A clothes dryer for Mr Dula

By Mathias Maurer, April 2019

There are certain beliefs as to what drives our economic life. All of them are irrational – not a basis on which we generally think economic decisions are taken.  [more]


The first Waldorf school Down Under

By Nana Goebel, April 2019

After its foundation in Stuttgart in 1919, the Waldorf school movement spread not just in Germany and Europe. Who were the pioneers who founded Waldorf schools in all parts of the world? Sylvia Hazel Brose (1915-2001) in Australia was one of them. [more]

Economy & Becoming a teacher

Strategies of the deep state

By Jochen Krautz, April 2019

The traditional education sector in the German-speaking world proved particularly resistant to neoliberal change. Hence special measures had to be taken to establish a different education system. The aspirations of enlightenment, of educating children to become mature citizens capable of democracy, was to give way to the idea of the controllable person. How has it been possible to drive forward the neoliberal change of the spirit and lever out the democratic embeddedness of the education system?Jochen KrautzJochen Krautz [more]

Economy & Becoming a teacher

Outcome and standards are not education

April 2019

Interview with Jost Schieren from Alanus University in Alfter. [more]

Economy & Becoming a teacher

A fellow learner. What it means to be a class teacher

By Annette Neal, April 2019

What makes Waldorf education different is that it is guided by the individual development of the child and not a fixed curriculum. The teacher themselves thus becomes part of a dynamic developmental process in which they learn just as much as the pupil. [more]

Economy & Becoming a teacher

An education starting with the child

By Henning Kullak-Ublick, April 2019

Where other types of school separate out pupils in accordance with set learning and performance schedules, Waldorf schools allow each pupil to develop their maturity until they are ready. This educational challenge also turns every teacher into an education artist. [more]

Economy & Becoming a teacher

“Digitalisation challenges Waldorf education as a whole”

April 2019

Interview with Professor Edwin Hübner from the Freie Hochschule Stuttgart – Seminar for Waldorf Pedagogy about the consequences of the digital age for education. [more]

Waldorf worldwide

Hebet el Nil – gift of the Nile. A Waldorf initiative in Luxor

By Bruno Sandkühler, April 2019

Every tourist knows Luxor and its famous temples, the Valley of the Kings and the wonderful drawings in the tombs. But not many come into closer contact with the farmers of al-Qurna and al-Ba’irat on the west bank of the river. [more]


Trust – the miracle of being human

By Henning Kullak-Ublick, February 2019

Trust is perhaps the most important condition to find our bearing in the world at all. That applies with regard to children but also our everyday practical life – and it does so to a far greater extent than its opposite, control. How else is it possible to move through traffic with millions of cars? What does this sibling of love, which can only be given as a gift but not demanded, mean for the growing child? [more]


Religiosity in education?

By Stefan Grosse, February 2019

Religious matters have for a considerable period of time been treated as private matters because they are reduced to the content of the confession and belief of the individual person. Religious matters are thus relocated into the private sphere like our taste in music or culinary preferences and they are thus increasingly denied any culturally relevant meaning in society. Such a reduction reflects an understanding of religiosity which is much too narrow in its frame of reference. [more]

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