Camphill Academy
Overview
The Camphill Academy, formerly the Camphill School of Curative Education and Social Therapy, an NCCRS member since September 2005, offers practice-integrated professional certification programs in Inclusive Social Development, an interdisciplinary field concerned with building inclusive communities within which all individuals can find wholeness and fulfillment, at several locations including Camphill Communities California in Soquel, California; Camphill Village Kimberton Hills in Kimberton, PA; Camphill Village, USA in Copake, New York; Heartbeet Lifesharing in Hardwick, VT; Plowshare Farm in Greenfield, NH; and The Camphill School in Glenmoore Pennsylvania; as well as various participating communities across North America. Students pursue their studies through one of the following concentration areas: Curative Education, Social Therapy, or Social Agriculture and Biodynamics, depending on availability at their location.
The Camphill Academy provides three levels of certification in Inclusive Social Development: (1) a Foundation Studies Certificate, awarded after completion of the first year; (2) a Paraprofessional Certificate, awarded after completion of the second year and an additional year of supervised practice (Paraprofessional Internship); and (3) a Diploma, awarded after completion of the fourth year and an additional six to twelve-month Professional Internship. These milestones are also recognized as formal exit points in the program; however, a student may decide to leave the program and apply for credit transfer at any time, and a student’s learning experience is evaluated based on successfully completed coursework, regardless of certification level attained.
Certificates and diplomas issued by the Camphill Academy are recognized by the Anthroposophical Council for Inclusive Social Development in Dornach, Switzerland.
The Camphill Academy is accredited by the Accrediting Council for Continuing Education and Training (ACCET), an accrediting agency recognized by the US Department of Education (www.accet.org).
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information on the top right of this page.
Source of Official Student Records
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Titles of all evaluated learning experiences
Descriptions and credit recommendations for all evaluated learning experiences
Active Learning Experiences - Camphill Academy
30 hours (variable – over several weeks).
September 2019 - Present.
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.
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.
In the lower division baccalaureate/associate degree category, 3 semester hours in Agriculture, Environmental Studies, Ecology, Philosophy (10/20).
30 hours (variable – over several weeks).
September 2017 - Present.
Upon successful completion of the course, students will be able to: demonstrate greater confidence in their (writing) voice; use semi-structured writing activities to focus and free their thoughts; differentiate between objective, subjective, and figurative descriptions; construct descriptive sentences which reflect a working understanding of English conventions, such as grammar, syntax, and punctuation; organize phrases, sentences, and paragraphs in a clear and meaningful way; make choices about structure, voice, tone, diction/word choice, style, and level of formality appropriate to the assignment and rhetorical situation; develop flexible strategies for generating ideas, revising, editing, and proofreading work; write with increasing credibility, courage, and awareness; support interpretations and reasoning with evidence from experiences, observations, and texts; participate in a group process of sharing, reading, and responding to works-in-progress based on the peer review and workshop model used in class; revise their work in response to peer and instructor feedback while maintaining their individual responsibility to what they know to be true and good; proofread to ensure work is properly formatted, syntactically and grammatically correct, and free of punctuation and spelling of errors; use electronic environments to draft, review, revise, edit, and share their written work; uphold academic honesty by properly incorporating and attributing other’s ideas and concepts in their work (i.e. direct quote, paraphrase, summary, in-text citation).
An introduction to the principles and practice of academic, artistic, and contemplative writing with an emphasis on Creative Nonfiction.
In the upper division baccalaureate degree category, 2 semester hours in Curative Education, Inclusive Social Development, Creative Writing, Communicative Studies, or Writing (10/20).
15 hours (variable – multi-day)
15 hours (variable – multi-day).
September 2013 - Present.
Upon successful completion of the course, students will be able to: the participants will have met the Goetheanum and the Christmas conference of the anthroposophical society in 1923 as an archetypal imagination of community and society building into the future; out of that experience it is possible to recognize the being and work of Rudolf Steiner and his contribution to social renewal; in Camphill, one can then meet the unique contribution of Karl König to form a way of community living, as an expression of Rudolf Steiner’s intentions for a threefold social organism; explain the inner context of their work; reflect on and articulate their relationship to the life of Kaspar Hauser, to the impulse of Rudolf Steiner for renewal of the social life through 3 folding.
