Postgraduate

Crossfields Institute International offers a number of opportunities for studying at postgraduate level. These include:

  • full programmes, such as Philosophy and Practice of Integrative Education for teachers
  • a blended learning programme in Agroecology for researching biodynamics, organics, permaculture and other related disciplines
  • modules that can be taken individually as stand-alone courses our combined to build up a postgraduate certificate
Our postgraduate courses and modules are delivered by Crossfields Institute Internatinonal faculty and associate faculy, and are certified by the Institute for Education and Social Innovation (IBUGI) at Alanus University, Bonn, Germany.

January 2020

Philosophy and Practice of Integrative Education

A postgraduate programme for upper school and middle school Waldorf teachers

This qualifying teacher education course developed out of an increasing need for teacher education and professional development in Integrative Approaches to education. Integrative education aims to address the whole human being (head, hand, heart) and is attentive to engaging and incorporating diverse learning contexts (built and natural, urban and rural) in all aspects of the educational process.

The course is currently taught to teachers from England, Scotland, Ireland, Finland and Denmark. It is recognised  by the Ministry of Education in Denmark, and is run in cooperation with the Institute for Education and Social Innovation (IBUGI), an institute at Alanus University, in Bonn/Germany.

From January 2020 the course will also be accredited by Crossfields Institute, an awarding organisation recognised by OFQUAL, the regulator of qualifications for England. Crossfields Learning is an approved centre of Crossfields Institute.

The main aim of this programme to inspire teachers to enliven and evolve their teaching practice within the context of their place of work. The programme has two main areas of focus: On the one hand students develop skills in the practical craft of teaching, such as student centred assessment, giving effective feedback, carrying out observations and developing classroom leadership skills.

On the other hand, students engage in a more philosophical and personal inquiry into the deeper aims and intentions of education. Here the central questions are what is a human being, what is ‘good’ education, and what should education really serve? As part of this second line of inquiry, students learn about Rudolf Steiner’s pedagogical and human developmental view of the human being.

They also learn about the basic principles of Waldorf education and are invited to explore in a practical and applied way how these principles can be used to inform and develop their own practice. The course aims to give students the theoretical, practical and collegial support to question and challenge their own habits and assumptions and to take on the demanding task of becoming a better teacher. The rationale here is that the best teachers are ultimately those who are themselves on a journey of deep reflection, learning and personal transformation.

PPIE contains four modules, which are as follows:

Module 1: Teaching and Learning in the Context of Integrative Education

In this module, students learn about contemporary approaches to teaching and learning, including transdisciplinary, integrative, enquiry-based and dialogic learning. Students also learn about the principles of classroom leadership and how to develop collegial working in a teaching faculty.

Module 2: Philosophy and Practice of Steiner Waldorf Education

In this module, students explore key aspects of Steiner’s philosophical and developmental picture of the human being. They also learn about the core principles of Waldorf education as originally intended, and explore ways of re-thinking and re-imagining Waldorf education for today.

Module 3: Holistic Assessment

In this module, students gain practical skills in the evaluation of student work. At the heart of this is working with holistic assessment, formative assessment, non-formal learning and creative thinking skills.

Module 4: Developing Own Practice

In this module students choose an aspect of their own professional practice to research and develop. This could be something to do with their own teaching and learning skills or something involving colleagues at their place of work

  • Core Faculty: Jonathan Code, Charlotte von Bülow, Sven Saar, Alison Richards, Dr Peter Simpson, Mette Kaufmann, Dr Fergus Anderson, Vivienne Kravik.
  • How long does it take: 18 months part time, combining four 5-day residentials, distance learning and work-based practice.
  • Certification: The programme is certified by Crossfields Institute. ECTS can be obtained through our academic partnership with the Institute for Education and Social Innovation (Alanus University).
  • Recognition: The programme is recognised by the Ministry of Education in Denmark and Syddansk Universitet.
  • Size: The programme comprises approximately 200 guided learning hours and 300 hours of independent study.
  • Developed by: This programme is developed by Crossfields Institute in collaboration with the professional associations of Steiner Schools in the United Kingdom, Denmark, Norway and Finland.
  • Entry requirements: Undergraduate level education or established equivalent.
  • Language proficiency: A good level of written and spoken English is required. Assignments can be submitted in Danish and Swedish.
  • Tuition fee: Crossfields Institute is a charity. The tuition fee is established on the basis of uptake. The maximum fee charged in 2020 will be £5,200. This does not include costs for accommodation and food. The fee may reduce depending on student numbers.

The second intake begins with a five-day intensive in mid January, 2020.

For all further information, please contact fergus@crossfieldsinstitute.com

Researching Agroecology

“A healthy agriculture is the basis of a healthy culture and a healthy culture implies a healthy agriculture”

– Wolf D. Storl, Culture and Horticulture

“We live in a world where hunger is still a widespread and sad reality while at the same time many individuals struggle with the effects of an overabundance of food”

– Farmer & Student on the Researching Agroecology course