Crossfields Learning 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 Learning faculty and associate faculy, and are certified by the Institute for Education and Social Innovation (IBUGI), an Institute at Alanus University, Bonn, Germany.
Crossfields Institute Level 7 Diploma in
THE PHILOSOPHY AND PRACTICE OF INTEGRATIVE EDUCATION
An innovative qualification for the professional development of teachers and school leaders
Now in its fourth year, this programme provides a unique opportunity for Waldorf inspired educators working in a variety of contexts. With modules dedicated to integrative education, to Waldorf education, and to personal and professional development, students are enabled to work on an aspect of their own practice whilst also engaging in deep, underlying questions about human development and human learning.
The programme aims to inspire openness, innovation, creative thinking and personal transformation as a basis for successful teaching, learning and leading.
PPIE grew out of a need to support Steiner Waldorf teachers in Denmark, Finland and the UK and it continues to attract a strong contingent of educators working in this field. The international group of students who attend the programme create a unique learning community and an opportunity to share experiences from different contexts. The deepening and broadening of understanding that this inspires is further enhanced by a diverse international faculty.
The programme also supports teachers and school leaders who are working with the Crossfields Institute Integrated Education suite of qualifications (IE), which are for 14-19 year-olds.
1a. Integrative Approaches to Teaching, Learning and Assessment
The purpose of this module is to introduce students to a range of integrative theories and approaches to teaching, learning and assessment. Students are encouraged to apply their understanding to their own practice and develop rigour, consistency and accountability in a way that is consistent with integrative education principles.
1b. Leadership Practice in Integrative Education (alternative option to 1a)
This module introduces students to new perspectives on leadership, selfleadership and organisational culture. Leadership is a complex area in schools and the aim in this module is to develop an action-research approach that grows out of the school ethos but also develops a culture of transparent, responsive and competent leadership practice.
2. Philosophy and Practice of Waldorf Education
In this module students are given a grounding in Steiner’s developmental picture of the human being and how it relates to Waldorf pedagogical practice. They are also invited to think critically and creatively about some of Steiner’s basic claims, such as his three-fold picture of the human being, his epistemology and his notion of freedom.
3. Developing Own Practice
In this module students draw from their learning in modules 1a/1b and 2 to develop an aspect of their own practice. This could be a small-scale action-research project to deepen their skills as educators or leaders. This might involve, for example, bringing about an organisational culture change, developing specific teaching skills, or exploring a personal development practice.
How long does it take?
12 months part time. The programme comprises approximately 150 guided learning hours and 350 hours of independent study.
How is it delivered?
A combination of face-to-face residentials, online learning and work-based learning. The residentials can take place in Denmark, Finland or the UK, depending on student numbers.
Who are the faculty?
Core faculty are Jonathan Code, Dr Charlotte von Bülow, Sven Saar, Dr Peter Simpson, Mette Kaufmann, Andrea Brandão, Dr Fergus Anderson. Additional visiting faculty also contribute to the programme (see website for further details).
How is it accredited?
The programme is accredited by Crossfields Institute, an approved awarding organisation. Graduating students are awarded a Crossfields Institute Level 7 Diploma in The Philosophy and Practice of Integrative Education (for more information go to: crossfieldsawarding.org/level-7-diploma-ppie). The programme is also recognised by the Ministry of Education in Denmark and Syddansk Universitet.
Who created it?
This programme was developed by Crossfields Institute in collaboration with the professional associations of Steiner Schools in the United Kingdom, Denmark, Norway and Finland.
Undergraduate level education or established equivalent.
A good level of written and spoken English is required.
How much does it cost?
Contact us for details about the programme fee.
Dr Fergus Anderson (programme leader)
Dr Charlotte von Bülow
Dr Peter Simpson
Visiting faculty who have contributed to the programme
Dr Scherto Gill (UK)
Dr Marcelo da Veiga (Germany)
Dr Jennifer Gidley (Australia)
Paul Hougham (UK)
Maureen Curren (USA)
Dr Bo Dahlin (Sweden)
Dr Robin Schmindt (Germany)
Dr Peter Simpson (UK)
William Forward (UK)
Dr Isis Brook (UK)
Erik Marstrander (Norway)
Elaine Holt (UK)
Tom Ravetz (UK)
“The PPIE course in the short time since it began has already influenced my teaching, thinking and reflective practice. The intensive course in January 2018 was a mixture of lectures, discussion groups and activities, which wove together teaching methodologies, research approaches, historical and contemporary educational contexts and the key elements of assessment. Conversations on educational models across northern Europe, the sharing of stories and experiences from a wide range of Upper School situations and the process of learning together have created a productive basis for regular shared on the Virtual Learning Environment. Being able to pose questions to colleagues and receive their support on the forum has been really rewarding and enlightening.”
Hester Machin (UK)
“Without a doubt a course that inspires and motivates. It brings together both interesting learning and people, and the range of teachers and topics has been outstanding. The way that theory, practice and exercises have complemented each other has also been exemplary.”
Jens Noe (Denmark)
“Having attended the last residential I can say that this was one of the most inspirational courses I have been on – an incredible opportunity to explore what education could and should be in our world today. This course seeks to create change by transforming education through developing human potential, and nurturing a different kind of leadership. If you are a teacher, leader or interested in education, do go on this course if you can.”
Beth Cuenco (UK)
“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