This retreat is integral to the fourth year curriculum and builds upon the work of Camphill Impulse I and II in the second and second years, respectively. Concurrently, it complements coursework in Human Being IV, Medical and Artistic Therapies, Philosophy of Spiritual Activity, and (in the Curative Education program), Curative Application of the Arts and Integrated Arts Projects, or (in the Social Therapy) program) Social Therapy III, as well as coursework in the arts.
In the upper division baccalaureate degree category, 1 semester hour 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 (11/15) (10/20 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 Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Social Work, Education, Special Education, Ecology (10/20).
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 Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Social Work, Education, Special Education, Ecology (10/20).
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 Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Social Work, Education, Special Education, Ecology (10/20).
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: awaken an interest in imbalances of constitution, development, behavior, and social integration; identify tendencies of imbalances in oneself; give accurate and imaginative descriptions of phenomena of imbalances; develop empathy through artistic and experiential activities; live with empathy into the phenomena of human relationships, imbalances in behavior, development and constitution; apply the anthroposophical understanding of the human being to these imbalances; develop an anthroposophical extended diagnostic picture that can serve as leading image for helpful/supportive action; inner development of the curative educator/social therapist as a condition for healing action; understand various therapeutic activities in relationship to the imbalances; identify helpful/supportive activities that create balance in social integration, behavior, development and constitution.
Upon successful completion of the course, students will be able to: study individual life stories 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 meaningful biographical challenge; begin to develop capacities to be able to accompany others through biographical challenges in a supportive way.
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.
34 hours (variable – over several weeks).
Upon successful completion of the course, students will be able to: allows many skills and capacities developed in the various components of the program to flow together in a practical artistic and curative educational contribution; work as a team to produce an artistic piece or performance integrating at least three different disciplines that is beautiful, technically sound, accessible and appropriate for the chosen audience; design and produce an artistic piece or performance that is appropriate for presentation in a pedagogical and curative educational context and integrates into the life of the community; demonstrate practical project management skill, such as planning, sharing tasks, setting time-frames, meeting deadlines and accessing available resources.
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45 hours (variable – over several weeks).
September 2019 - Present.
Upon successful completion of the course, students will be able to: define social agriculture in the context of Camphill or other anthroposophical life-sharing communities; describe many aspects of the role and task of the social farmer in both the land and home contexts; assist with the set up and support a festival related activity and/or other social event; explain the role of rhythms in promoting health and well-being; describe and practice attitudes appropriate towards people with special needs; summarize the history of Camphill and its aims; relate the role of inner development and contemplative practice in social agriculture; support others, with supervision; discuss aspects of the history of disability; describe and identify the underlying aspects of soil formation (rock/subsoil/topsoil), the various types of soils (clay, silt, sand), and of humus creation; use a broad range of approaches to soil fertility (crop rotation, green manure, compost, manures, bd preparations, animal stocking level for the farm organism); use different cultivation methods to adapt to the soil conditions; describe and identify different types of compost (manure, vegetable, liquid) and explain the process of making and caring for it; operate safely and appropriately farm-based machinery.
This course aims to give students the tools to create social change by building community through agriculture and to engage individuals of all cultures and ranges of abilities in transformative processes in land-based work.
In the lower division baccalaureate / associate degree category, 3 semester hours in Inclusive Social Development, Social Agriculture, Social Work, Agriculture, Environmental Studies (10/20).
Upon successful completion of the course, students will be able to: define social therapy in the context of Camphill or other anthroposophical life-sharing communities; describe many aspects of the role and task of the social therapists in both the home and work situation; assist with set up and support a festival related activity and/or other social events; explain the role of rhythms in promoting health and well-being; describe and practice attitudes of respect and dignity towards adults with special needs; summarize the history of Camphill and its aims; relate the role of inner development and contemplative practice to social therapy; discuss aspects of the history of disability; support others, with supervision.
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.
