Abstract
The aim of this curriculum action research is to conceptualize how the spirit of Waldorf education can be applied to university pedagogy. And, the learning experience of the undergraduate course, "Farming and Life Cultivation ," can be seen as a field of inquiry. The “action-reflection model" is used to open up the self-awareness in action so as to show the significance of this curriculum model in nourishing the physical and spiritual learning of university students and in echoing the educational practice of "spontaneity, interaction, and communion " as addressed in the new national curriculum. The significance of this action research on integrating the spirit of Waldorf education in university pedagogy is as follows. 1. The spirit of waldorf education is integrated into the elements of the university pedagogy, mainly in the aspect of the will and in the emotional aspect, reconciling the excessive emphasis on cognitive learning in the existing mode of education, so as to strive for the physical, mental, and spiritual integration of undergraduate students. 2. The theory of knowledge, which is unique to the spirit of waldorf education, is addressed as participatory and holistic epistemology in the curriculum practice of the university's course in question. 3. The practice of learning together with teachers, students, and peers is a "social art" that opens the mind, the heart, and the will in the conceptualization of Waldorf education in light of anthroposophy. 4. Reflecting on the newly national K-12 curriculum for competency education, the course, Farming and Life Cultivation can further integrate the core elements of "spontaneity, interaction, and communion" into the university curriculum, which is conducive to the actualization of sustainable ecological development and wellbeing. This curriculum action and the spirit of Waldorf education brought about new possibility of conceptualizing higher education in the 21st century . The following conclusions are proposed: 1. The "communion" image of this course (the co-existence of humans and heaven-earth): The course presents the learning mode for sustainable development in "harmony in heaven and earth”. 2. The "interactive" image of this course (the interactive relationship among human beings): The course presents the vision of contemporary university education in the 21st century, which is to construct a "co-learning" relationship in a generative social field. 3. The "spontaneous" image of the course (the inquiry relationship between humans and self): The course emphasizes learning from the cultivation of life in the farm, from the journey of natural observation, artistic experience and self-knowledge. 4. Overall, the course is an educational inspiration in Taiwan, in that it connects with the 12-year National Curriculum's concept of "spontaneity, interaction, and communion" and further develops into "interaction and communion, followed by self-inquiry" for competency learning at the university level.