In Crossfields Learning we develop and deliver educational programmes, which may be created by ourselves or in collaboration with partner organisations. If the latter, then the partner organisation delivers through us using our resources and expertise in systems, quality assurance and pedagogical practice. This option is attractive for those who do not want to have the full responsibility of running an accredited programme but who do want the benefits. Crossfields Learning can offer qualifications awarded by Crossfields Institute Awarding or we can accredit programmes through university partnerships. To date we have collaborated with University West of England (UK) and Alanus University (Germany) for this purpose.
An example of one of our longer format programmes is our Crossfields Institute Level 7 Diploma in Philosophy and Practice of Integrative Education (more details below), which was developed in collaboration with the Steiner Waldorf federations of the UK, Finland and Denmark. This is a post-graduate level qualification for teachers and school leaders. Another example is our Masters programme Researching Holistic Approaches to Agroecology (more details below). This is certified through Alanus University in Germany and is for those wishing to carry out research or develop a project in agroecology.
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 to develop their professional practice drawing on core principles and Waldorf education and on contemporary approaches to teaching and learning. The programme is primarily (though not exclusively) for teachers working in an upper school (14-19) context. At the centre of the programme is the principle that teachers themselves need to be on a path of personal growth, learning and transformation if they are to enable the learning and development of young people. The aim is that students use the programme to develop an aspect of their practice in a practical and applied way. This is done primarily through a student project which is presented to peers and faculty at the end of the programme.
PPIE grew out of a need to support Steiner Waldorf teachers in Denmark, Finland and the UK and it continues to draw an international group of students. This gives a rich learning community and an opportunity to share experiences from different contexts. The faculty is a combination of core faculty who teach the core components of the programme and an international external faculty of practitioners and researchers who contribute on specific subjects.
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.
PPIE has three modules and two pathways, one pathway is for teachers, the other is for those who hold (or aspire to hold) a leadership position within a school. The pathways are differentiated by module 1 options as outlined below. All students on the programme do modules 2 and 3.
The programme modules that are currently offered
1a. Integrative Approaches to Teaching, Learning and Assessment
This module supports student to develop their professional skills in teaching, learning and assessment. They explore the strengths and weaknesses of different pedagogical approaches such as experiential learning, project-based learning and dialogic learning, and they explore practical teaching skills, such as classroom leadership, session planning, giving and receiving feedback and using formative assessment.
1b. Leadership Practice in Integrative Education (alternative option to 1a)
This module introduces students to new perspectives on leadership, self-leadership and organisational culture. The aim in this module is to give students the tools of self-leadership, reflective practice and organisational awareness to enable them to build the resilience, insight and empathy to navigate and lead in the complex and challenging domain of school communities.
2. Philosophy and Practice of Waldorf Education
In this module students explore the core principles of Waldorf education. This includes Steiner’s philosophical and developmental picture of the human being and how it relates to Waldorf pedagogical practice. They are also invited to think critically and creatively about Steiner and about Waldorf education and to explore how to develop their own practice out of this tradition in a way that is responsive to the real needs of young people today.
3. Developing Own Practice
In this module students draw from their learning in modules 1a/1b and 2 and develop a project that in some way applies what they have learnt in a practical and applied way. This could be a small-scale action-research or auto-ethnographic project to deepen an aspect of their practice as educators or leaders. This might involve, for example, bringing about an organisational culture change, developing specific teaching skills, or exploring a personal development or ‘inner work’ practice.
Further key facts about the programme
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.
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. The programme is also recognised by the Ministry of Education in Denmark and Syddansk Universitet. Student who require ECTS point can get these through our partnerships with IBUGI, which is an institute of Alanus University in Germany.
Undergraduate level education or established equivalent.
A good level of written and spoken English is required. Assignments can be submitted in English or Danish
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)
Toby Cann (UK)
Silke Weiss (Germany)
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.
PPIE student, 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.
PPIE student, 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.
Head teacher, Canterbury New School, 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
All our short courses offer a Crossfields Institute certificate of attendance for CPD purposes. If you are interested in booking any of the courses listed below for your organisation, please contact us to discuss further details.
