Waldorf worldwide, Threefoldness

European parent work

By Ellen Niemann, December 2019

The European Network of Steiner Waldorf Parents (ENSWaP) has existed in its present form since 2007. It was a small group of six parents who met for the first conference in Iceland in 2011. They laid the foundation stone for the annual meetings which are held in a different host country each time. [more]

Waldorf worldwide, Threefoldness

INASTE meeting in France

By Peter Lutzker, December 2019

The International Network of Academic Steiner Teacher Education (INASTE) consists of representatives from Waldorf teacher training centres working in an academic setting. [more]

Waldorf worldwide, Threefoldness

Elisabeth von Grunelius. The first kindergarten teacher

By Tomáš Zdražil, December 2019

A long series of outstanding teachers shaped the first years of the Waldorf school, some have been portrayed in this journal and many others deserve acknowledgement. [more]

Series, Threefoldness

Mary-Joan Fajardo. Pioneer of Waldorf education in the Philippines

By Nana Göbel, December 2019

Mary-Joan Fajardo was one of the well-educated, culturally interested and independent women in the Philippines. In the 1980s, she worked as a lecturer of the Philippine Educational Theatre Association in Manila and, in the face of the worrying signs in Philippine politics in the 1970s and 1980s, asked herself what was wrong with the world and how better conditions could be created. Her answer was: through education. [more]

Whither Waldorf?, Editorial

Where is Waldorf going?

By Mathias Maurer, November 2019

It is not that easy to break away from history, tradition and habit and to get a clear view of a development that lies in the future. In this respect, thoughts about a possible future for the Waldorf school movement do not differ from those about the possible future for our children: we do not know what the future will bring us through either. [more]

Whither Waldorf?

Vessel of courage

By Henning Kullak-Ublick, November 2019

“I was born during war, and I will maybe die during war too. But there is one thing that no one will ever be able to take away from me: that I will see every human being first as a human being and only thereafter as a Jew, Druse, Arab, Christian or Muslim.” These words marked the beginning of Waldorf 100. [more]

Whither Waldorf?

Waldorf – a provision for everyone

By Christian Boettger, November 2019

Can something that was inaugurated 100 years ago still have meaning today? We all know how quickly social and political conditions change. Does education also have to change at such a pace? [more]

Whither Waldorf?

“Is it art, or can it go?”

By Siegmund Baldszun, November 2019

It is becoming ever clearer that what Rudolf Steiner provided to Waldorf teachers 100 years ago will only slowly take on its true meaning as an educational tool in the twenty-first century. [more]

Whither Waldorf?

Waldorf upper school 2.0

By Maria-Sibylla Hesse, November 2019

How can Waldorf education be improved in the twenty-first century? How can we do justice to today’s young people and prepare them for living conditions over the coming 30 or 60 years that are still virtually inconceivable for us? Possible approaches include the equal exchange of knowledge, an understanding that we are all learners, and project-based teaching. [more]

Whither Waldorf?

Where does the path lead?

By Claus-Peter Röh, November 2019

Encounters with colleges of teachers and the first international events for Waldorf 100 show a clear thread running through them: the Waldorf school movement is still very young. [more]

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