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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Camphill Academy | Evaluated Learning Experience

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Human Development I

Curative Education Program, Glenmoore, PA; Social Therapy Program, Copake, NY; Soquel, CA; N. Vancouver, BC; and instructor-led individual study at various locations across North America.

Version 1: 25 hours. Version 2: 30 hours (across several weeks - varies).


Version 1: September 2004 - June 2007. Version 2: September 2007 - Present.

Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

Version 1: Upon successful completion of the course, students will be able to: describe the idea of the four-fold human being as it emerges in the development towards adulthood, distinguish three different aspects of bodily development and how these are promoted or thwarted in the first 21 years of life, recognize on hand of examples how the individual learns to take responsibility for their life and what questions typically arise in the learning process as the I meets the world, define the virtues of creativity, morality and wisdon as they can blossom as the spirit comes to expression in the last phases of life. Version 2: Students will be able to: appreciate the importance of biography to Curative Education or Social Therapy, study individual life story and distill main biographical themes and challenges, use a basic understanding of patterns in lifespan development, and particularly the seven-year rhythms described in anthroposophical literature, as a tool for perceiving and finding meaning in biographical and developmental processes and events, articulate leading motifs of a biography in imaginative or poetic formulation, observe a complex developmental situation and discover unresolved issues related to the developmental processes studied in the student's area of focus, articulate these issues in a clear and objective manner, give an imaginative characterization of a complex developmental situation as a meaningul biographical challenge, develop capacities to be able to accompany others through biographical challenges in a supportive way. 


Version 1 and 2: This course introduces the student to typical developmental life phases as they can be recognized in the human biography. By using the general milestones in the development of body, soul, and spirit, an understanding of what is typical and appropriate begins to emerge, as well as a sense for what is unique in any given phase of a biography. The course also includes an overview of the early development of movement, language, and perception, as well as a consideration of death and dying as a biographical event. NOTE: The course delivered for the Social Therapy Program offered in Copake, NY and Soquel, CA covers much of the same information but with an emphasis on adults. The Human Development I course includes an independent study research project. 

Credit recommendation: 

Version 1: In the lower division baccalaureate/associate degree category, 1.5 semester hours in Curative Education, Social Science, Human Studies, Human Growth and Development, Education, Social Work, and any discipline that could benefit from such a complementary learning experience (9/05). Version 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Curative Education, Social Therapy, Social Science, Human Studies, Human Growth and Development, Education, Social Work, and any discipline that could benefit from such a complementary learning experience (10/10 revalidation) (11/15 revalidation) (10/20 revalidation).