Upper school: education to freedom?

By Dirk Rohde, September 2019

“Receive the child in reverence, educate them in love, let them go forth in freedom.” That is a precise characterisation of Waldorf education as a whole as well as its focus in the first three seven-year periods. [more]

Publisher's View, Freedom

Stars in the sky

By Henning Kullak-Ublick, September 2019

Have you heard of the “Democratic Voice of Youth”? It is an association of young people who have grown tired of waiting for us oldies finally to wake up. [more]

Living lessons, Freedom

Living concepts not definitions – botany in Waldorf school

By Nico Schapitz, September 2019

Teachers preparing themselves for the botany main lessons in the fifth or sixth year of school face a major task because they should follow a new approach suggested by Rudolf Steiner. [more]

Waldorf worldwide, Freedom

In the name of Joan of Arc

By Valeria Risi, September 2019

Visit to an Argentinean Waldorf school. [more]

Waldorf worldwide, Freedom

Alexander Strakosch – the Waldorf engineer

By Tomás Zdrazil, September 2019

When in the spring of 1920 it became clear that a group of class 8 pupils would not move up to class 9 but were seeking a transition to practical work, Rudolf Steiner suggested that a so-called continuation school be established for these pupils: “We would have to go for the practical and artistic above all. They should be taught concepts from life, from agriculture, from the trades, industry and commerce. They should do business essays and accounting, and in the artistic field visual arts, music and literature. That would be a task for Mr Strakosch. Life has to be looked at as a school. They can be told all the time that from now on they are being educated by life.” [more]

Series, Freedom

Leonore Bertalot – pioneer of the Brazilian Waldorf movement

By Nana Göbel, September 2019

When Rudolf Lanz, at the time a council member of the Escola Higienópolis school association in São Paulo, was looking for a “competent and all-round inwardly stable teacher”, he asked in many letters for support from Ernst Weißert at the German Association of Waldorf Schools. Finally, Leonore and Italo Bertalot joined the school in 1962 and supplemented the small faculty, she as a class teacher and he as an English teacher. [more]

Editorial, Freedom

Freedom is possible

By Mathias Maurer, September 2019

Freedom can be experienced in different ways. On the one hand this is due to the fact that one person’s freedom need not necessarily be shared by another person, indeed, may even be experienced as a lack of freedom. On the other hand, there are various levels of the human being which determine the way that the experience of freedom comes to expression. [more]

Learning languages, Editorial

Listen and speak

By Mathias Maurer, August 2019

It still works with adults, not just with children – I have tried it out myself: listen closely, repeat what you have heard – the meaning appears later by itself. [more]

Learning languages

News from the foreign language scene

August 2019

The trend in foreign languages in Waldorf schools is towards main lessons. An overview. [more]

Learning languages

Ways to vocabulary

By Peter Lutzker, August 2019

There is no dispute about the need to acquire a passive and an active vocabulary when learning a foreign language. In contrast to learning the rules of grammar, something about which there is a range of views among the theoreticians of foreign language teaching, no one questions that understanding and being able to use words is a primary concern in teaching a foreign language. Hence the focus is not on the “why” but rather on the “how”. Here we can use the threefold structure of the human being, which is of central importance in the whole of Waldorf education, as a productive foundation. [more]

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