Abstract
This article discusses the concept of «authority» in Waldorf education and examines its contemporary relevance, particularly in relation to the principle of the class teacher. The various pedagogical criteria across child development are described and critically discussed: imitation in the first seven-year period and «authority» in the second. The historical development of the past 100 years has brought about a new understanding of authority: social, pedagogical, and personal. Expectations toward class teachers have increased, and to ease this role, the conclusion of this article offers suggestions for a more modern and comprehensive concept of authority: a pedagogical attitude grounded in recognition, appreciation, and encouragement; collaborative teamwork; the facilitation of individual learning paths; and a renewed understanding of (Waldorf) schools as spaces for both learning and life.
Keywords: Steiner/Waldorf education, authority, class teacher