Creeping loss

By Mathias Maurer, January 2015

On the way to school: Jan briefly checks his emails once more, bumps into a passerby as he rushes to the underground, misses the stop where he intended to get off ... isn’t there an app to alert you that will play a jingle? Jan quickly posts a message where he will be at lunchtime, perhaps there’s time to meet for a burger.  [more]


Hands at work

By Mathias Maurer, December 2014

Paul is working on embroidering his bag. Tirelessly the needle goes in and out stitching crosses with threads in a variety of colours. He is perspiring slightly, his tongue sticking out of the corner of his mouth as his fingers with the needle carefully seek the correct place for the next stitch – the commendable effort of will from this class 4 pupil cannot be overlooked. It continues for one-and-a-half hours. [more]


Nettles, spots and appearances

By Mathias Maurer, November 2014

“Ow!” Julian screams blue murder. I run to him, try to console him and ask where it hurts. He points to the stinging nettles, not to the many blisters on his arms and legs. It stings. After a while he says fiercely: “They’re bad!” [more]


Art creates meaning

By Mathias Maurer, October 2014

Art does not linger and requires time. Art demands commitment – from the artist and the recipient. Art is pure action brought to a surface, into a space, material, colour, sound, into the word. [more]


Fury und Pixie

By Mathias Maurer, September 2014

They returned as changed people. Once again they had been on their work placements. I had experienced it several times before. It was as if they had taken a leap forward, had become more mature, bigger, more grown up.  [more]


Little and big architects

By Mathias Maurer, July 2014

Sven is building a cave with Lara. Sheets, chairs, clamps, string, rope, cushions and blankets – everything is put to use. It is very quiet in the cave and really rather comfy. The children imitate through play – recalling things – and also express through play what lifts them up but also what weighs them down. They express what they have assimilated, breaking it down into fragments and roles, rebuilding and changing it. [more]


A need to connect

By Mathias Maurer, June 2014

It was about something greater. The first Waldorf school set out its stall as an “Association for a free school system” – not as the provincial alternative in an educational niche. We can thank an anthroposophical entrepreneur for its establishment. What Emil Molt wanted above all for the children of the workers in his “Waldorf Astoria Cigarette Factory” was education – and by that he envisaged an education which was independent of state and business interests and influence. [more]


Just imagine

May 2014

Dear Reader! Thomas Südhof is a professor at Stanford University in the USA and received the Nobel Prize for Medicine in 2013. Südhof is a former Waldorf pupil. In an interview, he spoke about his time at the Waldorf school in Hannover-Maschsee and vividly recalled the impression left by the stories told by his then class teacher who, as a geographer, had spent winters in Spitsbergen. That happened fifty years ago and Südhof still vividly remembers those descriptions. Nothing has a more sustained action than pictures – both good and bad. They remain in our memory fresh as a daisy even many years later. They can place a burden on us or lift us up, nourish or weaken us. We carry them through life, they mark us and influence our actions. If we once told on... [more]



By Mathias Maurer, March 2014

Dear Reader, Dirty dishes are stacked up in the room, the clothes and towels lying all over the floor form piles of various sizes  garnished with powerfully scented skin and hair care products, CDs and a hairdryer fill the gaps, a laptop and mobile phone are permanently online on the rumpled bed. Anyone who ventures into the room, perhaps to open a window, has to wade through it all or alternatively skip from one island to the next. The person who emerges from the room, however, is a picture of (near) perfection in a range of styles. Everything is precisely in place down to the last strand of hair ... Ready to go! The door bangs as if the idea of a door handle were an unknown concept. The occasional friendly suggestion that a spring clean might not... [more]


Classy teacher

By Mathias Maurer, February 2014

Dear Reader, The developing child demands a developing teacher. That makes exceptionally high demands of the latter. Teachers should not educate but bring abilities to light – in themselves and the child. Against the background of an understanding of the human being based on spiritual science, Rudolf Steiner saw teachers not as simply having educational but also therapeutic and pastoral responsibilities. Furthermore, their task made them responsible for the destiny of each one of their pupils. In other words, class teachers must expect to be challenged as human beings by their pupils. No marks, no having to repeat a year can protect teachers from difficult pupils and times of crisis, particularly if they are in charge of a class community for a... [more]

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