Some of our courses are offered by our own faculty and associates, for others we invite contributions from artists, academics, educators and practitioners from a range of different disciplines.
Our short courses take a transdisciplinary and integrative approach to topical themes and current issues.
Personal, professional and organisational development
References to ‘fire’ can be found in a wide variety of contexts today. In education, it is not uncommon to find references to the ideal that education should be about kindling flames, not filling pails. Terms like ‘burnout’, ‘fire-fighting’ and a ‘slow burn’ pop up in organisations of all kinds and we will know from our own experience what it means to be running ‘too hot’ or ‘too cold’ in our roles, relationships and orientation to life. These are not mere metaphors. Understanding fire in ourselves, in our organisations and in each other is a key to knowing when we need to feed it or when we need to contain it. This workshop explores kindling in its many dimensions, starting from the embodied task of lighting a fire using the timeless technology of a firebow, hearthboard and spindle. Undertaken collaboratively, kindling goes to the heart of what it means to work together, what it takes to kindle a flame and what it means to keep it going. Kindling is a situated process – it is undertaken at a particular time, in specific places, with local materials and conditions. However, kindling is also more than just a local event, it helps us re-connect with those sparks of meaning and purpose that weave throughout our personal and professional lives.
Duration and format: The workshop can run in a full morning, though longer periods of time are preferable (a full day or even 2 days). This workshop is delivered on-site. Suitable sites are those with a courtyard, open playground, woodland or green campus. Sites are agreed together and where feasible a site visit is undertaken before the workshop.
Cost: Cost depends on length and format. Please contact Jonathan Code to discuss.
Facilitator: Jonathan Code. Jonathan has taught this workshop in a wide variety of contexts and countries. Kindlers have included agricultural apprentices, young adults in land-based learning settings, adults in organisations on staff development programmes, academics in conferences, teachers, school leaders, and interested members of the general public. Jonathan’s EdD research centres on the theme of ‘kindling’ in education and how it features in personal, professional and organisational development. Jonathan is a Senior Lecturer with Crossfields Learning. Please contact Jonathan Code for further information about this workshop. email@example.com
The following workshops focus on specific aspects of personal, professional and organisational development. These workshops have been developed and refined over a number of years and offer an excellent way to address specific needs within an organisation. All workshops are highly appropriate for Waldorf schools, and each can be tailored to the specific individual context.
1. Working with complexity and uncertainty in the workplace
This workshop addresses the increasingly common experience of uncertainty, complexity and anxiety in the work place. Participants explore the origins of these emotions in themselves, how they can effect relations with colleagues, and how to use practical tools to transform them.
2. Care, creativity and courage in the workplace
In this workshop participants explore the three qualities of care, creativity and courage and their role in creating healthy work environments. For a genuinely caring professional environment there must be courage to face the uncomfortable and creativity to liberate and release engrained habits. This requires awareness of the different kinds of narratives we can build up about ourselves and about others.
3. Developing self and others in the workplace
This workshop focuses primarily on the importance of self-development and self-leadership as the foundation for deepening collegial relationships in the workplace. This can take many forms, and in this workshop we explore some of these through practical tools, examples and exercises.
3. Performance and development reviews that make a difference
PDRs can often be box-ticking exercises that offer little in terms of real change and development for those involved. In this workshop we re-cast the traditional PDR and explore ways to make it a vital and important organ for collegial and professional development for individuals and for the whole organisation.
4. How to hold a meeting that matters
Given that meetings are part of the life-blood of most organisations, it is perhaps surprising how often poor meeting facilitation is a hall-mark of organisational culture. In this workshop participants learn how to use simple tools to facilitate meetings that matter. This can make a considerable difference to staff culture, productivity and general wellbeing across the whole organisation.
5. The art and craft of delegation
Delegation is a highly important aspect of the life of any organisation, and perhaps particularly so in Waldorf schools. And yet it is often poorly carried out. In this workshop participants learn some simple techniques for delegation and follow-up to ensure clear communication, motivation, responsibility and accountability.
Duration and format: These workshops are typically one half day to one full day. They can be taught in-person or through a combination of in-person and online delivery.
