Active Learning Experiences - Camphill Academy
Organization
Descriptions and credit recommendations for all evaluated learning experiences
Version 1 and 2: 30 hours (variable – over several weeks).
Version 1 and 2: September 2019 - Present.
Version 1 and 2: Upon successful completion of the course, students will be able to: observe a complex developmental situation and discover unresolved issues related to the developmental processes studied in their area of focus; articulate these issues in a clear and objective manner; give an imaginative characterization of a complex developmental situation as a meaningful developmental challenge; begin to develop capacities to be able to accompany developmental challenges; articulate what are the elements that need to be taken into account to organize the farm according to its fourfold beingness: mineral, plant, animal and human kingdom and their integration in the biodynamic farm, its correlation with the threefold human organization, the principle of an organism, a phenomenological point of view of the substances and processes of the preparations; articulate the history of agriculture and its relation to the development of consciousness.
Version 1 and 2: The human motif is the primal phenomenon that will guide us to understand this central principle coined by Rudolf Steiner in his Agriculture course as the farm individuality. We will introduce and explore this principle to inform our practices. Through this orientation, the farm’s parts are seen within an integrated contextual whole in which the farmer is asked to operate in a holistic and balanced approach.
Version 1: In the lower division baccalaureate/associate degree category, 3 semester hours in Agriculture, Environmental Studies, Ecology, Philosophy (10/20). Version 2: In the lower division baccalaureate/associate degree category, 3 semester hours in Agriculture, Environmental Studies, Food Systems, or Philosophy (9/25 revalidation).
Upon successful completion of the course, students will be able to: realize that phenomena of the present have a starting point in the distant past and a fulfillment in the far future; learn that one is not a product of chance but results from the deliberate activity of spiritual beings while at the same time realizing that spiritual freedom is a hallmark of being human; apply the concepts of the nine ranks (hierarchies) of spiritual beings, the four embodiments of the earth planet to date. the time periods of our current earth embodiment, the Earth, as described by Steiner, and levels of development, modes of consciousness, and other physical, psychological, and spiritual characteristics of human beings to one’s own self-assessment; practice the basic daily exercise of reviewing each day in reverse order as the starting point for the development of the cosmic memory evident in the book; gain a growing sense of responsibility in regard to oneself, others, the environment, and to the spiritual beings who made the creation manifest; see oneself in a community with spirit beings; engender a sense of inner freedom upon realizing that the spiritual is accessible to healthy reason; develop the certainty that one has entered the path to higher knowledge and that guidance on that path is given into one’s own hands; explain the philosophical background to anthroposophical curative education and social therapy; describe human being as a differentiated being of body, soul, and spirit; explain the basic principles of karma and reincarnation; describe basic principles of oneself as a spiritual being; experience the cosmos as grounded in morality and love; participate effectively in disciplined group study and discussion; facilitate a study group discussion; explain the hierarchical order of the universe.
Upon successful completion of the course, students will be able to: reflect upon some initial experiences, struggles and discoveries arising from the work with a disciplined process of pure, sense-free thinking as mapped out in Steiner’s book; discuss the difference between dualist, reductionist and non-reductionist monist worldviews; discuss the roles of observation and thinking in the act of knowledge; explain steiner’s view of the relationship between the possibility of knowledge and the question of human freedom; discuss the nature of free human activity and its preconditions (moral intuition, moral imagination and moral technique); explore the relevance of Steiner’s theory of knowledge to the possibility of knowledge based on spiritual experience; explore the implications of steiner’s description of human freedom for social, educational and therapeutic practice; participate effectively in disciplined group study and discussion; make and articulate observations of one’s own thought processes.
