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Waldorf education (also called Steiner education) is a world-wide system of education based on the educational philosophy of Rudolf Steiner, whose theory of child development, based on his anthroposophical view of the human being, considers child development as a process of the child's soul and spirit incarnating into a developing living, physical organism. Waldorf schools strive for a balance of practical activities, arts and academic work, whereby the emphasis shifts from the former to the latter over the course of the education; spiritual values are central both to the curriculum and to the training of teachers.

Waldorf education is practiced in more than 900 established independent private Waldorf schools located in about sixty different countries throughout the world; in "Waldorf-method" government funded schools; in homeschooling environments; and in special education.

Description

Waldorf education is founded on the ideas of Rudolf Steiner as extended by the research and work of teachers and pedagogues since Steiner's time. The Waldorf school curriculum focuses on developmental stages articulated by Steiner, who divided childhood into three seven-year phases: early childhood, when he believed learning (language and skill acquisition) is largely experiential, imitative and sensory-based; the middle, elementary school years, when he believed learning naturally occurs through the imagination and feelings and is best aided by creative, especially artistic, activity; and adolescence, when he believed the capacity for abstraction, conceptual judgments and intellectual rigor awakens.

The education of head or Intellect, heart or feeling life, and hands or practical skills is differentiated over the course of schooling as follows: The Waldorf approach to early childhood education (through age 6/7) emphasizes learning through doing (imitation of practical activities); the approach to the elementary years (ages 7-12 or 7-14) emphasizes learning through the feeling life, with the goal of making all of education artistic in these years, and the Waldorf approach to the middle (12-14 years) and high school (14-18 years) emphasizes learning through intellectual understanding. (Schools vary in how distinctly they differentiate a middle school.) There is an attempt to integrate practical, artistic and intellectual approaches into the teaching of all subjects, especially through providing artistic and practical experiences of academic subjects (cf. main lesson books, below).

Pedagogy

Steiner developed a 3-stage pedagogical model of child development that views a child's physical, emotional, and cognitive development as expressions of the process of incarnation of an immortal soul and spirit in its gradual embodiment in the human body which will be its temporal earthly vehicle. Childhood thus includes but three of the many seven-year cycles of development that define human biography.

Pre-school and kindergarten: birth to age 6 or 7

The child at this early stage learns through imitation and example, so in Waldorf it is considered best to surround him with the goodness of the world and caring, practically active adults to emulate. The curriculum attempts to awaken the child's will and initiative; the teacher has the responsibility for providing an environment that stimulates imitation. Such an environment is believed to support the physical and spiritual growth of the child. Formal learning is absent, and experiences of the written language are consciously avoided. Oral language development is addressed through circle games (songs, poems and games in movement), daily story time (normally recited from memory) and the range of practical activities.

The kindergartens emphasize the rhythmic experience of the day, week and year. The rhythm of the day moves between inside and outside activities; between time for play and time for "work", which may include both practical or artistic activities; time to be extroverted and meet the world and time to hear stories and be calm within. Each day of the week will normally have a particular practical focus (baking, painting, etc.) and meal, creating a predictable weekly rhythm; emphasis is placed on traditional household activities. The rhythm of the year is emphasized through festivals primarily related to the experienced course of nature.

Waldorf kindergartens ask that children be sheltered from the media to the extent that this is possible.

Elementary education: age 6 or 7 to puberty

In Waldorf schools, elementary education generally begins when the child is nearing or already seven years of age; this is up to one year older than the entrance age for most schools in English-speaking countries. The curriculum includes two foreign languages from age 6/7 - though not every Waldorf school achieves this - and an unusual emphasis on arts and crafts (weekly subjects include: crafts and handwork, painting and drawing, singing and instrumental music, eurythmy).

Waldorf schools generally strive to have one teacher accompany a class throughout the elementary school years (6-8 years). This teacher is responsible for teaching the main academic lessons and may have responsibilities for some of the artistic and/or practical lessons; specialist teachers generally teach the latter, however. Academic instruction is integrated with arts, craft, music and movement.

