Scholarly Articles on Waldorf Education
Learning That Grows with the Learner: An Introduction to Waldorf Education.
Barnes, Henry
Educational Leadership, v49 n2 p52-54 Oct 1991
Waldorf education, rooted in the spiritual-scientific research of the Austrian scientist Rudolf Steiner, conceives man/woman as a three-fold being of spirit, soul, and body whose capacities unfold in three developmental stages: early childhood, middle childhood, and adolescence. Waldorf schools educate the whole human being--head, heart, and hands. (MLH)
Coming to Know the World through Waldorf Education.
Uhrmacher, P. Bruce
Journal of Curriculum and Supervision, v9 n1 p87-104 Fall 1993
Summarizes a study that describes, interprets, and appraises the "ecological" character of two Waldorf schools to shed light on Waldorf education and education in general. Focuses on Waldorf educators' general intentions, what happens in classrooms, the educational significance of Waldorf theories and practices, and implications for Waldorf and public school students. (Contains 36 references.) (MLH)
Waldorf Education: An Innovative Tradition.
Harrington, Sheila
Momentum, v24 n1 p17-21 Feb-Mar 1993
Waldorf Schools represent the largest nonsectarian school movement in the world, shunning fads and technology and relying on the creative gifts of teachers and students. Studies include eurythmy, woodworking, weaving, and traditional academic subjects, and no commercial textbooks are used. Despite teacher/funding shortages, the system continues to grow. (BCY) Utah County Waldorf Schools
Waldorf Education as Spiritual Education
Pages 346-363 | Accepted author version posted online: 14 Feb 2017, Published online: 17 Mar 2017
A mantra offered by Steiner at the end of a lecture series to Waldorf teachers in the first Waldorf School in Stuttgart as they finalized their third year of studies in June 1921; see R. Steiner, Menschenerkenntnis und Unterichtgestaltung (Dornach, Switzerland: Rudolf Steiner Verlag (1978), 138.
W. James, The Varieties of Religious Experience (Cambridge, MA: Harvard University Press, 1911/1985). See also P. Wink and M. Dillon, “Spiritual Development across the Adult Life Course: Findings from a Longitudinal Study,” Journal of Adult Development, no. 1 (2002): 79–94.
H. A. Alexander, Reclaiming Goodness: Education and the Spiritual Quest (Notre Dame, IN: University of Notre Dame Press, 2001); D. E. Hall, A. M. Catanzaro, O. Harrison, and H.G. Koenig, “Religion, Spirituality and Mysticism,” American Journal of Psychiatry 161, no. 9 (2004): 1720–21; P. Dalby, “Is There a Process of Spiritual Change or Development Associate with Ageing?” A Critical Review of Research. Aging and Mental Health 10, no. 1 (2006): 4–12.
D. E. Hall, A. M. Catanzaro, O. Harrison, and H. G. Koenig, “Religion, Spirituality and Mysticism,” American Journal of Psychiatry 161, no. 9 (2004): 1720–21.
N. Aloni, Enhancing Humanity: The Philosophical Foundations of Humanistic Education (Dordrecht, Germany: Kluwer Academic, 2012).
R. Kessler, The Soul of Education: Helping Students Find Connection, Compassion, and Character at School(Alexandria, VA: Association for Supervision and Curriculum Development, 2000): H. Roth, “Contemplative Studies: Prospects for a New Field,” Teacher’s College Record 108, no. 9 (2006), 1787–1816.
O. Ergas, “The Deeper Teachings of Mindfulness-Based Curricular Interventions as a Reconstruction of “Education”. Journal of Philosophy of Education 49, no. 2 (2015): 203–20.
H. Barnes, A Life For The Spirit (London, England: Rudolf Steiner Press, 1995); J. Hemleben, Rudolf Steiner(Reinbeck bei Hamburg, Germany: Rowohlt, 1984); R. Steiner, Mein Lebensgang (Dornach, Switzerland: Rudolf Steiner Verlag, 1986).
R. Steiner, Theosophy: An Introduction to the Supersensible Knowledge of the World and the Destination of Man (New York, NY: Anthroposophic Press, 1971); R. Steiner, An Outline of Occult Science (New York, NY: Anthroposophic Press, 1972); R. Steiner, The Philosophy of Spiritual Activity (New York, NY: Anthroposophic Press, 1986); H. Zander, Anthroposophie in Deutschland (Goettingen, Germany: Vandenhoek & Ruprecht, 2007).
H. Blavatsky, The Secret Doctrine (Pasadena, CA: Theosophical University Press, 2014).
Steiner, 1986, Chapter 31).
R. Steiner, Anthroposophische Leitsaetze (Dornach, Switzerland: Rudolf Steiner Verlag, 1982), 14.
J. Hemleben, Rudolf Steiner (Reinbeck bei Hamburg, Germany: Rowohlt, 1984).
Steiner, 1971 and 1972, particularly in the introductory chapters.
