I would like to introduce a short exercise here which is based on a lecture held by Rudolf Steiner on October 10th, 1918 (1). It is a kind of retrospective exercise which includes the following
Here, we continue exploring a short practice which is based on a lecture by Rudolf Steiner on October 10th 1918 (1). It is a kind of retrospective exercise which includes the following steps: Shortly
In the third part of Vera Hoffmann's series on festivals at Waldorf schools she describes some examples from Kenya. Vera has investigated the latest developments of the Euro-centric Waldorf annual
For many people the Waldorf Curriculum (whatever they understand by this term) is integral to the definition of Waldorf education. They think a school is Waldorf (or is a Steiner school) if it uses
The Waldorf movement is becoming more and more international. There are already more than a thousand schools and eighteen hundred kindergartens in over seventy countries worldwide. The latest
Provocative. Critical. That's how this article wants to be. As the reach of Waldorf grows, Neil Boland asks if the time has come to 'decolonise' Waldorf education. Inspired by his research with Māori
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
Neil Boland suggests that we scrutinize time, place and community. Does everyone experience a sense of belonging within the school? Which communities are represented in school? Does the curriculum
To conclude her research on the development of new festivals in Kusi Kawsay, Peru and Nairobi Waldorf School, the author Vera Hoffmann summarizes in part 4 the corresponding motifs and processes so
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