Throughout the elementary years, an imaginative approach is encouraged; new material is introduced through stories and images rather than abstractly, and the children create their own "textbooks", known as main lesson books. The day begins with subject block courses known as the main lesson, a one-and-a-half to two hour lesson devoted to a single academic subject over the course of about a month. The main lesson (and thus the school day) generally starts with the children singing, playing instruments, reciting poetry, practicing mental mathematics, and doing movement exercises.

Science education in the early years

Until the child is 9-10, nature stories and experiences in nature are the only "science education". A third grade (9-10 year olds) block introduces the human being, animal, plant and mineral world in their interrelationship on a farm. Only after this are biology, botany and mineralogy introduced as separate subjects in successive years. Most Waldorf schools follow Steiner's recommendation of introducing at this age each animal as a one-sided development of the unspecialized human being, and the plant world in relationship to the earth's varied climatic zones and soil.

Middle school years (12-14)

In the middle school years, when the child is twelve to fourteen years old, many schools employ specialist teachers for academic subjects including mathematics, science, and literature. These are seen as transitional years when the pupils still need the support of a central teacher, but also the in-depth education possible only through teachers with special competencies in these subjects. The approach to teaching these years is changing in some schools, including shortening the class teacher cycle from the traditional eight years to six-seven years.

Secondary education: after puberty

In most Waldorf schools, pupils enter secondary education (high school (USA) or upper school (UK)) in 9th grade/year nine, when they are about fourteen years old. The education is now wholly carried by specialist teachers. Though the education now focuses much more strongly on academic subjects, students normally continue to take courses in art, music, and crafts. Academic subjects are treated in parallel: three to five-week block courses (main lessons) explore the historical evolution, philosophical significance, and social consequences of special themes in depth while track classes focus more on traditional content. Pupils create their own textbook ("main lesson book") in the block classes, depending strongly upon oral learning, while the track classes generally use conventional textbooks.

The education aims to cultivate a combination of highly analytic thinking with idealism in this phase. While the elementary education focuses on the child's experience of the teacher as an authority, the child is now helped to begin a guided, but independent, search for truth. As stated in Education for Adolescents (1922), "The capacity for forming judgments is blossoming at this time and should be directed toward world-interrelationships in every field." Idealism is central to these years, and the education directs pupils to motivating impulses that can stimulate their enthusiasm.

Educational philosophy

Introduction of reading and writing

Waldorf kindergartens approach literacy readiness through movement games, poetry and story. The written language is first introduced at age six or seven. Instruction progresses through writing into reading. Some children are reading independently by age eight.

Main lesson books

In both the elementary school and secondary school, most academic subjects are taught in blocks. For these blocks, each pupil writes and illustrates a "main lesson book", a self-created 'textbook' based upon the content learned. Scope for independent creativity in these books progresses rapidly through the elementary years.

Foreign languages

Most Waldorf schools begin teaching two foreign languages from first grade/ class 1 (age six-seven) on. Foreign language instruction in the first years is purely oral; by the end of class 3, the written forms of the languages are introduced. When the pupils are about sixteen years old, exchanges with schools in other countries are encouraged.

Art

• Painting is normally a weekly experience in the early years. Art instruction continues through the high school for all students.
• In the elementary years, drawing is practiced daily. For pedagogical reasons, full-color figures are usually drawn, not outlines. A special discipline called Form Drawing, created by the early Waldorf pedagogue Hermann von Baravalle, focuses on linear forms.

Music

• The children sing daily with their class teacher. Generally, weekly singing lessons with a specialized music teacher begin at an early age and continue as choral instruction through to age 18.

• Pentatonic recorders are introduced in first grade/ class 1, the familiar diatonic recorder in third grade / class 3, when the children also take up a string instrument: either violin, viola or cello. Waldorf pupils are generally required to take private music lessons when a class orchestra is formed, usually at aged 10. By aged 11, the children may switch to (or add) other orchestral instruments such as the woodwind or brass. Orchestral instruction continues through to 18, though in many schools it becomes elective at some point.

