Educate for peace
Is it possible to educate for peace?
When more than 100,000 people demonstrated in front of the Pentagon in Washington on 21 October 1967 to end the Vietnam War, 17-year-old Jan Rose Kasmir stepped in front of the soldiers’ bayonets and held a flower out to them. She was photographed doing so and the picture eventually went around the world. She remembers: “It was about innocence, dreams and honesty. We were sure we were on the right path. We believed only in love and goodness on earth. We all belong to the big human family.” [more]
Educate for peace
Can religion bring about peace?
Much strife has come into the world through religions. Can they pay off this debt in the future and contribute something substantial to peace? [more]
Living lessons, Educate for peace
Why form drawing is more than a game
Form drawing is certainly not a cure for all recognisable developmental disorders, but in an increasingly sedentary society it prevents adverse developments that can lead to serious disadvantages later in life. [more]
Living Teachers, Educate for peace
Waldorf, anthroposophy, the Greens and more
Henning Kullak-Ublick was a Waldorf teacher in Flensburg for 26 years (1984-2010), a board member and spokesperson of the German Association of Waldorf Schools (2004-2021) and co-founder of the Green Party. [more]
Waldorf worldwide, Educate for peace
Test of character. The Waldorf movement in Slovakia
The first Waldorf primary school in Slovakia will be twenty years old in September 2021. It came into being in 2001 after about ten years of faculty, training and seminar work and thanks to massive support from the Netherlands. [more]
Waldorf worldwide, Educate for peace
Gaining new territory
“Learning Goal: the Capacity to Act” – impressions from a conference in Witten. [more]
Spotlight, Educate for peace
School autonomy. Education between self-organisation and external control
School autonomy – this former motto of school reform seems to have turned into a simple concept of control and heteronomy. While the original idea was to give schools freedom of choice, e.g. in the use of financial resources as a basis for productive educational action, something quite different can be observed today: schools have been forced to submit “autonomously” to the paradigm of standardisation, evaluation and accountability. This development is increasingly spreading to independent schools. [more]
Editorial
Rethinking school
Professor Giovanni Maio, head of the Institute of Ethics and History of Medicine in Freiburg, recently spoke out clearly in an interview with the newspaper Badische Zeitung (23 September 2021) about the social exclusion of people who are not vaccinated, their worse position in health care and their financial disadvantage. [more]
Rethinking curriculum
What should Waldorf schools educate for today?
Never before in history has there been such an acceleration in the field of science and technology, as well as in the field of money and banking, as there is today. In this respect, a decade of the present must be compared with at least a century of the past. [more]
Rethinking curriculum
Dealing with the “curriculum” – a question of attitude
In conversation with Christoph Doll, class teacher for many years at the Waldorf school in Karlsruhe and at the intercultural Waldorf School in Mannheim, co-founder of the intercultural Waldorf school in Berlin as well as the Waldorf school in Alanya/Turkey. Since 2010 director of the Seminar for Waldorf Education in Berlin. His keynote presentation on “Questions regarding an adequate approach to contemporary issues in our system of education”, which he gave at the curriculum symposium in Kassel, prompted us to ask him a few questions. [more]
Bund der Freien Waldorfschulen e.V.