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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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Disability in History and Society


15 hours (variable – over several weeks)

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; instructor-led individual study at various locations across North America.
March 2004 - 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: discuss the evolving social and cultural perspective on ‘disability’, from antiquity to the present, including cross-cultural perspectives; describe the changes in attitudes and approaches to ‘disability’ from antiquity to the present; discuss these changes in relation to the evolution of human consciousness; discuss the relationship between human consciousness, social conditions, spiritual-cultural orientation, with particular emphasis on the situation of individuals with ‘disabilities’; compare/contrast historical attitudes and approaches to different types of disabilities; begin to build a picture of how society’s thinking about disability has evolved, and continues to evolve, over time and across different cultures—social, medical, political, spiritual, as well as geographical; recognize that how society thinks about different subjects has a definite impact on how members of society relate to, perceive and understand those subjects.


This course explores how attitudes and responses to disabilities have evolved over time as a consequence of changing social and cultural circumstances. It includes a cross-cultural anthropological perspective, exploring views of disability and education in non-Western societies and how approaches to the treatment of children with disabilities originate in culture-specific views of what it means to be human. These cross-cultural and historical perspectives help students to see their own work and anthroposophical curative education within a broader context, and to appreciate the complex relationship among social conditions, spiritual-cultural orientation, and pedagogical practice.

Credit recommendation: 

In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Philosophy, Social Therapy, Social Agriculture, Inclusive Social Development, Social Science, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation) (10/20 revalidation).