A different sort of money. Good reasons to think about money in a new way

By Margrit Kennedy, January 2012

Even the experts rarely agree on the question as to who controls money today. But the global economic crisis, whose second wave is rolling towards us, shows us that the question is increasingly becoming one of survival for most people. Should we leave it to the speculators in the stock market or the so-called “free market” to determine the value of our currency? Or are we ourselves in a position to determine what coinage we use to make payment? [more]

Living lessons

Dancing letters can clear the head

By Matthias Jeuken, January 2012

“What’s eurythmy actually good for?” Waldorf pupils ask in eurythmy lessons. Or: “How can you explain what eurythmy is?” If we succeed in answering such questions in an age-appropriate and clear way, the conversation can strengthen the acceptance and motivation of pupils beyond simply understanding what eurythmy is, and it can thus support the intentions of eurythmy.  [more]

Publisher's View

To the villages, steady, go ...

By Henning Kullak-Ublick, January 2012

“It takes a village to raise a child,” is an African saying. But what happens when there are no longer any proper villages – with a baker, blacksmith, cobbler, carpenter, minister and village policeman – at least not for most children? Who raises them then? “It takes a city to raise a child” gives us the creeps, signals anonymity instead of security. And yet this saying is also true because the majority of children worldwide grow up in towns and cities. We therefore need villages in the cities, many villages for many children! [more]

Waldorf worldwide

Multicolour art project in South Africa. German students help to overcome ethnic barriers

By Ulrika Eller-Rüter, January 2012

A different culture, the sun is positioned in the north at midday, it is April and autumn is beginning, but the time is the same: we are in South Africa in order to begin with mixed interdisciplinary, participatory and intercultural art projects in social flashpoints under the motto “Multicolour”. Black, coloured (mixed race) and white children and adolescents work in workshops with lecturers and students from Hamburg, Osnabrück and Alfter: an example of diversity in practice. [more]

Waldorf worldwide

The miracle of Hereford. First publicly funded Waldorf school in England has reason to celebrate

By Walter Hiller, January 2012

It took many invitations before Baroness Estelle Morris, secretary of state in the British Department for Education, finally visited a Waldorf school. During her visit to the Steiner Academy in Hereford on 11 November at the completion of the new school buildings, that experience 13 years previously formed the core of her speech. Until that visit she had been convinced of the primacy of cognitive education and conceded that musical and craft subjects might, at best, perform a supporting function. [more]


Occupy Mammon. The end of the competitive economy

By Wilhelm Neurohr, January 2012

The worldwide actions in the crises of the present time show that increasing numbers of young people want to take responsibility for economic and political events. All people in the world community are dependent on one another by destiny. Social imagination and competence is in demand to restructure conditions on the basis of solidarity. [more]


Pills which change the child

By Henning Köhler, January 2012

The Swiss National Advisory Commission on Biomedical Ethics (NEK-CNE) published an opinion at the end of last year called: “Human enhancement by means of pharmacological agents”. The scandal of the ever increasing use of drugs such as Ritalin or Concerta for children diagnosed with ADHD is commented on in detail.  [more]

“Brain research confirms Waldorf education” – does it really?

By Thomas Marti, January 2012

Reader’s letter on the book review “Teachers play a key role in learning” in Erziehungskunst, October 2011. [more]