Eurythmy

A movement art, Eurythmy, is required in most Waldorf schools, generally from kindergarten through twelfth grade. Eurythmy, founded by Rudolf Steiner, is usually performed to poetry or music, and aims to create a unity of the movement, the performer's inner experience and the expressive reality (spiritual content) of the piece.

I speak in all humility when I say that within the Anthroposophical Movement there is a firm conviction that a spiritual impulse of this kind must now, at the present time, enter once more into human evolution. And this spiritual impulse must perforce, among its other means of expression, embody itself in a new form of art. It will increasingly be realised that this particular form of art has been given to the world in Eurythmy.

It is the task of Anthroposophy to bring a greater depth, a wider vision and a more living spirit into the other forms of art. But the art of Eurythmy could only grow up out of the soul of Anthroposophy; could only receive its inspiration through a purely Anthroposophical conception.

Rudolf Steiner, "Lecture on Eurythmy"

Whereas the six or seven-year old children would typically be performing a nursery rhyme, folk tale or simple melody in eurythmy, the eighteen-year olds might perform large-scale musical and/or dramatic pieces to their own choreography.

Nature and science in the Waldorf School

Waldorf schools' very distinctive phases of education show themselves clearly in the treatment of nature and the natural sciences. In the pre-school, kindergarten and first elementary years, rich, direct experiences of nature are encouraged. Children play outside in all weathers, preferably in gardens that show the seasons through the changing plant (and sometimes animal) life. Inside the classroom, natural materials are preferred for the room, its furnishings and all toys: these include wood, stone, clay (e.g. pottery), wool, cotton, silk, and linen. The emphasis is on working with the materials of nature through planting and harvesting, craft work and creative play. The commonly used dolls are also made of natural materials and have simple expressions and allow natural postures. The beings of nature are personified and even anthropomorphized as active agents. The first years are thus years of ‘nature experience’.

At about nine years of age, children begin to become more conscious of their separation from their environment. From this age, nature is studied in an imaginative (rather than analytical) way, and still in relationship to the human being – but no longer anthropomorphized. The curriculum includes blocks on farming (aged 10), Man and animal (aged 11), Plant and Earth (aged 12) and geology (aged 13). A feeling connection to nature is aimed for, out of which a sense of stewardship can grow.

By twelve, children are entering a newly rational phase (cf. Piaget’s Theory of cognitive development). An experimental approach to science is introduced, beginning with simple but systematic sensory explorations of phenomena of acoustics, light, mechanics and chemistry and progressing through ever more advanced physics, chemistry, biological and ecological studies:

• 11-12 years: Mineralogy, acoustics, optics, heat, natural magnetism and electricity.
• 12-13 years: Nutrition and hygiene, mechanics, acoustics, heat, optics, electricity and magnetism, chemistry.
• 13-14 years: Anatomy, hydrostatics and simple hydrodynamics, simple organic chemistry of starches, sugars and fats.

At the secondary school level (fourteen years of age and up), Waldorf schools tend to emphasize the historical origins, cultural background, and philosophical roots and consequences of scientific discoveries. By the end of their secondary school education, students are expected to have a grasp of modern science equivalent to that achieved in other schools. In particular, the following subjects are recommended:

• 14-15 years: Acoustics and thermodynamics, earth science, organic chemistry
• 15-16 years: Mechanics, mineralogy, anatomy and physiology, mechanics, acid-base reactions.
• 16-17 years: Cell biology and embryology, botany, atomic theory, electromagnetism and radiation, the periodic table, advanced chemistry
• 17-18 years: Zoology, optics, physiological chemistry

Standardized Testing

Waldorf schools rarely use standardized tests in the elementary grades. High school students take standard college entrance examinations: SAT in the USA, A-levels in England, Abitur in Germany, etc. It is now a requirement of all independent schools in NSW, Australia to use standardized tests in order to receive government funding.

