Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review

Abstract

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.