Living the contradiction. Social studies in upper school

By Till Ungefug, December 2016

How should a social studies course be structured which has meaning and is guided by the developmental tasks of young people? [more]

Ferrero’s hazelnuts. Approaches to economics

By Jochen Ketels, December 2016

What constitutes the economy is disputed, the basic assumptions of economics are the subject of debate. In the upper school of the Waldorf school we attempt to give a voice to the feelings and impulses on this subject which we encounter in the pupils and to conceptualise their real concerns. Their power of judgement is heightened in the examination of realties and concepts. [more]

Political and social education at free Waldorf schools

December 2016

Declaration of the Pedagogical Section at the Goetheanum adopted at the conference of the Upper School Colloquium in Dornach on 28 November 2015. It was endorsed by the German Association of Waldorf Schools in January 2016. [more]

Early childhood

Royal children. The meaning of the final kindergarten year

By Philipp Gelitz, December 2016

The last kindergarten year is of special educational importance. [more]

Waldorf worldwide

Keep developing. Initial findings of the WEIDE study

December 2016

A comprehensive survey of Waldorf parents was undertaken for the first time in 2015; 117 schools and 3,685 parents participated. The results have now been released and an academic publication is planned for 2017. We asked professors Steffen Koolmann and Lars Petersen from Alanus University, who carried out the study together with Petra Ehler, about the most important findings. [more]


Learning to be social

By Mathias Maurer, December 2016

People first have to learn their social skills. The young child through imitation, the school child through role models, the growing young person through ideals. [more]