Series
We also learn with body and soul, not just with our heads!
The series #waldorflernt shows new, sometimes provocative perspectives on current issues that challenge the Waldorf movement to learn. This issue is about how pupils can learn to assess the quality of information and its sources. [more]
Series, Hands intelligence
"We would like to have grades so we know where we stand."
Do grade reports really help to find our position? [more]
Series, Generations
A look into the mobile classroom
Since the “mobile classroom” was developed at the Bochum-Langendreer Waldorf School about 20 years ago, many Waldorf schools have taken up this form of teaching and implemented it in their own way. Thus you can now find the typical benches and seat cushions in many classes 1 and 2 nationwide. [more]
Series, Rhythm of life
Confronting the capacity for polarisation. The courage for transformation in middle school
When young people in middle school break free from the “gold background” of childhood and undergo strong transformations in their soul, they also challenge their teachers to transform themselves. The unfolding of the personal feeling life in the transition to adolescence also includes the increasing ability to polarise. [more]
Series, Teamwork
The main lesson as a foundation for living education
Between five and six million people regularly watch the quiz show “Who wants to be millionaire” on the German broadcaster RTL. The selective knowledge pulled from a wide variety of subject areas is completely incoherent and isolated, and the value and importance of this knowledge is questionable and arbitrary. Cooking appears alongside geography, football alongside literature, Hollywood alongside opera. Actual knowledge becomes blended with hunches and guesswork in the multiple-choice form that the questions take. The questions on meaningless trivia are fuelled by both a desire to win and to create thrilling entertainment. Since 1998, the show has been running in more than 100 countries around the world. [more]
Series, Sources of health
Calm in the maelstrom
Many feet scuffling, many hands rustling, many mouths chattering – there is always something going on in a class. So how can the children learn anything at all? We need quiet and activity. The class teacher, with their close connection to the pupils, has a number of things they can do. [more]
Series, Birth and Spirit
“Parent work” – from the class teacher’s perspective
What actually is “parent work”? How does it become apparent and what role does the teacher play in it? An overview of this essential task is given by a class teacher of 20 years’ standing. [more]
Series, Transhumanism
Two sisters and a legacy. Waldorf education in New Zealand
Anthroposophy came to New Zealand as early as the second decade of the twentieth century through Emma Richmond. Her daughter, the teacher Rachel Crompton-Smith, together with her husband Bernard Crompton-Smith opened the small St George School in Havelock North in 1917 at which girls and boys were taught together, something extraordinary at that time. This impulse was taken up by Ethel Edwina Burbury and Ruth Nelson who founded the anthroposophical Taruna centre and a short time later the first Waldorf school in Hastings. [more]
Series, From image to concept
A Nordic trio. Walter Liebendörfer, Frans Carlgren and Bengt Ulin
In the early 1950s, a number of teachers joined the Kristofferskolan in Stockholm, the first and at that time only Waldorf school in Sweden, and shaped this school for decades. They stood out through their pioneering spirit, humorous earnestness and an inwardly free attitude towards anthroposophy. [more]
Series
Patron saint of children
Klara Hattermann and the beginnings of the Waldorf kindergarten movement. [more]
Bund der Freien Waldorfschulen e.V.