Waldorf diversity

By Angelika Lonnemann, April 2023

When I took my youngest daughter to kindergarten for the first time, two girls, about four years old, came running up, pointed at her and called out, "We will never let you play with us!" My maternal heart bled. A short time later, another, older girl came, took my daughter by the hand and said "Come, I'll show you the playground".  [more]

Against the Right, Editorial

Waldorf schools: no place for Nazis!

By Angelika Lonnemann, January 2023

Some people who are politically far to the right believe that Waldorf schools would be the right schools for their children. Or that they would be the right places where they could work unimpeded as people with right-wing convictions. [more]

Publisher's View

Yes to an open society

By Wilfried J Bialik, January 2023

Dear Readers, it is not easy to formulate a position that describes the current situation in Waldorf and Rudolf Steiner schools in Germany. [more]


We also learn with body and soul, not just with our heads!

By Ulrike Sievers, Martyn Rawson, January 2023

The series #waldorflernt shows new, sometimes provocative perspectives on current issues that challenge the Waldorf movement to learn. This issue is about how pupils can learn to assess the quality of information and its sources. [more]

Information Literacy, Publisher's View

Pulling the plug or the duty to be lazy

By Hans Hutzel, December 2022

Are you also familiar with these mostly male colleagues who, when asked for a meeting, begin by emphasising how important they think the request is, but unfortunately do not have a date free in the near future and, moreover, their weekends are also fully booked until Christmas (or summer holidays)? [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]


Commitment to freedom

By Mathias Maurer, February 2022

One can have ideas even though they do not correspond to the facts. But one can also postulate something as a fact and form false ideas about it. For example, that there is no spiritual world. [more]


Rethinking school

By Mathias Maurer, December 2021

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]


The child is the curriculum

By Mathias Maurer, November 2021

Initially there was no Waldorf curriculum, only Rudolf Steiner’s suggestions. Caroline von Heydebrand summarised them for the first time in 1925, EA Karl Stockmeyer systematised them by subject in 1955. Several editions of the so-called Richter curriculum followed, which is still in constant development as a project today. The information and recommendations on the horizontal and vertical curriculum have grown over the decades into a book of over 700 pages. [more]

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