Celebrations and Festivals

Most private Waldorf schools celebrate holidays and festivals that are an anthroposophic or simply school-specific interpretation of the local culture's holidays and festivals. Festivals can be secular in character, combine elements of several religious traditions, as is frequently the case in multi-cultural settings, or represent the dominant local tradition, as is generally the case in parts of Europe (Christian festivals), Egypt (Islamic festivals), Israel (Jewish festivals, but see Intercultural links in socially polarized communities), and India and Thailand (Buddhist festivals).

In North America and Europe most private Waldorf schools celebrate several Christian-based holidays and festivals, often with an Anthroposophic interpretation, including Martinmas and the four seasonal festival]of Michaelmas (fall), Christmas (winter), Easter (spring), and St. John's (summer). Although a majority of the schools' celebrations in North America and Europe are Christian-based, most North American private and European Waldorf schools also celebrate celebrations and festivals drawn from other traditions.

In the kindergarten and earliest elementary schools years, most Waldorf schools also celebrate something known as the Advent Spiral. This festival, celebrated in the weeks prior to the winter solstice, is also called a Advent Garden, Winter Garden, or Spiral of Light. In this ceremonial celebration, children enter, one at a time, into a large spiral of lit candles. As the parents sing the child a song or music is played, each child lights a candle and as the ceremony progresses, the spiral becomes brighter and brighter. The entire ceremony is conducted without any narration or interpretation, but the spiral and the lighting of the candles symbolizes many things in Anthroposophy: the turning and renewal of the year, the path of incarnation on earth, etc.

Transferring between Waldorf and non-Waldorf schools

Social mission

Wider social purpose

Besides seeking to foster creative development of the "whole child", Steiner also started the Waldorf movement in order to help fulfill a social purpose: that education, while remaining fully accessible and available to all regardless of economic background, should eventually cease to be controlled by the State, and should instead come to depend on the free choices of families and teachers freely developing a highly pluralistic and diverse range of schools and educational options.

Steiner held that where the State administered education, culture was crippled in its ability to impartially distinguish good from bad in state action and in economic life. Without the capacity to make impartial, independently-based critiques, i.e., critiques not controlled by the state and economic interests, society would proceed relatively blindly. He also held that educators whose methods and work were determined by the State often had their competencies and creativity greatly weakened through the lack of full self-responsibility and independence.

Social health, he believed, required education to be a matter of freedom and pluralism. At the same time Steiner emphasized that compromises with the State would have to be made.

Intercultural links in socially polarized communities

Waldorf schools have linked polarized communities in a variety of settings.

• Under the apartheid regime in South Africa, the Waldorf school was the only school in which children of both races attended the same classes, and this despite the ensuing loss of state aid. The Waldorf training college in Cape Town, the Novalis Institute, was praised by UNESCO as "an organization of tremendous consequence in the conquest of apartheid".
• In Ireland, the Holywood Rudolf Steiner School has accepted both Catholics and Protestants since its founding in 1975.
• In Israel, when the Harduf Waldorf school attempted to include the local Arab community, the educational authorities threatened to withdraw funding; the school responded by beginning a joint project with that community to run parallel schools with rich contacts. A joint Arab-Jewish Waldorf kindergarten has also been founded in Hilf (near Haifa).
• In Brazil, a Waldorf teacher, Ute Craemer, founded a community service organization providing training and work, health care and Waldorf education in the Favelas (poverty-stricken areas of the city).
• The Imhoff Waldorf School in Cape Town, South Africa has a programme which offers sponsored education to previously disadvantaged pupils.

Links to UNESCO

The United Nations Educational, Scientific and Cultural Organization, known as UNESCO, has chosen many Waldorf schools to be associated project schools, including at least seven UNESCO Waldorf schools in Germany alone, as well as schools in Africa and Asia.

UNESCO also sponsored an exhibit about the Waldorf schools at the 44th Session of their International Conference on Education in Geneva. An exhibition catalog was published by UNESCO under the title Waldorf Education Exhibition Catalog On Occasion of the 4th Session of the International Conference on Education of UNESCO in Geneva.

