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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 II

Location: 
Camphill Communities California, Soquel, CA; The Camphill School, Glenmoore, PA; Camphill Village Kimberton Hills, Phoenixville, PA; Camphill Village, USA, Copake, NY; Heartbeet Lifesharing, Hardwick, VT; Plowshare Farm, Greenfield, NH
Length: 

Version 1 and 2: 30 hours (variable over several weeks).

Dates: 

Version 1: September 2004 - June 2005. Version 2: September 2005 - Present.

Instructional delivery format: 
Traditional classroom model
Mentor-facilitated Independent Study
Workshop Intensive
Learner Outcomes: 

Upon successful completion of the course, students will be able to: develop a dynamic overview of the developmental processes of the entire life span, as well as a basic understanding of the developmental processes being focused on in this course; discuss death as a spiritual process, including the spiritual-developmental process between death and birth; explain significant milestones in the developmental process and recognize the effects when these capacities have not been established, especially with regard to the first 3 years; be able to identify life phases and turning points in biography; accompany others through biographical challenges in a  supportive way with increasing autonomy and confidence; discuss the importance of biography understanding in curative education and social therapy; develop an in-depth, integrated and meaningful picture of a complex development situation of a person with disabilities; use this picture to develop practical ideas for educational, social and therapeutic support; use art and conversation toward understanding an individual with disabilities’ life story.   

Instruction: 

This course builds on Human Development I in the first year and focuses on human development from birth through age 21 or death (depending on program focus) and includes a consideration of Steiner's description of life between life and rebirth in relation to the developmental path. Various aspects of development are considered in depth, leading to a more diagnostic assessment approach that allows students to recognize developmental crises, conflicts, and challenges as part of the individual's path of incarnation. Different lines of development are traced throughout the period covered, and the influence and effects of earlier phases on later phases is explored. The roles of heredity, environment, education, and therapeutic intervention are addressed in the context of seeing the human being in their development of body, soul, and spirit. Though the course is grounded in Steiner's model of human development, comparison is made throughout to other theorists, including Piaget, Vygotsky, Bruner, Erikson, and Kohlberg, and their contributions to our understanding of the developmental path as seen against the background of Steiner's holistic approach. NOTE: The Human Development II course includes an independent 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 Agriculture, Inclusive Social Development, Social Work, and any discipline that could benefit from such a complementary learning experience (10/10 revalidation) (11/15 revalidation) (10/20 revalidation).

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