A school biodynamic farm for children of the future, connected to nature, in harmony with others
The school biodynamic farm is a key resource in the school space for reinforcing the values of sustainable development, children's connection to nature, developing self-esteem and healthy interpersonal relationships through work with soil, wood, art, manual skills, social and cooperative games, which allow children to develop optimally instead of being competitive and alienated by overexposure to modern technologies.
National
Slovenia
Slovenija in Osrednje slovenska (Ljubljana), Gorenjska (Naklo), Savinjska (Žalec), Primorska regija (Ajdovščina)
It addresses urban-rural linkages
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organisation
Name of the organisation(s): Waldorfska šola Ljubljana Type of organisation: Non-profit organisation First name of representative: Iztok Last name of representative: Kordiš Gender: Male Nationality: Slovenia Function: director Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Streliška ulica 12 Town: Ljubljana Postal code: 1000 Country: Slovenia Direct Tel:+386 1 434 55 70 E-mail:Iztok.Kordis@waldorf.si Website:https://www.wsl.si/
The Waldorf School Ljubljana, together with five units located in different regions of Slovenia (Savinjska, Primorska, Gorenjska, Prekmurska and Central Slovenia), has rented the Zajelenk biodynamic farm in Trebusa. As most of the time classes are held on school premises, the biodynamic farm offers pre-school, school and secondary school children alternative learning and experiences in nature, and children a broader view of life, work and relaxation. By working according to biodynamic principles, following the natural rhythms of the seasons and ecological guidelines for working the land, we enable children to learn through their own experiences how food is produced, care for nature and strengthen their relationship with biodiversity. Farm work also requires cooperation and teamwork, not only among peers, but also across generations, as parents and teachers are involved. The farm building is made of natural materials and gives visitors an aesthetic experience of wood, earth and stone. The thematic programmes that are part of the Waldorf curriculum are implemented and can be enriched here. The multidisciplinary programme brings together traditional themes such as craftsmanship (e.g. knitting, wood-cutting), art (music, painting, clay design, sculpture), theatre, social games, the so-called "Bothmer gymnastics", etc. In harmony with nature, we strengthen children's self-esteem, social skills, sense of belonging and a healthy way to spend their free time. The farm also provides a safe space for children who have emotional/behavioural challenges or are overexposed to technology too much. Physical work in nature, art and company help them find inner balance and relaxation. At the same time, the farm also offers a unique experience for children from urban backgrounds who rarely spend time in nature, and for children from socially or economically disadvantaged families, for whom a week spent on the farm gives them the only opportunity to spend their holidays away from home
Connecting children with nature outside the classroom
Experiential education on sustainable and subsistence farming/living
Linking tradition and modernity through aesthetics in arts and crafts using natural materials
Developing children's solidarity and belonging through theatre, social and sports games
TExperience of connection with nature as an important element of relaxation for children with emotional and behavioural challenges.
The Biodynamic School Farm provides children with an agricultural practice where they learn about the elements of subsistence and organic farming, which does not pollute nature with poisons and non-degradable substances, nor with genetically modified organisms, ensures soil fertility, preserves the natural balance and the diversity of indigenous plant and animal species. We care for Slovenia's indigenous breeds of domestic animals and teach children about milking goats and processing goat milk products (cottage cheese, yoghurt, cheese, kefir, butter, etc.) We observe nature, respect the laws of natural rhythms (the sowing calendar) and learn how to be self-conscious while we work. The pupils hoe the fields, make natural hay covers, plant vegetables, feed the animals, clear the forest paths to make them passable, work together to rebuild the building with natural materials, cut the grass, rake the hay and make biological/natural preparations to spray the soil or the crops. Younger children make their own bivouacs, shepherd's sticks which they find in the forest, learn how to make a fire and bake bread and potatoes on the coal. Nearby natural bathing pools give them all the joy of swimming in natural waters. In the farm premises they learn how to play musical instruments, sing, dance, knit, saw, make bread in the traditional way and learn the basics of cooking. A traditional game of 'guarding the flag' encourages them to work together and plan strategically. Sustainable values are instilled throughout their education, as almost all classes return to the farm for at least one week each year to build on their knowledge and experience. Parents and teachers are also involved in all activities. All the knowledge they acquire will be part of their lives in the future. And the farm will provide a "living classroom" and an example of good practice for all schools, not only nationally but also internationally, as we pass on knowledge to other different projects connections
Today, children spend a lot of time connected to technology, but the activities we offer on the farm give them a different experience: in craft workshops (knitting, crocheting, sewing, woodcarving), they develop a sense of aesthetics and harmony, and acquire an understanding of the creative process. Precision and dexterity strengthen the child's self-confidence, perseverance and sense of satisfaction in the longer process of the finished product. Handicrafts stimulate hand-eye coordination, establish new neural pathways, which have a positive effect on all learning processes, while aiming at the integration of mind and body. It also enhances work satisfaction, develops manual dexterity, diligence and concentration.