Version 1 and 2: Upon successful completion of the course, students will be able to: be familiar with the subtle bodies of the human being (the ether and astral bodies), and the organs of higher perception (the chakras); practice the basic attitudes in daily life that can create the conditions for inner growth; practice observation exercises that lead to heightened sensory capacities; perform the practical exercises and self-reflective techniques that lead to the strengthening of thought life, emotional life and active will; practice the major esoteric exercises that underpin the path of self-development, especially the seven requirements for esoteric development, the six exercises and the eightfold path; understand the hallmarks of the changes in consciousness which can be expected as the practitioner develops his or her capacities.
Version 1: In the upper division baccalaureate degree category, 3 semester hours in Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation) (10/20 revalidation). Version 2: In the upper division baccalaureate degree category, 3 semester hours in Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Philosophy, Cognitive Studies, Consciousness Study, Contemplative Practice, Contemplative Spiritual Practice, Western Spirituality, Religious Studies, and any discipline that could benefit from such a complementary learning experience (9/25 revalidation).
375 hours (over 10 months).
September 2019 - Present.
Upon successful completion of the course, students will be able to: show openness to, interest in, and respect for the beliefs and practices of the community or group and for the dignity and individuality of each person (empathy); demonstrate flexibility, adaptability, and a cooperative attitude towards work; understand the purpose of the practical, social, educational, and/or therapeutic activities that they are asked to carry out (versatility); show an openness to artistic practice and the creative process; take up a regular practice; learn a few basic skills (creativity); show openness to suggestions and guidance for development; challenge themselves in new and unfamiliar ways (in relationship with each of the other goals) (self-initiative); demonstrate a willingness to engage with spiritually scientific concepts (active interest); show openness and willingness to work as a team member and to integrate socially; demonstrate an understanding of their role/responsibilities as a member of the team under the guidance of the team leader (cooperation); communicate with respect for all community members; show attention to detail; able to work within a structured framework; provide helpful and accurate reports and observations; carry a small group within the team and with guidance warmly and responsibility; aware of their area of study within a bigger context (vocational integrity); be responsive in providing appropriate support; report concerns to placement contact/lead; show basic safety awareness (personal care, health, and safety); participate in and support common celebrations and ceremonies (festival and celebrations); carry responsibility for designated tasks; carry awareness for small group of designated persons and/or work space; reliably clean and care for the space (awareness for the space and community); begin to recognize how they could adapt their approach to meet other people where they are; recognize how various community activities have distinct qualities (social artistry); Attempt to make objective observations of practical situations; become aware of their inner and outer reactions to practical situations. familiar with some basic anthroposophic tools for inner development but still have little experience with meditative and contemplative practices (contemplative practice).
This practicum provides students opportunities to concentrate on developing practical competency in tasks related to homemaking and community building, including care for individuals, groups, and the environment. The practicum may take place in any context that allows students to demonstrate their capacity to apply and integrate in daily life concepts, skills and dispositions related to the practicum objectives.
In the upper division baccalaureate degree category, 4 semester hours in Social Work, Education, or Special Education (10/20) (9/25 revalidation).
375 hours (over 10 months).
September 2019 - Present.
Upon successful completion of the course, students will be able to: accompany others, in an active and supportive way, to cultural or religious events and activities that are different from their own (empathy); develop a flexible, adaptable, and cooperative attitude in all areas of life and work and understand the nature and purpose of practical, social, educational, and/or therapeutic activities on the basis of the spiritual scientific view of the human being (versatility); develop a regular artistic practice as a means of self-development and articulate its benefit; accompany others, in an active and supportive way, in artistic endeavors; expand their range of skills (creativity); reflect on and assess the strengths and weaknesses of their own work in conversation with their advisors, supervisors, instructors, colleagues, and mentors, and trusted colleagues (self-initiative); develop an understanding of themselves, others, and the environment through a deepening study of anthroposophy and the human being (active interest); take initiative out of a recognition of what is needed to meet the extraordinary or non-routine needs; work through and resolve social difficulties with others and unforeseen situations; accompany less experienced team members reliably (cooperation); observe significant aspects of an individual’s performance, a group’s interactions, and/or an activity’s effect and demonstrate an ability to listen and communicate effectively; complete formal written and oral reports in a professional manner with support; complete formal written and oral reports in a professional manner with guidance; carry a small group within the team warmly and responsibility; understand their activity within the context of their work (vocational integrity); be reliable and assist others with minor, common illnesses, injuries, and issues; explain the purpose of any medication, supplements and remedies; report anything unusual to team leader; support and help orient newcomers (personal care, health, and safety); be actively involved in festivity preparations and events; develop an understanding of the value of celebration in community life (festivals and celebrations); extend awareness for areas beyond their designated areas of responsibility; help orient newcomers to the daily rhythms and community; recognize areas that need attention (awareness for the space and community); adapt, explore and use different approaches to meet individual needs and preferences; understand and strive to enter into the distinctive quality of various activities (social artistry); observe how external conditions and their inner attitude can impact individuals and situations; explore the value of meditative content in practical settings, engage with structured meditative and contemplative practices, including anthroposophic ones (contemplative practice).