- Projective Geometry (Formerly Geometry) [Course 2] OR
- Form Drawing [Course 3]
Course 1: Light and Color and either Course 2: Projective Geometry (formerly Geometry) or Course 3: Form Drawing: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Educational Arts Methods, Goethean Studies, and any discipline that could benefit from such a complementary learning experience (9/05) (10/10 revalidation) (11/15 revalidation) (10/20 revalidation). NOTE: Light and Color must be completed with either Projective Geometry (formerly Geometry) or Form Drawing to receive credit. Form Drawing is an alternative to Projective Geometry.
Music I: Upon successful completion of the course, students will be able to: deepen one’s experience of music and reconnect to one’s inner musical self; overcome the fear of performing; continue to develop a strong sense of form, flow of time, pitch and rhythm, and tone production along with musical memory and analytical thinking capacity; play an instrument, as the lyre, c-flute, or recorder on an intermediate level (scales of c, g, d, and f; intervals, chords, arpeggios, legato and on-legato); sing a repertoire of songs (may be with instrument accompaniment), part songs and rounds, by ear, and from written music; play an instrument by ear or from written music; improvise alone or as part of the group; read sheet music on an introductory/intermediate level (treble clef, treble bass, sharp and flat, articulation and repeat signs, music in several parts, ect); recognize and practice a repertoire of seasonal songs, rounds, and music in parts for instrument or voice; play small ensemble music on the instrument. Eurythmy I: Students will be able to: discuss the basic elements of eurythmy as an art of movement; describe some basic principles of choreography in eurythmy; describe and demonstrate the principle of the three-fold human being in choreography and gesture; discuss and demonstrate movement in the three planes; describe and demonstrate the vowels and their eurythmy gestures as expressions of the soul’s life; use one’s body as an expressive instrument through activities such as spatial exercises, rhythmic and breathing exercises, exercises of a more hygienic nature, rod exercises and basic skills practice; develop an experiential understanding of spatial orientation, concentration, and coordination; develop conscious images, and inner pictures, which inform and direct the outer movements made by the body; strengthen the will and open and enliven the soul as a perceptive instrument for curative education, social therapy, and any discipline that could benefit from such a complementary learning experience through practice.
Upon successful completion of the course, students will be able to: explain the purposes of organizational structures; describe the stages of organizational development; develop diagnostic tools for assessing organizational health; discuss the management of organizational transformatio; recognize basic social and anti-social forces in organizations and intentional communities; examine the role of social three-folding in the amelioration of anti-social forces; explain the parts of organizations and intentional communities, and their place in a threefold model of social life; discuss the basic phases of organizational growth and transformation; apply these concepts to an analysis of the Camphill community within which this course is taking place.
Upon successful completion of the course, students will be able to: gain an appreciative overview of major current and historical perspectives on the human being, including a basic understanding of the evolutionary process that stands behind the history of western thought and the outlines of an emerging future; articulate the philosophical foundations of each of the schools of thought presented in the course; characterize the overall process of the development of western thought in connection with the evolution of human consciousness; examine and discuss current issues in relation to their philosophical context and their place in the evolution of consciousness; situate Steiner’s spiritual science within this context and discuss its relevance as a pioneer movement among new and emerging paradigms.
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.
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 you 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 yourself 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 your 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 your area of study within a bigger context (vocational integrity); gain competence in basic skills and processes involved in your particular field of work (vocational expertise); give one-on-one support to individual(s) with direct supervision by the team leader or other more experienced team members (one-on-one activities); assist a small group of individuals in a work area or activity under the direct supervision of the team leader or other more experienced team members (small group activities); gain a comprehensive understanding of your area(s) of responsibility; ask for guidance and support when issues arise that are beyond your capacities or area(s) of responsibility; actively practice basic safety awareness (general management); respond appropriately to behavioral, social, and other issues and communicate any concerns to your team leader; begin to learn the vocabulary of your particular setting (formal communication).
This practicum provides students opportunities to concentrate on developing practical competency in tasks related to their development as creative and dynamic professionals. 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 Inclusive Social Development, Curative Education, Social Therapy, Social Agriculture, Social Work, Education, Special Education, Agriculture, Environmental Studies (10/20).