Through music, they develop musicality, rhythm and harmony. During the music week they will practise playing the flute and violin, which are part of the Waldorf curriculum, play in the orchestra and sing in the choir. They will develop their sense of aesthetics and creativity in workshops on painting, sculpture and clay moulding. The curriculum also includes the creation of a theatre play in which all pupils in the class and in all generations take part. The graduates also present the play to the general public. The space in nature, away from the urban environment, allows them to engage in a creative process and to build deeper interpersonal bonds, which they will also strengthen through language camps. Children can admire the aesthetics of building with natural materials in a building made of wood by Miro Žitko, who lives on the neighbouring farm. He has filmed the building process so that educational videos are available for the children. All activities will be offered thematically to external visitors, schools, institutions, etc., in the form of education and training sessions for educators, families, children.
The biodynamic farm will be available to all Waldorf school units, which consists of the main institution in Ljubljana with a kindergarten, a primary school, a secondary school (gymnasium) and a music school, as well as four units in other regions of Slovenia. A total of 1189 children and adolescents attend the Waldorf School, which also organises trainings for new teachers. The educational programmes have been publicly validated, some of them are financed by the Ministry and others by parents' school fees and donations. The Biodynamic Farm will be accessible to all children, including those from less well-off families, as part of the costs will be covered by educational courses which will be held as examples of good practice, and will be offered to a wider local, regional and international audience through publicity and involvement in joint projects such as Erasmus+. A subsistence biodynamic farm will use its products as part of the school’s diet, which also has an educational connotation. For children from less privileged families, one-week workshops will be organised on learning languages in nature, through games, drama and work. We also want the farm to become a therapeutic center for children with special needs and children from less privileged families, that they can relax and develop their potential in a natural environment. Such an option is a novelty in our space for these children. A fund will be set up, and part of it will be used for the transport, so that even regions far from the farm will have equal opportunity to access the activities. The interaction between all the Waldorf School units and the dissemination of good practice at the national and international level will be a learning experience also of interest to the state schools, various educational institutions, associations wishing to acquire knowledge in the field of sustainable content, the aesthetic values of natural construction, artistic creation, etc.
Raising and educating children in sustainable values that respect natural life cycles, the biodiversity of the local environment, the preservation of indigenous animal breeds and the aesthetic, quality experiences of handicrafts, art, theatre, etc., is like a seed that may only germinate in a few decades, but will be healthy and connected to nature. Parents of children and teachers are also involved in a large part of the activities on the biodynamic farm, so intergenerational cooperation builds the foundations of integration, solidarity and the transmission of knowledge and experience from one generation to the next. As an example of good school practice, knowledge and experience will be presented in the form of educational content to the general public and to interested individuals, schools, associations, institutions and civil society. An open day will be organised. The activities will also have a positive impact on children with emotional and behavioural challenges, who will find the outdoor activities helpful in strengthening their mental health. These activities will be offered not only to the Waldorf children but also to others. There are only a few institutions in Slovenia that offer psychosocial support in nature to vulnerable groups of children and children with mental health problems, with a wide range of creative activities. Foreign language learning activities linked to nature and art will be offered to groups of children who are often deprived of such a rich range of activities. All stakeholders will have the opportunity to learn about the benefits of being connected to nature and interdependent with others.
The school has been renting a biodynamic farm from the pioneer of biodynamic farming in Slovenia, Mrs Meta Vrhunc, who is still active today in the Ajda association with educational content in the field of biodynamic farming and the publication of a sowing calendar. The origins of biodynamic farming, which Ms Vrhunc brought to Slovenia, are linked to the research work of Maria Thun, who inherited Steiner's legacy of knowledge on biodynamic farming. The transfer of ownership of the farm to the school is currently underway. Today, her sowing and planting calendar is available in almost all shops and is a big help to many gardeners as well as larger farmers. She has organised lectures on biodynamic farming at local, regional and international level. The school will continue the good practice of biodynamic farming. This year, we have also partnered with beekeepers, so that in the future a beehive with bees will be set up and children will be introduced to honey production. Liaison with local farmers has also taken place in the areas of breeding animals, goats and dairy farming methods. Children learn how to build with natural materials from a local farmer. The school is also in partnership with a number of Waldorf schools abroad (Denmark, the Netherlands, Germany, Austria, Croatia, Hungary, Italy, etc.). The example of the biodynamic farm as an important part of the school curriculum will thus be spread internationally. The content of the links with partner schools also covers all other areas (arts, crafts, music) and is carried out through teacher exchanges, hosting of students, teachers, lecturers.
