Series, Freedom

Leonore Bertalot – pioneer of the Brazilian Waldorf movement

By Nana Göbel, September 2019

When Rudolf Lanz, at the time a council member of the Escola Higienópolis school association in São Paulo, was looking for a “competent and all-round inwardly stable teacher”, he asked in many letters for support from Ernst Weißert at the German Association of Waldorf Schools. Finally, Leonore and Italo Bertalot joined the school in 1962 and supplemented the small faculty, she as a class teacher and he as an English teacher. [more]

Series, Learning languages

Henry Barnes – a Waldorf aristocrat

By Nana Göbel, August 2019

Henry Barnes (1912–2008) joined the Rudolf Steiner School in New York as a class teacher in 1940. And with the exception of three years in the army he remained a teacher there until 1977. Like Ernst Weißert in Germany or Francis Edmunds in Britain, he shaped Waldorf education in the USA for decades, particularly on the east coast. [more]

Series, Getting digitalised

Francis Edmunds. A Waldorf pioneer in the English-speaking world

By Nana Goebel, June 2019

Francis Edmunds (1902 – 1989) grew up in Lithuania in a Russian-Jewish family and spent his adolescence and student years in England, Russia, Lebanon and Switzerland. He brought with him the intense attentiveness towards other people from the east of Europe and an incredible cosmopolitanism and breadth of interest from all the other locations. [more]

Series, The art of teaching

Anatoly Pinsky. A Russian Waldorf teacher and politician

By Nana Goebel, May 2019

Anatoly Pinsky (1956–2006) is one of the most important pioneers of Waldorf education in Russia. He grew up as the son of a physics professor and as a young man studied physics and mathematics at the Institute of Education in Moscow along with theory of science and philosophy. [more]

Series

The first Waldorf school Down Under

By Nana Goebel, April 2019

After its foundation in Stuttgart in 1919, the Waldorf school movement spread not just in Germany and Europe. Who were the pioneers who founded Waldorf schools in all parts of the world? Sylvia Hazel Brose (1915-2001) in Australia was one of them. [more]

Series

Music as a school for humanity

By Peter Dellbrügger, April 2014

“You always want to play first fiddle!” – “You always have to call the tune!” – “Stop blowing your own trumpet!” – “There really has to be a change of tune!” Such examples could be continued at length and they have one thing in common: they are images and expressions which describe social processes or characteristics using musical situations. [more]

Series

Goethe in the classroom. Sense experience and the joy of discovery

By Claus-Peter Röh, October 2013

“Everyone who is satisfied with pure experience and acts in accordance therewith has plenty of truth. The growing child is wise in that sense.” (Goethe, Maxims and Reflections) [more]

Series

Why cultural studies?

By Valentin Wember, August 2013

Goetheanism in the humanities. [more]

Series

History as symbol

By Albert Schmelzer, July 2013

In order to escape the aporias of history – the restricted nature of the sources, the remoteness from the present, the profusion of information – Goethe developed an understanding of history as a symbol. [more]

Series

Goethean geography

By Hans Ulrich Schmutz, May 2013

The goal of geography lessons is to awaken an interest in the world and develop a concept of distance. Once children conquer distance, they unite with the world and awaken to their own self. [more]

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