Community of learning
Dr Konig, the founder of Camphill Rudolf Steiner School, saw the school as 'a community of learning'. Learning is derived not only from the on-going research conducted within the school by co-workers but also from collaboration with external academic and professional bodies. Listed below are some of the research projects in which the school is currently engaged.
Well-being and social inclusion in Camphill schools and homes: 2004
This study examined issues of social inclusion and pupil well-being (being, belonging, becoming) in the context of Camphill Rudolf Steiner School. Special emphasis was placed on the nature, quality and frequency of relationships established within the residential school setting. An ethnographic approach, using participant observation was adopted. This focused on the experience and points of view of both pupils and support workers.
Professor Pamela Cushing, School of Social Justice and Peace Studies, King’s College, University of Western Ontario
Assessing quality of life at Camphill communities, Aberdeen and the proposed Aberdeen Western Peripheral Route: 2004
The research aims to collect perceptions on the quality of life in Camphill communities and perceptions on the possible effects of the proposed route on Camphill and the people who live and work there. The perceived threat to the quality of life is the starting point for the research: it will also explore relevant emergent issues.
Professor Roy Brown, Professor Emeritus of Educational Psychology, University of Calgary
Development of the National/Scottish Vocational Qualification HSC350: Recognise, respect and support the spiritual well-being of individuals (Level 3): 2005
The School collaborated with the Scottish Social Services Council in the development of the optional unit HSC350 which: identifies opportunities to support individuals’ spiritual well-being; provides opportunities that facilitate and support spiritual well-being; and evaluates and reports on work that relates to spiritual well-being. Spiritual well-being has not previously featured in a national care qualification in the U.K.
Margaret Crompton, Paul Henderson, Robin Jackson and Angelika Monteux
Assessing the spiritual well-being of people living and working within the Aberdeen Camphill Communities: 2006
The importance of spirituality for the process of health and social care is rapidly gaining significance across the disciplines. Whilst mainstream services have struggled to provide this aspect of care, the Camphill communities have consistently highlighted it. This study aims to explore the significance of spiritual well-being for those living and working in Camphill communities.
Professor John Swinton, School of Divinity, History and Philosophy, King’s College, University of Aberdeen
New ways of educating: pedagogy and children’s services: 2006
Pedagogy and the occupational model of pedagogue are of interest as they offer a holistic, flexible and well-educated workforce able to work across different types of universal and selective children’s services. This study, which involved Camphill Rudolf Steiner School, examines how pedagogy could play a role in reforming the workforce, and the quality of the work, in children’s services.
Dr Claire Cameron, Thomas Coram Research Unit, Institute of Education, University of London
Work-based learning and knowledge processes in organisation: Case study of the BA in Curative Education and the Camphill Rudolf Steiner School: 2008
Investigation into how organisational and academic discourses on work-based learning frame the identities of student-workers and impact on transfer, application and production of knowledge in organisation. This research was conducted towards MSc degree in Knowledge Management.
Evgueni Chepelin, Camphill Rudolf Steiner School and Robert Gordon University
Download as PDF here
Camphill – An Island of Promise: Myth or Reality?: 2008
Myth as a subject has been studied by a number of disciplines but no study appears to have been undertaken of the role of myth in the field of residential childcare in Scotland. A review of the literature seeks to clarify definitions of myth and to examine the role of myth in organizations. In order to provide an historical context for the study, a selective description of the early days of Camphill is presented. The exclusive focus of the study is the minutes of the Schools Community meetings that were held from July 1948 to March 1954 – a formative period in the development of Camphill. In order to examine this documentary material an interpretive frame of analysis is adopted. From an examination of the documentary material three key themes are identified: (1) mission and vision; (2) roles and responsibilities; and (3) boundaries and relationships. The overwhelming image that emerges from the minutes is that of an enclosed, self-contained and inward-looking community. One consequence is that Camphill is frequently perceived as an island: a metaphor that can be viewed both positively and negatively. Such a perception may have encouraged those working in Camphill to resist external influences and pressures. Some of the tensions generated by living in a community which was committed to openness and inclusivity but was often run in a manner at variance with these espoused aims are highlighted. It is argued that preoccupation with a mythical past in which it is claimed there was certainty, clarity of direction and purpose needs to be challenged, if Camphill is to look forward and respond appropriately and responsibly to the future.
This dissertation was presented in fulfilment of the requirements for the degree of MSc in Advanced Residential Child Care, 2008.
Manuela Costa, Camphill Rudolf Steiner School and Strathclyde University
Download as PDF here