, a mid-year review conversation, a formal classroom observation with oral and written feedback, and a final review of progress are hallmarks of the assessment process. Students are expected to participate in a self-assessment conversation and show a realistic view of their own strengths and weaknesses in relation to the learning agreement and course objectives. Results of the evaluation and self-assessment are documented for each course objective. Students are expected to have completed the course objectives and satisfactorily fulfilled their responsibilities as developed in the learning agreement.
Credit recommendation: In the upper division baccalaureate degree category, 8 semester hours in Curative Education, Education, Special Education, Waldorf Education, Residential Care and Management, Human Services, Social Work, and any discipline which could benefit from such a complementary learning experience (9/07).

Retreat IV: The Point-Circle Meditation
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 25 hours (3 days).
Dates: November 2006 - Present.
Objectives: Work with the Point-Circle meditation in order to find inner intuitions to address the needs presented by the individuals and life-situations with which they work.
Instruction: This retreat introduces participants to working with the Point-Circle Meditation as a meditation for the inner development of the curative educator. This meditation was originally developed in Rudolf Steiner’s Curative Education Course and is explored through study, conversation and artistic activities. Work with the Point-Circle Meditation leads to the development of empathy and inspirational creativity. Through its practice, meditative work becomes directly relevant to the work with people and their life situations.
Credit recommendation: In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Consciousness Studies, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline which could benefit from such a complementary learning experience (9/07).

Therapy Practicum II
Location: Camphill Special School - Beaver Run, Glenmoore, PA.
Length: 30 hours (variable - over several weeks).
Dates: September 2006 - Present.
Objectives: Plan and administer a course of treatment in one of the following therapeutic modalities under the supervision of a qualified practitioner: therapeutic baths, colored daylight shadow therapy, Madonna treatment, therapeutic riding, embrocation (rhythmical massage), therapeutic eurythmy, music therapy, or art therapy.
Instruction: Students choose one therapeutic modality to pursue in depth during the course of their practicum. Student and mentor develop a learning agreement that specifies the nature of their engagement in the therapeutic process. Depending on the modality, students form part of a therapeutic team (e.g. in colored daylight shadow therapy), and are mentored by an experienced team-member, or they practice an individually administered treatment under the guidance of an experienced practitioner (e.g. therapeutic baths). In regular mentoring sessions, students are introduced to all practical aspects of conducting the treatment, as well as its rational, purpose and indication. Students keep a process diary and submit a written process summary at the end of the practicum experience. The process diary and summary are reviewed by student and mentor. Learning agreements are reviewed halfway through the practicum and may be changed if necessary.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Special Education, Complementary Health Care, Complementary Medicine and Therapy, and any discipline which could benefit from such a complementary learning experience (9/07).

Updated 1/22/08

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