Teachers from different disciplines have been involved in the design of the biodynamic farm and all its activities, and the key is the cross-curricular integration of art, science (botany, astronomy, physics, chemistry, math), handicrafts, foreign languages, sports, eurythmy, Bothmer gymnastics, etc. We also involved builders to restore the building using natural materials and we cooperate with beekeepers, cheese makers and farmers. Special educators and psychologists have also been involved throughout the creative process, contributing to the development of content in the area of social skills and support for children with emotional and behavioural challenges. Integration is age-appropriate, with content varying in difficulty so that children can build on their knowledge and experience from kindergarten through to junior high school. The children's connection with nature is facilitated by local residents and physical education teachers trained in forest pedagogy to provide children with more exercise and learning in nature, to learn about nature as an ecosystem, to experience social interaction in a natural environment and to realise that nature is the best source of relaxation. The interaction between teachers from all Waldorf School units enriches the exchange of good practice between all stakeholders. Lecturers from partner schools abroad are involved in the creation of theatre plays, art activities, music and handicraft workshops. Parents are also involved in all activities, volunteering to help with major tasks or, depending on their professional competences, contributing to the overall results.
Having a biodynamic farm as an part of the school is something new. We most often associate learning with classrooms, notebooks, books and nowadays computers, but children can learn a lot more through the experience of being relaxed, observing or being involved in the processes of work. All this allows them to connect with nature by coming into direct contact with life (such as watching plants grow from seed to fruit, interacting with animals, preparing food, healthy drinks, herbs, etc.). Another new feature of the school is the revival of handicrafts such as sewing, crocheting, knitting, which goes beyond gender stereotypes, because all the children take part in the activities. A novelty is also, learning how to play musical instruments, which is normally the domain of music schools only, but not all parents can afford music lessons for their children, so in our case every child has the opportunity to play an instrument and to be part of an orchestra. The same applies to theatre re-creations, where everyone in the class is involved. Regardless of their parents' financial background, all children can express themselves through art and other activities, thus developing a sense of aesthetics, strengthening their will and motivation. Providing opportunities to relax in nature, through artistic activities, in a safe peer group is an innovative approach for children with emotional and behavioural challenges. Unfortunately, their treatment in mainstream schools often results in medication therapy, hospitalisation in indoor hospitals or home schooling. Expressing themselves through artistic activities such as painting, sculpting, clay kneading allows them to express themselves, reinforcing high cultural values based on communicating with the world on a subtle, non-verbal level. In modern, urban environments, we also rarely encounter with natural constructions, and they offer all participants a new experience of connecting with nature and human independence from it
The model of biodynamic farming with outbuildings can be transferred to all school systems and integrated into the curricula of other schools. Its effects and benefits can be monitored by observing children's motivation, persistence, satisfaction, feelings of belonging and connection to the community. Open-ended questionnaires can be used to test their views on the importance of coexistence with nature, self-sufficiency and knowledge of soil cultivation processes, food production, dairy preparation, beekeeping, etc. Connecting children to nature through emotional and behavioural challenges, relaxation through artistic content, social games is also a model of good practice, transferable to the wider environment. Its effects can be measured in different ways: personality questionnaires, observation of behaviour in interpersonal relationships, measuring the number of conflict situations, etc. The knowledge of building with natural materials, in the traditional way, is also transferable to all environments. Within the Waldorf school, the model can be transferred to units in other regions, which can rent farm buildings and gradually convert them into biodynamic farms and organize thematic learning activities in nature. All the knowledge and experience can be implemented by teachers and other professionals (special educators, psychologists) at professional meetings, seminars and conferences, both nationally and internationally. Good practice is highlighted in the form of brochures, popular and professional articles. Products created by children, parents, teachers can be part of the school's self-sufficiency, presented as exhibits in the process of implementation (fairs, gifts for visiting lecturers, etc.).
The nature activities are based on experiential learning, so-called experiential pedagogy - learning through play and stories. Children and young people can experience the beauty and uniqueness of nature in the wilderness; at the same time, they are educated in the natural sciences: botany, biology, chemistry, astronomy, etc. Under the guidance of trained teachers, they can cycle, swim in the nearby natural pools, observe the stars and stay in natural bivouacs. They work to develop their relationship with the natural environment, the land, plants and animals. All these activities encourage practical thinking and planned actions: how to prepare the land for sowing cereals, how to monitor growth and cultivate crops, how to thresh dried ears and grind the grain into flour and bake bread. They create their own textiles, learn how to recombine worn out fabrics and learn how to live "waste-free".
