Foundations
Day 7: The spiritual human being
Thoughts on 'The First Teachers Course'* from Susanne Speckenbach
How does methodology perform an alternation between thought, feeling and will?
“The First Teachers Course"* of 1919 is the basis of Waldorf Education. In this series of interviews, we ask one key question to Waldorf educators…
How are head and limbs connected?
“The First Teachers Course"* of 1919 is the basis of Waldorf Education. In this series of interviews, we ask one key question to Waldorf educators…
“The First Teachers Course"* of 1919 is the basis of Waldorf Education. In this series of interviews, we ask one key question to Waldorf educators…
How can education appeal to all the senses?
“The First Teachers Course"* of 1919 is the basis of Waldorf Education. In this series of interviews, we ask one key question to Waldorf educators…
How can the power of feeling be strengthened in students and teachers?
“The First Teachers Course"* of 1919 is the basis of Waldorf Education. In this series of interviews, we ask one key question to Waldorf educators…
Waldorf education and social justice
Neil Boland would like to focus on Waldorf education as an education for social justice, to explore how Rudolf Steiner phrased this a century ago and…
Day 6: Educating out of a deeper contemplation of life
Thoughts on 'The First Teachers Course'* from Urs Dietler
Three types of attention and activity disorders
We can distinguish three types of children who challenge our social system for very different reasons. It is possible, however, that several…
Day 5: Feeling as the Harmonizing Dancer between Cognition and Will
Thoughts on 'The First Teachers Course'* from Ben Cherry
Disorders of attention and childhood activity (ADHD)
How do we find our way from a purely neuro-biological perspective to a fully human one? Disturbances of attention and activity and their associated…
Day 4: Awakening the will towards wholeness
Thoughts on 'The First Teachers Course'* from Ellen Fjeld Koettker
Day 3: How do new impulses come into the world?
Thoughts on 'The First Teachers Course'* from Prof. Dr. Jost Schieren
Day 2: The human being as a breath of the cosmos
Thoughts on 'The First Teachers Course'* from Marcel de Leuw
Day 1: The art of education as a continuation of life before birth
Thoughts on 'The First Teachers Course'* from Claus-Peter Röh
Steiner’s Understanding of Puberty as a “Grand Metamorphosis”
In this article, the author identifies key aspects of adolescent pedagogy in Rudolf Steiner’s anthroposophy and considers them in terms of their…
As it approaches its anniversary, Waldorf education faces existential questions: what are the inner and outer impulses with which this school movement…
“The three-fold step” as foundation to methodologic and didactic teaching
A fundamental approach to learning and understanding in Waldorf pedagogy was developed by Rudolf Steiner. It is connected to the logical steps of:…
“Seven-year Periods” as heuristic tools – or: why Waldorf Education works
This essay deals with Steiner's development concept of seven-year rhythms and its differentiation. The author Michael Zech is of the opinion that…
The quote from Sir Winston Churchill mentioned in the title is an important benchmark for dealing with children and young people with challenging…
The Significance of Puberty for the Process of Individuation
In this article, the author identifies key aspects of adolescent pedagogy in Rudolf Steiner’s anthroposophy and considers them in terms of their…
1100 Schools and The Challenges of Teacher Education
Currently, there are 1100 Steiner Waldorf Schools worldwide. One of the challenges to do with this development is the education or professional…
Puberty as the Gateway to Freedom
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…
A Classroom without a Prima Donna
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…
Artistic Feeling in the Art of Education
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…
Waldorf: An education of its time?
To what degree is Waldorf education of its time? Is it contemporary? These questions are put forward by Neil Boland, senior lecturer at Auckland…
Resistance as the Origin of Pedagogical Initiative
In the opening lecture of the World Teachers' Conference 2016 “Overcoming Resistance” Claus-Peter Röh names some of the typical issues a Waldorf…
This is the third and final part of the introduction to a new collection of essays on teaching human sexuality entitled Trailing Clouds of Glory:…
This is part two of the introduction to a new collection of essays on teaching human sexuality entitled Trailing Clouds of Glory: Essays on Human…
The following article is taken from the introduction to a new collection of essays on teaching human sexuality entitled Trailing Clouds of Glory:…
Art and the Integration of Head, Heart and Hand
Art is, according to James, the decisive factor in the learning process, because art is the mediator between perception and physical activity. The…
Is it at all possible to teach anthroposophy? And what is anthroposophy anyway? A kind of faith? A science? Or rather some sort of lifestyle?
Arve…
Audrey McAllen’s ’The Extra Lesson’
The origin and source of the Extra Lesson: anthroposophy and Waldorf pedagogy / The archetypal steps of a child’s development / Extra Lesson in…
Holistic Education - at the Crossing Point of Developmental Streams (Transition - Part Three)
This third and last part of the series “Transitions” focuses on the holistic quality of teaching, particularly in the middle school. In part one…
Transitions in the Human Temporal Organism (Part Two)
The observation exercises for the powers of transformation at the transition points of the third and the sixth/seventh year lead from the actual…
Transitions as Developmental Dynamics between Dissolution and Re-Birth (Part One)
Day by day the child lives and matures through the interaction between physical growth, the development of soul qualities and sensory impressions.…
The Spiritual Dimension of Waldorf Education
Lecture given to the General Meeting of the Bund der Freien Waldorfschulen, 16 November 2012, in Stuttgart.
The spiritual dimension of Waldorf…
Ten Pylons: Foundations of a Waldorf Approach to Teaching Human Sexuality
This article comes from a new collection of essays entitled Trailing Clouds of Glory: Essays on Human Sexuality and the Education of Youth in Waldorf…
The human being as seen by the spiritual science of anthroposophy
Waldorf Education is one fruit of the spiritual science of anthroposophy as depicted by Rudolf Steiner (1861 - 1925) in very many books and lectures.…
Development of the human being from birth to maturity
Moving, speaking and thinking are intimately bound up together in the small child. As the child grows older he or she becomes increasingly capable of…
The principal conclusion to be drawn from the anthroposophical view of human development is that all the realms need to be cultivated in ways that are…
Education prior to the change of teeth
In the early years of life children first learn through their own movements and the use of their senses to form and take hold of their own body. The…
Schoolchildren in the younger classes
Here the question is: How can we stimulate schoolchildren in ways that will enable them to build on and expand their own realm of soul experience…
Young individuals after puberty
How can youngsters discover their personal identity once puberty is over? They can be helped by undertaking independent projects as well as by…
Art as an educational tool has a special place in Waldorf Schools. Artistic activity challenges the imagination and brings out creativity while…
Rudolf Steiner never tired of regarding the actual process of education as an artistic process in which the teachers are the artists. How to shape a…
Education as a process calls for fruitful encounters. A teacher's capability depends on how good he or she is at bringing about and guiding encounters…