History

Waldorf education was developed by Rudolf Steiner as an attempt to establish a school system that would facilitate the inclusive, broadly based, balanced development of children. Though he had written a book on education, The Education of the Child in the Light of Anthroposophy, twelve years before, his first opportunity to open such a school came in 1919 in response to a request by Emil Molt, the owner and managing director of the Waldorf-Astoria Cigarette Company in Stuttgart, Germany. The name Waldorf thus comes from the factory which hosted the first school.

The resulting coeducational, comprehensive twelve-year school was open to all children. The teachers had primary control over the pedagogy of the school, with a minimum of interference from the state or from economic sources. For the first year the school was legally a company school and all teachers were listed as workers at Waldorf Astoria; by the second year the school had become an independent legal entity. The Stuttgart school grew rapidly, opening parallel classes, until political interference from the Nazi regime limited and ultimately closed the school.

As of 2005, there were over 900 independent Waldorf schools worldwide, including over 150 in the United States, and 31 in the UK and Ireland. In the United States there are a growing number of Waldorf methods based charter school and public school movements. Many teachers not working in schools committed to Waldorf education have brought aspects of Waldorf education into their classrooms, as well. In Europe, especially in Switzerland, there is much more integration of the Waldorf approach and government-funded education than in the USA or England. There is also a large homeschooling movement utilizing Waldorf pedagogy and methods.

School organization

Internal self-government

One of Waldorf education's central premises is that all schools should be self-governing; that the people who are practical experts on education — the teachers — should decide issues directly relating to pedagogy. Most Waldorf schools thus do not have a person acting as a principal, but rather a group of committed, long-term teachers who decide on pedagogical issues. This group is often known as the college of teachers. It is usually open to all full-time teachers who have been with the school for a certain period (often two years). Most colleges of teachers decide issues on the basis of consensus.

For more information about school organization and administration, see Waldorf schools' organization and administration

Teacher education

Waldorf education teaching programs are in operation throughout the world, either in specialized colleges and training centers or as courses in established universities. The course of study normally includes methodologies of teaching, academic training in specialized disciplines, artistic development, and familiarity with child development (especially as researched by Steiner and later Waldorf educators). It also generally aims to develop an understanding of the inner, or spiritual, basis of teaching; of the human being as composed of spirit, soul and body; and that an individual human being reincarnates in a series of lives. The latter implies that children bring certain gifts and challenges with them from previous Earth experiences, and have chosen a future destiny to develop in this life — a destiny which can be supported through the environment of family and school. This spiritual background is intended to enhance teachers' professional, personal and inner development. It is not intended to flow into the actual content taught to children.

Rudolf Steiner's "spiritual science" or Anthroposophy and developmental psychology are normally central courses at any Waldorf teaching college or training. Further specialized courses may draw on the huge body of research since Steiner's day, possibly including work by (in alphabetical order, and without any pretense at comprehensiveness): George Adams, Hermann von Baravalle, Lawrence Edwards, Erich Gabert, Michaela Glöckler, Freya Jaffke, Dennis Klocek, Henning Köhler, Ernst Kranich, Georg Kuhlewind, Audrey McAllen, Martin Rawson, Wolfgang Schad, Ernst Schubert, Jörgen Smit and Olive Whicher. For elementary educators, artistic work will include painting, blackboard drawing, sculpture, singing, recorder playing, speech and drama work and movement (eurythmy and/or gymnastics). Practica in schools vary in length and will include opportunities for observation and for trial teaching.

Much of the education of any Waldorf teacher happens after graduation from the teaching program, however, including through further seminars (such as those run by the national associations of Waldorf teachers) as well as the extensive publications on the subject (see the list of publishers below), and, of course, on-the-job training in the classroom. The monthly magazine Erziehungskunst publishes the latest Waldorf research from Germany; to give an idea of the extensiveness of the source material now available — at least in German —, a collection of the best articles on elementary education from this magazine's 66-year history (Zum Unterricht des Klassenlehrers an der Waldorfschule) included more than one hundred authors and ran to more than a thousand pages. The English language source material is also extensive, and there are English language research journals for Waldorf education in several countries.

