Educate for peace

Is it possible to educate for peace?

By Andre Bartoniczek, December 2021

When more than 100,000 people demonstrated in front of the Pentagon in Washington on 21 October 1967 to end the Vietnam War, 17-year-old Jan Rose Kasmir stepped in front of the soldiers’ bayonets and held a flower out to them. She was photographed doing so and the picture eventually went around the world. She remembers: “It was about innocence, dreams and honesty. We were sure we were on the right path. We believed only in love and goodness on earth. We all belong to the big human family.” [more]

Educate for peace

Can religion bring about peace?

By Günther Dellbrügger, December 2021

Much strife has come into the world through religions. Can they pay off this debt in the future and contribute something substantial to peace? [more]

Living lessons, Educate for peace

Why form drawing is more than a game

By Ernst Schuberth, December 2021

Form drawing is certainly not a cure for all recognisable developmental disorders, but in an increasingly sedentary society it prevents adverse developments that can lead to serious disadvantages later in life. [more]

Living Teachers, Educate for peace

Waldorf, anthroposophy, the Greens and more

December 2021

Henning Kullak-Ublick was a Waldorf teacher in Flensburg for 26 years (1984-2010), a board member and spokesperson of the German Association of Waldorf Schools (2004-2021) and co-founder of the Green Party.  [more]

Waldorf worldwide, Educate for peace

Test of character. The Waldorf movement in Slovakia

By Slavomír Lichvár, December 2021

The first Waldorf primary school in Slovakia will be twenty years old in September 2021. It came into being in 2001 after about ten years of faculty, training and seminar work and thanks to massive support from the Netherlands. [more]

Waldorf worldwide, Educate for peace

Gaining new territory

By Matthias Niedermann, December 2021

“Learning Goal: the Capacity to Act” – impressions from a conference in Witten. [more]

Spotlight, Educate for peace

School autonomy. Education between self-organisation and external control

By Heiner Barz, December 2021

School autonomy – this former motto of school reform seems to have turned into a simple concept of control and heteronomy. While the original idea was to give schools freedom of choice, e.g. in the use of financial resources as a basis for productive educational action, something quite different can be observed today: schools have been forced to submit “autonomously” to the paradigm of standardisation, evaluation and accountability. This development is increasingly spreading to independent schools. [more]

Rethinking curriculum

What should Waldorf schools educate for today?

By Stefan Grosse, November 2021

Never before in history has there been such an acceleration in the field of science and technology, as well as in the field of money and banking, as there is today. In this respect, a decade of the present must be compared with at least a century of the past. [more]

Rethinking curriculum

Dealing with the “curriculum” – a question of attitude

November 2021

In conversation with Christoph Doll, class teacher for many years at the Waldorf school in Karlsruhe and at the intercultural Waldorf School in Mannheim, co-founder of the intercultural Waldorf school in Berlin as well as the Waldorf school in Alanya/Turkey. Since 2010 director of the Seminar for Waldorf Education in Berlin. His keynote presentation on “Questions regarding an adequate approach to contemporary issues in our system of education”, which he gave at the curriculum symposium in Kassel, prompted us to ask him a few questions. [more]

Waldorf worldwide, Rethinking curriculum

Aregnasan. The Waldorf school in Yerevan defies the crisis

By Ruben Janibekyan, November 2021

Current situation The year 2020 was extraordinarily difficult for all of Armenia. First, the already weak economy contracted sharply in spring 2020 because of the pandemic. In one fell swoop, a third of the parents became unemployed and unable to pay, and another third got into serious difficulties paying the full school fees. The school’s administration was inundated with requests from parents for a payment break or reduction. Some parents also refused to pay in full because, of course, with online teaching the Waldorf quality disappeared completely. The school was in financial difficulties, an existential crisis was looming. The situation deteriorated drastically once again when the conflict with Azerbaijan over Nagorno-Karabakh flared up again at the end of September. The... [more]

Displaying results 1 to 10 out of 122

Page 1

Page 2

Page 3

Page 4

Page 5

Page 6

Page 7

Next >

Follow