RUDOLF STEINER’S LEARNING
THEORY
Basis:
contrasts imagination and
concept-formation
IMAGINATION
A life experience → gives rise to → a ‘living’ image
(this image will grow and change as the experience
continues)
Imagination is similar to a life experience
↓
also gives rise to a ‘living’ image
this is a sympathetic process,
taking place only in-the-moment;
being completely connected with what is imagined
CONCEPT FORMATION
A living image will stimulate thinking about the experience
↓
from which concept is formed
↓
which can be stored in memory
This is an antipathetic process,
a distancing from the concept just formed
in order to ‘look’ objectively at the concept, be able to
consider it
Qualitatively
The living image is vibrant, fluid,
existing only while the experience lasts
One is immersed in the experience
whereas
the concept requires objectivity
hence a distancing, so that one can ‘look’ at it,
compare it with existing concepts
find a place where it belongs in one’s framework
It is a structure that can be retained
BALANCE in LEARNING
Imagination is highly creative activity
whereas
Concepts are structured, and therefore provide
grounding and being practical
in everyday life
FIXED CONCEPTS
In old-style learning, concepts are presented to
the learners
These do not provide them with a
living experience
Learners have to adopt and memorise these
concepts - i.e. no individualisation occurs
FLEXIBLE CONCEPTS
When new concepts are introduced
via the imagination
flexible concepts are formed,
individualised
Concepts that have creative energy
latent in them