Spiritual Foundations

Anthroposophy's role in Waldorf education

Both historically and philosophically, Waldorf education grows out of anthroposophy's view of child development. Some Waldorf schools mention both Rudolf Steiner and anthroposophy in their websites and the information they provide to prospective parents; but even schools that mention Anthroposophy generally do not give much detail as to what Anthroposophy is. AWSNA, the accrediting organization for all Waldorf Schools in North America, states on their web page:

• A Waldorf school is not just an alternative to public schools or another independent school; its curriculum and philosophy proceed from the worldview and the insights into the nature of the child that Rudolf Steiner has given us in Anthroposophy. If there is not a core community surrounding the school initiative that is thoroughly familiar with and committed to that philosophy and pedagogy, then it is unlikely that the initiative will prosper.
• The anthroposophical work in a community is very important because Waldorf Education arises out of the soil of Anthroposophy. It is into this soil that the roots of the school will grow and derive nourishment.
• The school itself needs to have a healthy fertile relationship with Anthroposophy if it is to grow and thrive as a Waldorf school. For more information about the study of Anthroposophy or to learn of anthroposophical study groups in your area, you may contact the Anthroposophical Society in America.

AWSNA also stresses that although Anthroposophy is a central influence, and study of its inner path and teachings are encouraged for the educational community of teachers, parents, and supporters of the schools, they are never compulsory, stating, "There can be nothing compulsory about the study of Anthroposophy, for it must live in the realm of inner freedom."

While Anthroposophy generally underlies all activities and subjects in Waldorf schools, Anthroposophy is not taught to pupils as a subject: "The Waldorf School, or any other school which might spring from the anthroposophical movement, would never wish to teach its pupils anthroposophy in the form in which it exists today. This I should consider the very worst thing one could do." Nevertheless, it stands as the basis for Waldorf education's theory of child development, methodology of teaching and curriculum.

There is one occasional exception to the exclusion of anthroposophical content; some schools have seen the need to give their graduating twelfth-graders a clear picture of the basis for their education through a course on Child Development. Above and beyond presenting the anthroposophic view of child development, such a course may include a description of some other anthroposophic ideas, introduced to help the students understand the origin and nature of the school's educational approach: the human being as composed of body, soul and spirit; the value of integrating multiple points of view; reincarnation; etc. The purpose is to ensure that pupils understand the background of their educational experience and there is open discussion of the viability of these ideas.

Anthroposophical principles, including the principle that every human being includes a body, soul and immortal spirit; reincarnation and karma; the conviction that everything material has a spiritual nature; esoteric Christianity; and the belief that individual spiritual development will allow perception of spiritual realities are at the heart of the pedagogical understanding of the teachers and are the foundation of the curriculum itself. Steiner emphasized this connection in his public lectures about Waldorf education. For some people, these principles are interpreted as religious, and this reasoning has brought questions about whether Waldorf charter (public) schools should recieve taxpayer funding. The San Francisco based anti-Waldorf lobby group PLANS has been extremely vocal on this issue.

Religious orientation of some schools

Independent Waldorf schools tend to celebrate festivals and otherwise incorporate content that draws on their community's cultural background. In clearly Christian, Jewish, Muslim, Buddhist, or Hindu cultures, the religious traditions of the surrounding culture are often woven into the school's life, and this is generally one of the most appreciated aspects of school life. Challenges may arise in multicultural settings.

In traditionally Christian countries - Europe, the United States, and Australia - there is mixed anecdotal evidence, some individuals complaining that their children's Waldorf schools emphasized Christian festivals, values and/or theology; others emphasizing that they have not found such an emphasis in their school. Two factors seem to be at work here: the schools' tendency to embrace local religious traditions whatever their setting, which can be problematic for those not of the majority religion, and the schools' foundation in Anthroposophy, which, despite its conscious inclusion of all religions, has a strong esoteric Christian thread. Different schools clearly handle these tensions differently, and an engaged parent body or community input can awaken schools to the issue, as has happened on a large scale in various countries.

