Learning to love the “inner child”. A professional task

By Christoph Hueck, November 2017

Experiences we keep having, recurring feelings that weigh us down can frequently be ascribed to events which can be resolved. To this end the so-called “work with the inner child” is an effective psychotherapeutic method. [more]

Every child the world’s stage. The concept of learning in Waldorf education

By Peter Loebell, November 2017

It is like in the fairy tale: when the class 1 pupils rush out of the school building at break time and see a tree trunk lying at the side of the path, it seems to challenge them to balance along it, and the swing in the playground exercises a magical attraction on the children. That the world speaks to us is something we also experience as adults. [more]

Individual encounter as the focus of community building

By Karl-Martin Dietz, November 2017

Community building based in the individuality requires a conscious interest in the other, understanding and reciprocal trust. How can these conditions be created? [more]

Publisher's View

G20 and the life that fits

By Henning Kullak-Ublick, November 2017

Eighty years ago Charlie Chaplin’s brilliant film Modern Times put its finger on a question which has continued to grow in importance: are we heading towards a standardised, anonymous mass society in which the individual person is degraded into a tiny cog in the machine, one interchangeable production factor among many others? [more]

Early childhood

Role model and imitation

By Philipp Gelitz, November 2017

A basic educational question is how children learn. School children learn in a different way from small children. The latter cannot be reached with words, admonitions and explanations. At this age the only learning that takes place is through the role model who acts on the child primarily through actions, but also through thoughts and feelings. [more]

Waldorf worldwide

Waldorf education in the world’s cultures

By Katharina Stemann, November 2017

The Waldorf movement is becoming ever more international. Worldwide there are over 1,000 schools and 1,800 kindergartens in more than 70 countries. The most recent pioneers are Myanmar, Greece and Turkey. Hence it is not surprising that for a number of years we have been occupied by the question how this system of education might look, for example, in Russia, Australia or Japan. Does it make sense to perform the Christmas plays at the height of summer in New Zealand while the sweat is dripping off the actors dressed in furs and woolly hats? [more]


Welcome to Waldorf

By Mathias Maurer, November 2017

Once again almost 7,000 pupils are joining a class 1 in a Waldorf school. And their parents are looking expectantly to their future with many questions. How will my child develop? Will they learn? With what qualifications will they leave school? Was the decision to send them to a Waldorf school the correct one?  [more]