Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review
Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cogni...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/10/11/334 |
| _version_ | 1797547661931315200 |
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| author | Manos Mavrelos Thanasis Daradoumis |
| author_facet | Manos Mavrelos Thanasis Daradoumis |
| author_sort | Manos Mavrelos |
| collection | DOAJ |
| description | Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations. |
| first_indexed | 2024-03-10T14:48:13Z |
| format | Article |
| id | doaj.art-ec058fb4c5054cffb22c0b02dad7bb48 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T14:48:13Z |
| publishDate | 2020-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-ec058fb4c5054cffb22c0b02dad7bb482023-11-20T21:16:12ZengMDPI AGEducation Sciences2227-71022020-11-01101133410.3390/educsci10110334Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature ReviewManos Mavrelos0Thanasis Daradoumis1Department of Cultural Technology and Communication, University of Aegean, University Hill, 81100 Mytilini, GreeceDepartment of Cultural Technology and Communication, University of Aegean, University Hill, 81100 Mytilini, GreeceWaldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.https://www.mdpi.com/2227-7102/10/11/334early childhood educationteaching methodscognitive developmentcurriculum developmentalternative education |
| spellingShingle | Manos Mavrelos Thanasis Daradoumis Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review Education Sciences early childhood education teaching methods cognitive development curriculum development alternative education |
| title | Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review |
| title_full | Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review |
| title_fullStr | Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review |
| title_full_unstemmed | Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review |
| title_short | Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review |
| title_sort | exploring multiple intelligence theory prospects as a vehicle for discovering the relationship of neuroeducation with imaginative waldorf pedagogy a systematic literature review |
| topic | early childhood education teaching methods cognitive development curriculum development alternative education |
| url | https://www.mdpi.com/2227-7102/10/11/334 |
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