Removing the stain of esotericism

By Leonhard Weiss, April 2017

With meanwhile more than a thousand schools, Waldorf education can now be counted as one of the most successful movements within the context of so-called progressive education. Despite this fact it remained ignored by academic education studies for decades. [more]


Vaccination – yes and no

By Stephanie Sieburg, September 2016

I carried my daughter, then eight months old, in a baby sling. I breast fed her until she was seven months old – exclusively. She is a healthy, happy and sparkling child. Today we have an information meeting about vaccination. I am sitting with my daughter in the waiting room and am nervous. I have a vague feeling of uncertainty. [more]


We live in a surveillance society

By Uwe Buermann, September 2016

A thirteen-year-old girl decides to send a naked photo of herself to her boyfriend. In 1970 that would have meant sending a paper photo by post and as long as his mother did not open the letter there would not have been a problem. Today it means that the picture speeds as a package of data invisibly from sender to recipient. And that it travels across a public space, particularly when it goes via the Internet. [more]


Directorate or self-governance

By Roland Schulze-Schilddorf, September 2016

How we can learn to carry responsibility together.  [more]


What it means to teach eurythmy today

By Wolfgang Leonhardt, May 2016

Eurythmy helps children to unite fully with the earth. The demands this makes of eurythmy are very great, as are the obstacles. Wolfgang Leonhardt, a former school doctor in Pforzheim, argues that eurythmy is an existential necessity and makes a plea to support its teachers. [more]


Inclusion – possibilities and limits

By Karl-Reinhard Kummer, January 2016

The first Waldorf school already had a so-called special class shortly after it was founded in 1919 which was looked after by Karl Schubert. And the concept of inclusion also quickly gained a foothold in Waldorf schools. It is characterised by small classes and the care of children with special needs within a normal class. Yet we should test where the boundaries of inclusion lie and the prerequisites on which its successful implementation rests. [more]


The omnipresent companion

By Karin Smith, September 2015

Why are we so infatuated with our little gadgets? Smartphones and similar devices have become an indispensable part of our lives, of ourselves. Sending and receiving messages, checking information online or sharing pictures are activities deeply interwoven in our routines; they are an undisputed element of our existence. How is it possible that a tiny box is able to hold us spellbound? What do teachers and students need to know about the effects for the brain? [more]


Against the educational tyranny of PISA

March 2015

Heinz-Dieter Meyer, sociologist and education researcher at the State University of New York, wrote an open letter to the “father” of the PISA study, Andreas Schleicher, together with the New York school principle Katie Zahedi in May 2014 which was signed by over a hundred personalities from science and education. [more]


Trade in education

By Wilhelm Neurohr, January 2015

The controversial TTIP and TISA free trade agreements threaten sell off culture and education. [more]


“ADHD” – an invented illness

By Manfred Schulze, December 2014

What today is called ADHD was once called “minimal brain damage”. The first descriptions of “hyperactive” children saw it as the cause. But no damage could be found which could be described anatomically. So the “illness” was relocated to “minimal brain dysfunction”.  [more]

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