Hands intelligence

The head needs hands and feet

By Henning Kullak-Ublick, August 2022

Lisa's feet have been marvelling since she climbed out of the car barefoot. They feel coolness, gunge, moistness, softness, darkness in some way. Then something firmer, spiky, needle-like, warmer, stony, softer again, dry, huge, tart, warm, bright. A thousand touches. Finally: "Ouch, hot!" and the head gives the signal to Lisa: "Run! Fast! Go! It's soft, cool and wet ..." [more]

Hands intelligence

Movement is education and education is movement

By Matthias Jeuken, August 2022

Movement is of utmost importance for humans. This applies to external, physical movement as well as to our inner life: we feel excited and attracted by a person, an image, a group or an environment, or we feel aversion, it tends to push us away from a thing or a fellow human being. In our feelings, in the emotions, we are constantly moving in the area of tension between sympathy and antipathy. Sometimes we succeed better in empathising with a situation or another person – and sometimes, unfortunately, not so well. [more]

Series, Hands intelligence

"We would like to have grades so we know where we stand."

By Martyn Rawson, Ulrike Sievers, August 2022

Do grade reports really help to find our position? [more]

Publisher's View, Hands intelligence

What do they mean: the free intellectual life or the fundamental right to freedom of expression?

By Stefan Grosse, August 2022

When Rudolf Steiner introduced the ideas of the threefold social organism into the discussion on a new social order in 1917 – at the same time as the violent implementation of a new order in Russia – he took up the ideals of the French Revolution and specified them by assigning freedom, equality and fraternity to areas in which they each had a focus: liberty to intellectual life, equality to legal life and fraternity to economic life. [more]

Young writers, Hands intelligence

I can't get the images out of my head

By Jette Lorenz, August 2022

In March, our class visited the Holocaust memorial in Bergen-Belsen together with class 10 of our school. The trip was part of the curriculum for class 10, who were studying the Nazi period and the Holocaust in their history main lesson. Because we had not been able to go three years ago, or in the following years, my class made up for it with this trip. [more]

Making good schools better

Courage for quality!

By Stefanie von Laue, July 2022

Working with the quality initiative of the German Association of Waldorf Schools. [more]

Making good schools better

Educational quality development in Waldorf schools

By Klaus-Peter Freitag et al., July 2022

Every child, every young person carries their own experiences and abilities within them and looks for people, places and opportunities to practise, develop, nurture, discover and perfect them. Waldorf education offers itself as a development aid for this. [more]

Making good schools better

Time for media parents' evenings?

By Felicitas Bayer, July 2022

For many years, Waldorf schools have been dealing with the question of what exactly is meant by "media literacy", how it comes about and what can and should be done for it in school. Existing beliefs about the necessary maturity and the real, increasingly everyday use of digital technology for homework and the like are increasingly diverging, leaving room for uncertainty and the uncomfortable need to avoid telling the teacher the truth about actual media consumption at home. [more]

Making good schools better

Solving conflicts with the model of etheric forces

By Karl-Dieter Bodack, July 2022

How do we come together again? [more]

Self-administration at Waldorf schools

Rudolf Steiner and self-governance at the first Waldorf school

By Tomáš Zdražil, June 2022

At the end of 1918, a small initiative group of Stuttgart entrepreneurs led by Emil Molt decided to launch a campaign for social renewal. It met with Rudolf Steiner in Dornach at the end of January 1919 to prepare a concept for the project.  [more]

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