Variations on the Idea of Learning – Benchmarking the Interface Between Finnish Comprehensive School and Waldorf School Music Education

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.