Andrew’s Reviews > Understanding Deeper Developmental Needs: Holistic Approaches for Challenging Behaviors in Children > Status Update

“When anthroposophic medicine and Waldorf education were first being developed, there was perhaps a clearer distinction between the developmental supports needed for general education (pedagogy) and those needed for individualized (therapeutic) support. That distinction is blurred in many classrooms today.” Ceci exactement ça!

The more research I do into therapeutic/remedial education, the more curious I am as to why working with a school doctor and therapists doesn’t happen (more the former than the latter). Why there is an active (reactive?) attempt to not take that path. I think I found my master’s thesis.

Though I’ve explored the concept of constitutional polarities before, Blanning brings in new perspectives and additional layers that keep this study engrossing. It’s brilliant. I’m still convinced school doctors should be a thing (again?) and that therapeutic/remedial education needs to be taken up more.

Blanning’s explanation of therapeutic eurythmy sequences is helpful. Makes better applicable sense of the curative education lecture indications, which kinda made sense to me 4 years ago but didn’t really sink in until now. Also helps modernize terms like “feeble” and “maniacal” in terms of movement.

“An undue emphasis on facts has created pressures that cause many teachers to decide to [only deliver content] […] In an age when information is given such priority and power, there is a growing shift toward accepting virtual abbreviations as true representations and sometimes even preferring them over real experiences.”