Imagination and technology

By Martin Spura, May 2012

Imagination and technology are two elemental forces which clash in the modern world in an unprecedented way. The cultural philosopher Martin Spura shows what happens when the world of the imagination is coupled with technology. [more]

Images grow and change. The development of the quality of images in childhood and youth

By Hartwig Schiller, May 2012

Images are created in the life of the human imagination. They vary in character and are as much connected with personal and individual prerequisites as with the characteristics of general human development. [more]

Early childhood

The media and small children - or where we can find the musicians in the radio

By Philipp Gelitz, May 2012

We all know that television makes you stupid – particularly children do. But we do not take our knowledge seriously. Television is part of every-day life. “Just a bit won’t matter,” many parents tell themselves. You can’t be serious, says Waldorf child care worker Philipp Gelitz. [more]

Publisher's View

Who owns the Waldorf school?

By Henning Kullak-Ublick, May 2012

We have lived with the tradition that schools are a public task for such a long time in Germany that we forget that we are the public: the state has considered public life to be its property since absolutism spread across large parts of Europe in the eighteenth century, and thus it sees itself as being entitled to manage the school system. [more]

Spotlight

Waldorf education in Silicon Valley

May 2012

At the end of October 2011, an article appeared on the front page of the New York Times about a Waldorf school in Silicon Valley, the Californian centre of the software and computer industry, which provoked a major response in the American media landscape. The school has many parents who work in high-tech industry. What makes it different is that it refuses to use precisely those technologies with which the parents earn their money. The parents think that is a good thing. Erziehungskunst spoke with David Mitchell from the Association of Waldorf Schools of North America about the reasons for this strong response.  [more]

Column

Children cannot be trained in social behaviour

By Henning Köhler, May 2012

“While people generally believe that they can be an awful lot to children, the point, above all, is to disrupt as little as possible what wants to emerge [from the child],” Rudolf Steiner says. Hence we need an educational method “exercised in love through which the child ... can educate himself or herself through us without its freedom being put at risk.”  If we argue in favour of an education in freedom, it triggers a peculiar flurry of “yes, buts” in many people. Yes, but ... children need boundaries! Yes, but ... they have to learn to fit in! Yes, but ... if everyone does what they want there will be chaos! Yes, but ... children are egocentric, they don’t know what to do with freedom! Yes, but ... you first of all have to teach them to... [more]

Follow