Self-governance as basic principle of modern social structures

By Christoph Strawe, June 2012

Increasing numbers of problems in our society can no longer be solved by means of outdated forms and old methods. There is a growing feeling that things must change. New political forces and social currents are appearing which carry within them the impulse of a culture of involvement in all social questions. [more]

Self-governance as body of the spirit

By Florian Osswald, June 2012

In a world full of conflict it is not surprising that there is an increase in the tendency to emphasise differences. But these differences create a polarity which allow us to see the poles more clearly. [more]

Together we are strong. On the partnership of parents and teachers in the Waldorf school

By Karl-Martin Dietz, June 2012

Teachers and parents who set themselves the task of supporting children in their development must work together intensively. This is not about behavioural norms or patterns of action but independent spiritual intentions and their daily realisation.  [more]

Self-governing organisations must be able to delegate

By Udo Herrmannstorfer, June 2012

A school lives on the contributions of those involved. In which way and in which position can each individual person actively contribute their potential to the school? But also: how can it be ensured that the actions of individuals are perceived as an expression of the common concern? Such coordination becomes a necessity as soon as all involved no longer try to govern communally on all matters regarding the school, but rather divide the overall task between them. [more]

Conflict, crises and developmental opportunities

By Michael Harslem, June 2012

Many of the battles for power which occur in other circumstances do not exist at Waldorf schools, do they? That is they view of many “idealists” who see self-governance as the realisation of a non-hierarchical space with equal responsibility among all those involved. But in reality the opposite is the case. Severe conflicts and diverse battles for power occur precisely in idealistic communities with high objectives, claims and expectations. The pressure rises when parents, who through their children are personally affected and frequently strongly emotionally involved, demand an ever greater right of co-determination as the sponsors of the school. [more]

The teachers’ meeting as spiritual training field

By Hartwig Schiller, June 2012

If we describe the individualisation of the human being as one of the central aims of Waldorf education, we can hardly go wrong. Because as Rudolf Steiner sketched out in the “sociological basic law” formulated by him as long ago as 1898: “In early cultural conditions, humanity strives to create social groupings in which the interests of the individual are sacrificed for the interests of the whole; subsequent development leads to the liberation of the individual from the interests of the group and to the free development of the needs and forces of the individual.” [more]