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 your 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 your range of skills (creativity); reflect on and assess the strengths and weaknesses of your own work in conversation with your advisors, supervisors, instructors, colleagues, and mentors, and trusted colleagues (self-initiative); develop an understanding of yourself, 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 your activity within the context of your work (vocational integrity); develop understanding and competence in the fundamental skills and processes involved in your particular field of work; assist others in developing these skills (vocational expertise); give one-on-one support to individual(s) without direct supervisor by the team leader or other more experienced team members; understand the purpose of practical, social, educational, or therapeutic activities in your setting (one-on-one activities); independently assist or lead a small group of individuals through a work area or activity developed by the team leader or other more team members (small group activities); begin to develop a broader awareness of your setting, including areas of activity that are beyond your responsibility; ensure the safety of your group for the duration of the activity (general management); communicate your observations clearly and effectively to the team leader and other members of the team; feel comfortable using relevant vocabulary; begin to develop an understanding of formal review processes (formal communication).
This practicum builds on ‘Professional Practice Practicum I’, providing students opportunities to develop a broader range of tools and capacities in tasks related to their development as creative and dynamic professionals. 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 Inclusive Social Development, Curative Education, Social Therapy, Social Agriculture, Social Work, Education, Special Education, Agriculture, Environmental Studies (10/20).
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); demonstrate competence in the fundamental skills and processes involved in your particular field of work; exercise creativity in adapting processes based on individual needs (vocational expertise); play an active role in developing practical, social, educational, or therapeutic activities alongside individuals; begin developing the capacity to explain, instruct, and supervise others in carrying out these activities (one-on-one activities); plan, oversee and carry the work area or a small group over an extended period of time with guidance and backup support from the team leader (small group activities); gain a basic understanding of all aspects of your particular setting and how your setting interacts with the wider community; carry the group/setting as needed; safely manage a work area or group in the absence of the team leader (general management); attend team meetings and contribute significant observations; explore how to communicate insights with those unfamiliar with your setting; participate in and contribute to formal reviews (formal communication).
This practicum builds on ‘Professional Practice Practicum II’, providing students opportunities to take on greater responsibility, acting as significant support to their supervisor and beginning to share in the functions and responsibilities opportunities as creative and dynamic professionals.
In the upper division baccalaureate degree category, 4 semester hours in Inclusive Social Development, Curative Education, Social Therapy, Social Agriculture, Social Work, Education, Special Education, Agriculture, Environmental Studies (10/20).
45 hours (variable – over several weeks).
September 2011 - Present.
Upon successful completion of the course, students will be able to: explain the significance of ‘mask’, ‘adornment’ and ‘clothing’ in relation to the threefold constitution of the human being as expressions of the soul in establishing identity; extend this understanding to how they perceive and engage with others with whom they live and work; compare and contrast how thinking, feeling and willing manifest differently in males and females; demonstrate insight into the nature of self-consciousness and the existential gap between the Self and the world; articulate the polarities of cognition and will and their relationship to consciousness; illustrate the interplay between the human being and the world in the course of life between birth and death and life between death and rebirth; and apply the ideas of reincarnation and karma, from an anthroposophical viewpoint, in daily practice within community life.
This course builds on Social Therapy I in which students became aware of the importance of the social context of the human for their well-being, including the ideals and practices within a Camphill community which support therapeutic living for every human being and especially those with disabilities. The focus of this course is the second series of Village conference lectures by Karl Koenig as well as other texts, through which the student gains insight into the process into adulthood, which brings human beings into relationships with the world, and how that can be brought into balance through social therapy.
In the lower division baccalaureate/associate degree category, 3 semester hours in Inclusive Social Development, Social Therapy, Human Services, or Special Education (11/15) (10/20 revalidation).
45 hours (variable – over several weeks).
September 2011 - Present.
Upon successful completion of the course, students will be able to: demonstrate a full understanding, in his or her area of practical responsibility, for the individual’s need to discover a personal vocation; assist the individual to adapt this discovery of personal vocation to their ability within the overall context of community needs; integrate ideas of reincarnation and karma (as articulated by Rudolf Steiner) into all areas of community life and particularly their respective fields of activity; support a healthy work environment in a leadership capacity out of an understanding of the importance of dignified work and vocation for every human being; engage their evolved capacities of inner flexibility and imagination, which they have developed through study, observation and artistic work with Goethe's Metamorphosis over the past four years, and apply to living and working situations, such as being able to perceive other human beings as always having hidden new capacities and to help to draw them forth.
