This essay deals with Steiner's development concept of seven-year rhythms and its differentiation. The author Michael Zech is of the opinion that Steiner built up a heuristic instrument for the description or diagnosis of individual development with these data and not a description of the actual or only correct development and maturation processes...[more]

The quote from Sir Winston Churchill mentioned in the title is an important benchmark for dealing with children and young people with challenging behaviour. A look at practice shows that employees in schools and boarding schools are increasingly confronted with children and adolescents who not only challenge their behaviour, but often overtax all...[more]

In this article, the author identifies key aspects of adolescent pedagogy in Rudolf Steiner’s anthroposophy and considers them in terms of their educational potential. The first part, published here, focuses on the significance of puberty for the process of individuation. The article first appeared in “Youth education in the Waldorf School”, a...[more]

Currently, there are 1100 Steiner Waldorf Schools worldwide. One of the challenges to do with this development is the education or professional training of new teachers. Waldorf Resources has interviewed five experienced adult educators about their current tasks. We have spoken to Christian Boettger (Germany), Melanie Guerra (Brazil), Susan Howard...[more]

The following article has two goals: First, it shows how Steiner's view of the development of young people can be deepened if we include the results of brain research. Second, the author suggests a method of how to approach Steiner's spiritual images which often seem rather difficult to understand.[more]

The artistic teacher is not the prima donna of the classroom but is completely immersed in the classroom and co-creates education. The South African teacher Michael Grimley is an expert when it comes to the art of education. He asks how a teacher develops artistic feeling, be it through meditation, artistic activity, an awareness of their own...[more]

Why should education not be a science, but an art? Where is the art which can be learned without living constantly in feeling? What is the qualitative difference between the normal expression of feelings we use in daily life and their mode of use as media for the artistic practice of teaching, and how is their transformation effected? How can the...[more]