U.S. Waldorf methods public schools

In 1998, a law suit was filed in federal district court by the anti-Waldorf lobby group PLANS against two public school districts with Waldorf methods schools in California, charging that publicly-financed Waldorf methods schools are in violation of the "church and state" establishment clause of the First Amendment. When the case was tried in 2005, the district court decided for the Waldorf methods schools, finding that the plaintiffs had no admissible witnesses or evidence to support their claim that anthroposophy is a religion. The plaintiffs are appealing the decision. The defendants are disputing the validity of the appeal.

Comparison with state-run education

In 2005, a UK government-funded study praised the schools' ability to develop students through closer human relationships rather than relying purely on tests, but reported that the state sector could provide guidance to Steiner schools in teacher training and management skills.

Notes and References

1. Carlgren, Frans, Education Towards Freedom ISBN 0-906155-04-5
2. World List of Rudolf Steiner (Waldorf) Schools and Teacher Training Centers
3. Some especially influential figures in its early development are Hermann von Baravalle, Caroline von Heydebrand, Heinz Müller and Karl Schubert. A substantial record of contributions of many more recent teachers is found in Helmut Neuffer's Zum Unterricht des Klassenlehrers an der Waldorfschule (Stuttgart:1997) and the Steiner Schools Fellowship's Child and Man Extracts (Forest Row: 1975).
4. Ginsburg and Opper, Piaget's Theory of Intellectual Development, ISBN 0-13-675140-7, pp. 39-40
5. Rudolf Steiner, Study of Man
6. Hermann Koepke, Encountering the Self, Anthroposophic Press, 1989
7. E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship, 1969
8. Tolerance: The Threshold of Peace., UNESCO, 1994.
9. Peter Normann Waage, Humanism and Polemical Populism, Humanist 3/2000
10. When Ahmed met Avshalom, Israel21c, May 28, 2006. See the online version of article.
11. Ute Craemer et. al, Rich in Spirit, EBook/Southern Cross Review, 2005
12. Steiner, Rudolf: Soul Economy in Waldorf Education, pp. 127-128]
13. Steiner, Rudolf, Waldorf Education and Anthroposophy 2: 12 public talks, 1923-1924 ISBN 0-88010-388-4
14. "Three People Reflect on Waldorf Education", Natural Jewish Parenting, Spring 1999, pp. 44-45
15. UK government-funded study (2005)

External links

Waldorf Resources

• The Online Waldorf Library
• Waldorf Research Institute
• List of well-known Waldorf alumni

Further Discussion, Outside Views and Reviews of Waldorf Schools

• News articles since 2004

• "Schooling the Imagination" by Todd Oppenheimer (a winner of the National Magazine Award for public interest reporting). Atlantic Monthly, September 1999.

• "Steiner schools 'could help all" by Branwen Jeffreys. BBC News Report on British government-funded study on Waldorf education in the UK, 5july 2005.

• "Waldorf Succeeds in Public Schools" by Claudia M. Lenart. Conscious Choice, August 2000.

• "Contrarian finding: Computers are a drag on learning" by G. Jeffrey MacDonald, The Christian Science Monitor, 6 December, 2004.

• "Waldorf Education. Looking into the educational system developed by Rudolf Steiner" by Diane and Robert Gilman. In Context: A Quarterly of Humane Sustainable Culture, Summer 1984.

• "The Wisdom of Waldorf: Education for the Future" by Rahima Baldwin Dancy, Mothering Magazine, March/April 2004.

• "What is a Waldorf School?" Peterson's Guide to Waldorf schools.

• "Schooled in spirituality" by Chrisanne Beckner. Sacramento News and Review, February 03, 2005.

