Challenge & Support

The art of the pendulum

By Claus-Peter Röh, July 2018

The line between challenging and overtaxing a child, between support and demanding too little is not easy to recognise and often fluid. At the teacher training seminar, a teacher can absorb the ideal of teaching individually and not tar all the children with the same brush. But really seeing the difference in the children is an art which has to be learnt, an art of attentiveness. Attentiveness is the gold of the future. How can we obtain the skill to be aware what is a challenge and what is overtaxing? [more]

Publisher's View, Challenge & Support

Good news

By Henning Kullak-Ublick, July 2018

It happens – rarely, but not never – that an article in Erziehungskunst really annoys me. That includes an interview with Daniele Ganser which was published in 2016 shortly after I had had cause to warn the Waldorf schools against inviting “any old conspiracy theorists” and instead appealed for well-founded social studies lessons. [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]

Column

News from the AD(H)D front

By Henning Köhler, September 2015

Shortly before his death, the US psychiatrist Leon Eisen­berg, one of the “inventors” of attention deficit hyperactivity disorder, confessed that this was a prime example of a fabricated illness. He deeply regretted his error because the actual (mostly psychosocial) causes for the symptoms were ignored if an inherited neurochemical imbalance is assumed and methylphenidate prescribed. [more]

Early childhood, Forgiveness

Children’s drawings. A window to the world of life forces

By Raphaela Tampe, February 2018

Children’s drawings tell the story of how children unconsciously move into their body. In drawing, the small child expresses a feeling of those forces which are active in forming the body in the first seven years. Rudolf Steiner calls these biological growth forces life or etheric forces. They build, form and penetrate the physical body and the drawings of the small child are an expression of these forces. [more]

Living lessons, We and the bees

The game of world peace

By Ulrich Kaiser, June 2018

The World Peace Game in class 7 of the Hamburg Bergstedt Rudolf Steiner School. [more]

Living Teachers

The man from Gando

By Mathias Maurer, July 2018

The internationally respected architect Francis Kéré is building a Waldorf school. [more]

Waldorf worldwide

Waldorf in Vietnam. The decolonisation of the Waldorf cultural contribution

By Joachim Maidt, July 2018

Now that Waldorf education has spread throughout the world, the time has come for the different countries to associate their own culture with Waldorf education. Its understanding of the human being must be seen in the context of the specific culture. Let us take a look at Vietnam. [more]

Young writers

“I never fell in love with a chimpanzee”

July 2018

Anna Luna Scheibe in conversation with the primatologist Jane Goodall. [more]

Spotlight

Young people online

By Peter Loebell, July 2018

Twenty-first century lifeworlds between digitalisation and sensory integration. [more]

Media

12 really essential Qualities

By Valerie Taylor, July 2018

This book uses ‘12 essential qualities’, or values, to go on a journey in parenting children. The author encourages us to firstly look at the habit patterns we have, both of word and deed, and how appropriate they are and, where necessary, to transform these in order to create a world that is more nurturing for the children in our care and as a result of these changes less stressful for us. [more]

Folgen