Building on ‘Care and Community Practicum I’, this practicum provides students an opportunity to develop a broader range of tools and capacities in tasks related to homemaking and community building, including care for individuals, groups, and the environment. The practicum may take place in any context that allows students to demonstrate their capacity to apply and integrate in daily life concepts, skills and dispositions related to the practicum objectives.
In the upper division baccalaureate degree category, 4 semester hours in Social Work, Education, or Special Education, (10/20) (9/25 revalidation).
375 hours (over 10 months).
September 2019 - Present.
Upon successful completion of the course, students will be able to: explore your personal relationship to the ideals and practices of the community or group (empathy); recognize the effects of curative or social therapeutic exercises and activities; participate in co-creating a curative or social therapeutic atmosphere; take an active role in the development and evaluation of formal and informal practical, social, educational, and/or therapeutic plans based on the principles of anthroposophic curative education, social therapy, or other relevant field (versatility); continue to refine your ideas of the role of artistic processes in your own development and engage in some systematic practices on that basis; broaden and deepen your range of skills and influence (creativity); recognize and pursue opportunities to develop particular capacities in yourself based on a practice of self-discipline, objective self-assessment, and self-education (self-initiative); relate and apply your understanding and experience of anthroposophy with your work and your relationships, perceive clearly, free from personal judgment (active interest); take active responsibility within your team and beyond; effectively communicate with a diverse group of individuals regarding an individual’s or group’s program and needs; support all members in working through social difficulties; take an active role in conflict resolution; help facilitate group processes, including orienting new team members and adapting processes based on individual needs (cooperation); give guidance and supervision to newcomers regarding routine activity, in consultation with your team leader; assist the leader in carrying groups; complete formal written and oral reports in a professional manner with relative independence; engage with new developments and trends in the field (vocational integrity); be responsible to carry oversight of others’ needs; maintain ongoing awareness; recognize potentially harmful or extraordinary situations and take initiative and action; instruct and supervise less experienced team members (personal care, health, and safety); carry an awareness and understanding of various festivals, such as when they occur and their significance, especially major ones; participate in the planning of festivals (festivals and celebrations); carry awareness and significant responsibility for the space; support others, including less experienced coworkers, in caring for and maintaining the space; replace team leaders as needed (awareness for the space and community); expand your ability to approach social situations creatively depending on individual needs and preferences; explore ways of helping others experience the distinctive quality of various activities (social artistry); explore ways of accompanying a small group of individuals or community processes meditatively in consultation with your team leader; use structured meditative and contemplative tools, including anthroposophic ones, in my ongoing personal and professional development (contemplative practice).
Building on the experience of the first two years, this practicum provides students opportunities to take on greater responsibility, acting as significant support to their supervisor and beginning to share in the functions and responsibilities in tasks related to homemaking and community building, including care for individuals, groups, and the environment.
In the upper division baccalaureate degree category, 4 semester hours in Social Work, Education, or Special Education (10/20) (9/25 revalidation).