Cost: Cost depends on length and format. Please contact Charlotte von Bülow to discuss.
Facilitator: Charlotte von Bülow
Charlotte is a highly experienced leader and leadership coach who has lead organisations and worked with leadership teams for many years. She recently completed her PhD on the practice of attention in the workplace. She is currently senior lecturer at University West of England and director of Crossfields Europa. Please contact Charlotte von Bülow for further information about the above workshops. firstname.lastname@example.org
In-service workshops for Waldorf schools
Steiner’s Philosophy of Freedom
In this workshop participants get to grips in a hands-on way with the main ideas presented in Steiner’s book The Philosophy of Freedom. Using experiential exercises and group discussion, participants explore the nature of sensory experience and the unique nature of the experience of thinking. This forms the basis for understanding Steiner’s radical idea of freedom, which lies at the basis of Steiner’s anthroposophy and at the basis of Waldorf education. The workshop is suitable both for those who want to understand Steiner’s philosophical stance, and also for those who want to apply his ideas in a practical way to their own personal and professional development.
Steiner’s picture of the human being as the basis of Waldorf education
In this workshop participants explore Steiner’s unique and fascinating developmental picture of the human being, against the backdrop of the cultural and historical influences of his time. The aim is not only to understand basic concepts, such as the distinction between body, soul and spirit and thinking, feeling and will, but also to consider the wider implications for education and for science today. Depending on need, the workshop can also focus more specifically on the basic underlying principles of Waldorf education and child development. A further theme that can be added is Steiner’s unique perspective on embodiment and how this relates to embodied and extended mind theories that have become so influential in recent years.
Meditation for personal and professional development
In this workshop participants explore the aims, principles and practices of meditation drawing primarily (though not exclusively) on the work of Rudolf Steiner. Steiner outlined a number of different practical approaches to meditation and concentration, and in this workshop participants explore general principles and techniques in a hands-on and experiential way. This workshop is for anyone interested in beginning or deepening a meditation practice with the aim of developing deeper self-knowledge, building resilience, and developing themselves both professionally and personally. The Workshop is particularly relevant for Waldorf teachers.
Duration and format: The above workshops can vary greatly in length depending on content and need. They can be in the form of a short introduction of 1.5 hours, a workshop over three days, or can be extended over a number of sessions over several weeks or months. They are normally taught in person (at an agreed location) but can also be taught through a combination of in-person and online delivery. It is also possible to do an entirely online version. The workshops are equally suitable for this with no previous knowledge of Steiner’s work and those with previous knowledge.
Cost: Cost depends on length and format. Please contact Fergus Anderson to disucss.
Facilitator: Fergus Anderson. Fergus has many years of experience in teaching this subject in a wide variety of contexts. Fergus did his PhD on the experience of thinking drawing on contemporary philosophy. He is also made an in-depth study of Steiner’s philosophy and anthroposophy. He also has a Masters in education, and has a particular interest in Waldorf education. He is programme leader for Philosophy and Practice of Integrative Education, which is a Crossfields post-graduate programme for Waldorf teachers. Please contact Fergus Anderson for further information about the above workshops. email@example.com
Creative process, collaborative learning, new competence
“Part of craft’s anchoring role is that it helps to objectify experience and also to slow down labour. It is not about quick transactions or easy victories. That slow tempo of craftwork, of taking the time you need to do something well, is profoundly stabilizing to individuals.”
– Richard Sennett, The Craftsman
Soap making invites a profound engagement with the senses, essences from the plant world, and the dynamics of ‘separating’ and ‘reuniting’.
Weaving between the garden and the workshop, participants create washballs & vegetable oil soaps while discovering along the way some of the magic that lies in the making of this deceptively simple substance.
Soap making is a hands-on study of the polarities of ‘forming’ and ‘dissolving’ and their inter-weaving. It is both practical craft and catalyst for contemplation. This workshop includes both individual and collaborative activities.
Soap making workshops can be adapted to suit the needs of your context or organisation. Some of the activities that can be included in this workshop are:
The aim of the workshop is to inspire and provide participants with an opportunity to be creative. The workshop also offers the possibility for participants to take a practical craft as the basis for exploring