<abstract xmlns="http://www.w3.org/1999/xhtml">

<bold>Introduction:</bold> The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, &amp; Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, &amp; Rayburn, 2018; Livingstone, 2012; Lorenzo &amp; Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found.
<bold>Purpose:</bold> This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary.
<bold>Methods:</bold> In the present study, we applied source analysis as a traditional research method in the philosophy of education.
<bold>Conclusions:</bold> The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.
</abstract>

Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found.
Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary.
Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education.
Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.

The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary

Eszterházy Károly University of Applied Sciences

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020)....

The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary

Online veröffentlicht: 03. März 2022

Seitenbereich: 95 - 108

Eingereicht: 20. Okt. 2020

Akzeptiert: 09. Feb. 2021

DOI: https://doi.org/10.2478/atd-2022-0005

Schlüsselwörter
epistemology, ICT, Waldorf pedagogy, ICT negative impact on pedagogy, Rudolf Steiner

© 2022 Mátyás Turós, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary

Online veröffentlicht: 03. März 2022

Seitenbereich: 95 - 108

Eingereicht: 20. Okt. 2020

Akzeptiert: 09. Feb. 2021

DOI: https://doi.org/10.2478/atd-2022-0005

Schlüsselwörterepistemology, ICT, Waldorf pedagogy, ICT negative impact on pedagogy, Rudolf Steiner

© 2022 Mátyás Turós, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
epistemology, ICT, Waldorf pedagogy, ICT negative impact on pedagogy, Rudolf Steiner