This course focuses on questions of the transition from education to vocation, of the morality of work, of individual destiny versus the social context as well as the creation of viable and authentic work opportunities for mentally challenged individuals. This course is conducted through a combination of presentations, conversations, observations, reflection, group work and shared insight through interviews and group work based on prior reading of the text (Third Village conference lectures by Karl Koenig).
In the upper division baccalaureate/associate degree category, 3 semester hours in Inclusive Social Development, Social Therapy, Human Services, or Special Education (11/15) (10/20 revalidation).
The course consists of a biographical research project, in which the student works for at least four months with a person with disabilities (project partner) to help recall and explore his/her/their life story, and combines experiential learning with self-reflection and research about the life span and the principles of biography from an anthroposophical perspective.This entails weekly hour-long meetings, assembling photographs, speaking with relatives and friends, discussing significant turning points and changes, discussing the different life periods and opening the opportunity to develop a healing picture of the entire life path. The student will keep a journal of these meetings. This culminates in a festive biography-sharing event, including relatives and friends. The student is also expected to create a written text, outlining the actual biography as well as the learning process of working with the project partner. In this, the student is expected to demonstrate an understanding of the underlying principles of biography as developed out of anthroposophy and bring forward a leading image of the individual.
Independent study (variable – over several weeks).
September 2011 - Present.
Upon successful completion of the course, students will be able to: demonstrate an understanding of the underlying principles of social therapy in research project involving and benefiting the community and its members-develop an activity with a group of persons with disability based on a question around the value and role of a particular activity in the development of both the individual and the community, such as “how does participation in food preparation increase one’s social competent?” or “how can the art of drama enhance confidence and sense of self-healing for the individual and the group?”; combine experiential learning with self-reflection and an increasing degree of narrative, literary, and action research; create an activity with a group of persons with disabilities (project partners) in that particular field over a period of at least four months.
This third year project is a practical initiative upon which the fourth year final project is based. Students choose an aspect of Social Therapy which interests him/her/them and create an activity with a group of persons with disabilities (project partners) in that particular field or research area. This could be, for example, in the field of agriculture, crafts, home life, community bulding, therapy, the arts etc. This is not merely an activity, but an action-research, based on a question, for instance “How can the art of drama enhance healing for the individual and the group?” The student will keep a journal of the process of this activity, which should unfold over a period of at least four months. The group will give a demonstration of their research activity at the end of the Third Year. This experiential process, as well as the journal and notes will be monitored and assessed by the Personal Tutor and create an activity with a group of persons with disabilities (project partners) in that particular field. This course combines experiential learning with self-reflection and action research.
In the upper division baccalaureate degree category, 1 semester hour in Curative Education, Social Therapy, Social Agriculture, Inclusive Social Development, Education, Special Education, Waldorf Education, Social Therapy, Social Work, Human Services, and any discipline that could benefit from such a complementary learning experience (11/15) (10/20 revalidation).
Inactive Learning Experiences - Camphill Academy
300 hours over ten months.
September 2012 - October 2020.
Upon successful completion, students will be able to: safely manage a workshop independently; explore ways of accompanying the workplace meditatively; consider and develop ways to maintain and enliven the work life of participants, in close cooperation with the mentor; implement considerations arising from annual review reports with support from mentor; communicate with other workshop leaders, therapists, houseparents and participant regarding individual program and needs; plan, oversee and lead the program over an extended period of time with guidance and support from workshop leader; review and participate in the annual review process for each participant; participate in biography meetings and personal planning meetings, contributing significant observations; and reflect and assess the strenghts and weaknesses of ones own work.
This practicum is integral to the third year social therapy curriculum and offers opportunities to practice social therapy in the context of living and working in a community including others with developmental disabilities. Concurrently, it complements coursework in Human Being III, Social Therapy II and Social Therapy Project III, as well as coursework in the arts. This course lays the foundation for work in the fourthy year, especially for Human Being IV, the Practicum concentration and Final Project.
In the upper division baccalaureate degree category, 3 semester hours in Social Therapy, Human Services, or Special Education (11/15).