The effects are measured by a questionnaire (before/after) on a 5-point Likert scale and open personality questionnaires for teachers: what competences they already have, then what they have acquired. For pupils: first habits and attitudes towards environmental issues are checked, then satisfaction, perseverance, motivation. Teachers will give lectures to the intrigued participants on how to connect the class through activities to a better classroom community where everyone feels good, especially vulnerable individuals, and how to use non-verbal art activities to make children express their feelings, increase mutual understanding, tolerance, empathy.
The biodynamic school farm is a role model for local farmers who work the land conventionally. This makes us an outdoor classroom for local farmers too. We will share our story through projects and partnerships with schools in other regions of Slovenia as well as with schools abroad. Through projects we will organise exchanges of children from schools or organisations that also follow sustainable, aesthetic values and strive to create healthy interpersonal relationships. Children, teachers and parents will be encouraged to write about their experiences or express them through artworks, theatre plays, etc. We will also share experiences of camps for more vulnerable children and children with greater emotional and behavioural challenges. From the products, the children will create new products with a longer shelf life (e.g. herbs, natural soaps, honey, tea etc.) to be used as gifts for lecturers, visiting trainees and for school promotional purposes. Effective workshop content on social skills, self-esteem, artistic creation, theatre, handicrafts, etc. will be shared with the participants, a handbook and brochures will be produced and made available to the general public. Articles translated into foreign languages will also be disseminated globally through partners. The direct experience that children gain will remain part of their future. They will be able to make choices in their lives that favour the integration of people with nature, self-sufficiency, respect for animals and biodiversity as a whole. Especially for children with emotional and behavioural challenges, contact with nature will become an important source of maintaining mental health in the future.
The biodynamic farm at Trebusa was initially visited only a few times a year, but gradually the programme has been expanding. At first it was only for primary school later also for secondary school. The older building needs renovation and extension. A common room, a dining room and bedrooms have been added so that it can accommodate a larger group of children. Renovations will continue over the next year. Children will learn about the process of building a house from natural materials. The students who had 12 days of agricultural practice initially worked only on the land, but now, we have extended the activities to include breeding of farm animals, so they are involved in the dairy processing.
In the coming year, we will set up a school beehive for raising bees and producing bee products. Younger children spend a week of so called 'shepherd days'. In the future, we are planning themed camps for: Children with emotional and behavioural challenges; All generations of children (from kindergarten to high school) - Biodynamic farming; Language courses for children from less privileged families; Music, arts and crafts activities for all children; Theatre plays not only for final year pupils but also for other classes; Lectures and workshops for interested external participants, where we will present an activity as an example of good practice: classrooms in nature; Extension of the practice to other units (new farms near the branches - thus reducing the environmental impact of transport)
Experiential learning will allow individuals to have better contact with the natural environment and interdisciplinary integration of several subjects. The farm will provide children with relaxed environment and satisfy their basic need to move, to be curious, to wonder, all of which nature provides. Good results can contribute national importance to the development of education in Slovenia and beyond, as they are based on the practice and experience of children, teachers, parents.
We are aware that children are our future at every step of the way. It is one thing to teach children about sustainable policies in closed school classrooms, but it is quite another to give them the space and time to experience it all for themselves, through their work, creativity, socialising, relaxing, in close connection with nature. Today's children are children of modern technology, they spend a lot of time in front of screens, which makes training in crafts all the more important. It allows the children to observe the process of creating a product, while strengthening will and perseverance, and thus respect for the things that are important for life. All this is an alternative to a fast, superficial consumer society where all things are quickly and easily accessible. Through learning about biodynamic farming, they will develop a sense of respect for plants, animals, nature and ultimately the long process from seed to fruit so that they can enjoy them. This nurtures their relationship with food. Coming together to work and relax will strengthen their interpersonal bonds, learning about diversity, areas of strength and each individual's contribution to the community. Alternative leisure time through artistic activities (music, playing instruments, creating theatre performances), languages and sports activities will contribute to healthy lifestyle habits. The inclusion of all children, regardless of their abilities, background, cultural and economic background, promotes belonging, inclusion and a sense of equality, which will be ensured by positive discrimination against more vulnerable children and by the equal presence of all participants. The development of new competences through the "experiential pedagogy" made possible by such a school building in nature will also be transferred to other schools, organisations, associations and institutions at regional, national and international level through partnerships.
