El Papalote y Naciones Unidas

Educational Philosophy

Our educational philosophy is inspired in the teachings of the humanist thinker Rudolf Steiner (1861 -1925), who sustains that the human is comprised of three parts: Body – Mind – Spirit.

The Body

The child learns to move and know its body while playing, making rhythmic movements, finger games and coordination activities of fine and gross motor skills. 

The Mind

Our academic programs are based on the requirements of the Mexican Government (S.E.P), enriched with a bilingual emphasis (English) and ecological and cultural activities associated with the pedagogy. 

The Spirit

Through the arts of: music, painting, water color, theatre, singing, poetry, hand crafts and modeling, the students learn to express their feelings. It also develops their creativity, imagination and esthetic sense, while giving them emotional balance.

Waldorf Pedagogy.

Waldorf Education is a pedagogical movement recognized by the UNESCO, with more than 1200 schools worldwide. The first Waldorf School was founded in Stuttgart,Germany in 1914 by the thinker Rudolf Steiner.

The 5 basic principles of Waldorf pedagogy are: 

1. Septennial

A deep study of human nature and physiological development through each developmental stage of 7 years named septennial. Each septennial has a basic ideal and an essential characteristic which is to be developed in the individual.

This pedagogy promotes an absolute respect for the real needs of each stage, allowing the child to fully live its childhood, without the pressure of an early academic career as is pressured by today’s society.

2.- Specific Curriculum

The curriculum based on the specific age of each student indicates which content is appropriate for each grade level , this helps us to awake curiosity in the pupil, and through their own interest they can learn the necessary abilities to complete different tasks.  With these tasks, students will acquire the expected skills for their age.

This leads us to a style of education where we care for the developmental stages of the human being, which breaks with the traditional educational concepts of the technological era, allowing us to adapt to this new era that we live in, the knowledge era, where the objective is to develop the necessary skills to confront a life full of continuous changes and to focus more on creativity and imagination than in the accumulation of information and the development of one skill, the memory.

This educational model goes against technology for young children, early literacy, the use of television and videos, etc. All of these things push the kid back from his main work, which is the development of his body, perception senses, mind, and creativity.  The younger the child, the more delicate the subject is, because, if we remember our own childhood, we realize how these are the most important years for shaping our own personality and the foundation of our future. 

3. Teacher – Student relationship

The teacher – student relationship, a base for scholarly success, is based on the human values of, honesty, trust, tolerance, respect and friendship, among others. These values are the bases to build quality learning where the pupil feels accepted and guided in this scholarly process. The trust and the expectation that the teacher has for the pupil, helps to achieve the students’ goals.

4. Methodology

The methodology of each septennial has a specific way of learning that provides us the present elements in each learning process.

The first septennial is based on playing and through this, children discover the world that surrounds them, and it fills their minds with information first hand (perception and images), which they will need in the second stage. This first septennial is called the septennial of the body, and this will give them the foundations for the next stages.

In the second septennial, the methodology of the main class is used, teaching with images to awake feelings. This stage is the one that makes learning permanent. Because of this, it is necessary to provoke learning experiences to achieve success in our educational work.

In the third septennial, kids need a methodology based on dialect, where deductive hypothetical thinking skills are developed. It is of great importance to promote this type of thinking. We promote learning through solving real practical problems.

We work emphatically in the development of cognitive abilities but also in abilities that, through art, express the kid’s feelings. 

5. Spiritual World

The orientation of the spiritual world, in this pedagogy, contemplates with great importance the interior life of the pupils, where the development of our internal Me is a priority. For this, there are different stories that are told depending on the grade level. Through identification with these tales, the pupils are guided in the process of becoming good human beings with internal strength to transform the world that surrounds them.