Editorial

Faceless

By Mathias Maurer, December 2020

At the time that we still had to queue patiently in front of shops observing the appropriate distancing, the following scene unfolded before me. An older girl was holding a small child by the hand who was joyfully taking their first steps. [more]

Interculturality

Interculturality – more than a label

By Albert Schmelzer, December 2020

We live in an immigrant society. As long ago as 2016, almost 40 percent of children under five had at least one parent born abroad and thus officially came from an immigrant background. That is reflected in the schools. In city conurbations in particular, teachers face the challenge of teaching children coming from parental homes which are socially, linguistically, culturally and religiously extremely heterogeneous. [more]

Interculturality

Intercultural Waldorf education: what’s that?

By Christiane Adam, Susanne Piwecki, December 2020

In order to teach children from different social backgrounds, nations and cultures, schools have to open themselves up: to the neighbourhood in which they are located, to the people and to diversity. To this end it is helpful to set up a series of particular features regarding organisation, school culture and teaching which further fill out the approach of Waldorf education to go beyond being a teaching establishment. [more]

Publisher's View, Interculturality

Vaccine against distrust

By Henning Kullak-Ublick, December 2020

A virus is on the loose! Without a vaccine it makes us ill, us and our democratic culture. Its name: distrust. The USA is currently showing us how its would-be emperor with his permanent effusion of hate and resentment is quite cleverly hiding from us how naked he really is. [more]

Waldorf worldwide, Interculturality

A Waldorf school for all. The Community School for Creative Education in Oakland / USA

By Monique Brinson, Ida Oberman, December 2020

Few subjects have put their imprint on our time like the growth of diversity: local, regional, national and global. In the United States alone, more than half of all newborns are people of colour. By 2030 the majority of young employees will be non-white and in 2044 the majority of the population will consist of non-whites. [more]

Editorial

Freeing the mind

By Mathias Maurer, November 2020

We don’t place our trust in anything much anymore today – and certainly not in our common sense and experience of life – if it hasn’t been rubber stamped by science, empirically backed up and based on facts. [more]

Magic of beginning

The magic of the beginning

By Ellen Niemann, November 2020

Parents whose children are starting school this year needed a bit more imagination than usual in recent months when they attempted to picture schooling at a Waldorf school. The thought of the magic of the first day at school did not quite fit with schools covered in direction signs and floor markings. The enveloping atmosphere on entering a Waldorf school gave out a scent of disinfectant rather than wood and wool in recent weeks. [more]

Magic of beginning

From Monte Azul to Erftstadt

By Christina Hermanns, November 2020

When I set foot in the Erftstadt Free Waldorf School about eight years ago, I did not yet know that my life would fundamentally change – after twelve years of secondary school without any contact with Waldorf education and at the beginning of training as a primary school teacher. [more]

Magic of beginning

Untapped freedoms. School experiences from the perspective of teachers and parents

By Stefan Langhammer, November 2020

It is almost twenty-nine years ago that I first stood in front of a Waldorf school class, or at least half of one. Monday afternoon, 2pm, the time of greatest digestive activity, in the pizza box-lined room of class 10. German lesson. [more]

Magic of beginning

Why teachers need parents

By Regine Basfeld, November 2020

The relationship between parents and teachers changes in the course of a child’s time in school. In a certain sense the closeness and distance of the parents to and from the teachers reflect the connection of the parents with their child and also their attempt to exercise some influence. The view of parents of the teachers is shaped by the child who at home talks about what they have done and who lets their parents partake in their experiences at school through their eyes, ears and understanding of events at school. [more]

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