It sings and sounds

The creation story as a listening space for children. Audiopaedia in main lesson

By Nadine Mescher, February 2021

From the very beginning of school, the children practise many important skills using the qualities of sound and silence – not only in music lessons, but also daily in the rhythmical part of the main lesson. Listening is at the centre of the exercises and games. Listening, attuning the listening, listening to each other. How can a child learn this? [more]

Publisher's View, It sings and sounds

Freedom not arbitrariness

By Henning Kullak-Ublick, February 2021

Let’s talk about freedom. There is a wonderful picture we often used in 2019 – remember that year? – to explain Waldorf 100: three Pakistani boys are balancing in their school uniforms on what remains of an emergency bridge over the brown waters of a wide and fast-flowing river which separates their village from their school. What is so compelling that they are willing to make this risky crossing twice a day? [more]


Actually ...

By Mathias Maurer, February 2021

... what we imagined the life of a Waldorf school to be like and what we experienced in pre-Corona times no longer happens – despite all the imaginative education we might feel called upon to develop: the risk-free personal encounter, the exchange between people without fear, the bubbly togetherness. [more]

Spotlight, It sings and sounds

Anthroposophy and right-wing extremism? The conduct of the Waldorf schools in the “Third Reich”

By Peter Selg, February 2021

After the demonstration against the coronavirus measures in Berlin on 29 August 2020, various magazine articles appeared once again accusing anthroposophy and Waldorf schools of being close to right-wing extremism. [more]



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 – 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]


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]

Natural language acquisition – a model for foreign language teaching?

By Erhard Dahl, February 2021

Rudolf Steiner’s idea of teaching foreign languages “in a somewhat more mature imitation of learning the mother tongue” was not an unusual one at the turn of the twentieth century. The principles of the so-called “direct method”, formulated by Gustav Wendt in the “Vienna Theses” of 1898, contain some of what Steiner also considered important for structuring this subject. [more]

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