• "Diplomats tour `eco-campuses,' laud progress" by Mo Yan-chih, Taipei Times, January 23rd, 2005.

• Research Monograph Review of Waldorf Science

Critical Review

• "Rudolf Steiner (1861-1925)" by Robert Todd Carroll, editor of The Skeptics Dictionary.

Research journals

Steiner's educational philosophy is continually being developed further. Journals of note publishing such material include

• Erziehungskunst, the organ of the German Association of Waldorf Schools
• Paideia, the journal of the Steiner-Waldorf Schools Fellowship in Britain.
• Research Bulletin of the Association of Waldorf Schools of North America

Associations of Waldorf Schools

• Association of Waldorf Schools of North America
• Steiner Waldorf Schools Fellowship of the UK and Ireland
• Southern African Federation of Waldorf Schools

Finding a Waldorf School

• A list of Waldorf Schools worldwide (in pdf form)
• A list of Waldorf Schools in the US
• A list of Waldorf Schools in Germany
• Starting a Waldorf School

Teacher training programs

• Antioch New England Graduate School
• Center for Anthroposophy in Wilton, New Hampshire
• Emerson College in Forest Row, Sussex, England
• Rudolf Steiner Centre Toronto, Canada
• Rudolf Steiner College in Fair Oaks, California
• Sunbridge College in Chestnut Ridge, New York
• The University of Plymouth, England
• West Coast Institute for Studies in Anthroposophy, Vancouver, Canada

Homeschooling

• Waldorf World's guide to homeschooling

Special Education

• Camphill Communities Intentional communities of people with disabilities that recognize the potential, dignity, spiritual integrity, and contributions of each individual.

Bibliography

Works by Rudolf Steiner

• Education: An Introductory Reader (Christopher Clouder, ed.), Sophia Books (March 2004), ISBN 1-85584-118-5. Collection of relevant works by Steiner on education.
• The Education of the Child, and early Lectures on Education (Foundations of Waldorf Education, 25), ISBN 0-88010-414-7. Includes Steiner's first descriptions of child development, originally published as a small booklet.
• The Foundations of Human Experience, ISBN 0-88010-392-2, these fundamental lectures on education were given to the teachers just before the opening of the first Waldorf school in Stuttgart in 1919.

Note: all of Steiner's lectures on Waldorf education are available in PDF form at this research site

Works by other authors

• Aeppli, W., The Developing Child ISBN 0-88010-491-0

• Armon J: The Waldorf Curriculum as a Framework for Moral Education: One dimension of a fourfold system. Annual Meeting of American Educational Research Association (AERA), Chicago, 1997.

• Bärtges, C. and Lyons, N.: Educating as an Art, NY 2003 ISBN 0-88010-531-3

• Clouder, C. and Rawson, M., Waldorf Education ISBN 0-86315-396-8

• Cusick, L, Waldorf Parenting Handbook ISBN 0-916786-75-7

• Edmonds, Francis, An Introduction to Steiner Education ISBN 1-85584-172-X

• Gardner, John F., Education in Search of the Spirit: Essays on American Education ISBN 0-88010-439-2

• Gloeckler, Michaela: A Healing Education, Rudolf Steiner College Press, Fair Oaks, 1989

• Harwood, A. C.: The Recovery of Man in Childhood ISBN 0-913098-53-1

• Masters, Brien, Adventures in Steiner Education ISBN 1-85584-153-3

• Nobel, Agnes, Educating through Art: The Steiner School Approach

• Petrash, Jack, (2002): Understanding Waldorf Education: Teaching from the Inside Out ISBN 0-87659-246-9

• Querido, René, Creativity in Education ISBN 0-930420-05-5

• Querido, René, The Esoteric Background of Waldorf Education

• Spock, Marjorie, Teaching as a Lively Art ISBN 0-88010-127-X

• Wilkinson, R. (1996): The Spiritual Basis of Steiner Education. London: Sophia Books ISBN 1-85584-065-0

• Alternative education
• Anthroposophy
• Educational philosophy
• Pedagogy
• School types