Well reviewed by H. Zander, 2007.
R. Steiner, Knowledge of the Higher Worlds and Its Attainment (New York, NY: Anthroposophic Press, 1947), 71.
See Introductions Steiner, 1971, 1972, 1986 and Zander, 2007.
Steiner, 1971, 6.
Ibid.
Bergman, in the introduction to the translation of Steiner into Hebrew.
Steiner, 1971.
Ibid, see Part 2.
Steiner, 1972.
Steiner, 1971, 1972, 1986 and Zander, 2007.
Steiner, 1947.
R. Steiner, Konfernzen (Dornach, Switzerland: Rudolf Steiner Verlag, 1975). Faculty Meetings with Rudolf Steiner, Rudolf Steiner Press, trans. Robert Lathe and Nancy Whittaker.
R. Steiner, Erziehung und Untericht aus Menschenerkenntnis (Dornach, Switzerland: Rudolf Steiner Verlag, 1983), 54.
Ibid, 87.
J. Krishnamurti, Education and the Significance of Life. Conversation 51 (San Francisco, CA: HarperOne, 1987).
I. Gur-Ze’ev, Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation (Rotterdam, The Netherlands: Sense Publishers, 2007).
Steiner, 1983, 41.
R. Steiner, Allgemeine Menschenkunde als Grundlage der Pedagogik (Dornach, Switzerland: Rudolf Steiner Verlag, 1980).
See Steiner, 1983.
R. Steiner, Der Paedagogische Wert der Menschenerkenntnis und der Kulturwert der Paedagogik(Dornach, Switzerland: Rudolf Steiner Verlag: 2010), 31.
Steiner, 1980.
See T. Richter, Paedagogischer Autrag und Unterichtziele: Vom Lehrplan der Waldorfschule (Stuttgart, Germany: Freies Geistesleben, 2006).
See F. Edmunds, Introduction to Steiner Education: The Waldorf School (London, England: Rudolf Steiner Press, 2004).
See R. Birnthaler, Erlebnispädagogik und Waldorfschulen. Eine Grundlegung (Stuttgart, Germany: Verlag Freies Geistesleben, 2008).
I. Ruedriger, Die neu Waldorfschule (Hamburg, Germany: Rowohlt, 2012).
See Steiner, 1971, Chapter 2.
Steiner, 2010, 17–18.
Ibid, 30, 31.
See M. A. Glockler, Healing Education: How Can Waldorf Education Meet the Needs of Children? (Fair Oaks, CA: Rudolf Steiner College Press, 2000).
See H. Zimmermann and R. Schmidt Meditation (Dornach, Switzerland: Verlag am Goethanum, 2010).
S. Leber, Die Sozialgestalt der Waldorfschule (Stuttgart, Germany: Verlag Freies Geistesleben, 1999).
Steiner, R. Die Erneuerung der pdaedagogisch-didaktisch Kunst durch Geisteswissenschaft (Dornach, Switzerland: Rudolf Steiner Verlag, 1993), 87.
Edmunds, 2004.
Steiner, 1983, 17.
Steiner, 1978, 54.
Steiner, 1983, 17.
See Steiner, 1980, Chapters 1–3.
Loebell, as cited in Richter, 2006, 325.
See F. Easton, Educating the Whole Child “Head, Heart and Hands”: Learning from the Waldorf Experience. Theory into Practice 36 (1997): 87–95.
Steiner, 1980, 15.
Steiner, 1978.
Steiner, 1993, 103.
Steiner, 1983, 138.
R. Steiner, The Education of the Child in the Light of Anthroposophy (New York, NY: Anthroposophic Press, 1965).
Edmunds, 2004.
Ibid.
Ibid. See also Easton, 1997.
Oppenheimer, The Flickering Mind: Saving Education from the False Promise of Technology (Toronto, Canada: Random House, 2004).
Steiner, 1965.
R. Steiner, Anthroposophische Paedagogik und ihre Voraussetzungen (Dornach, Switzerland: Rudolf Steiner Verlag, 1981), Chapter 1.
Ibid.
H. Barz and D. Randol. Absolventen Von Waldorfschulen (Wiesbaden, Germany: Velad fuer Sozialwissenschaften, 2007), 140–41.
Don't Miss a Beat: Why Rhythm Is Used in Waldorf Education.
Lopata, Peg
Paths of Learning: Options for Families & Communities, n4 p44-53 Spr 2000
The Waldorf philosophy of education is about awakening and growing an active, inquiring, imaginative mind; a healthy body; and a heart of compassion. This is accomplished by tapping into the natural well of children's rhythmic natures using multisensory approaches. The importance of rhythm in nature, developmental stages, sequencing, and neurological development are discussed.
Waldorf Schools in Utah
Child Development and the Coworking of Doctor and Teacher: A Waldorf School Doctor's Perspective.
Karnow, Gerald F.
This paper draws on the nearly 20 years' experiences of a school doctor working with teachers at the Rudolf Steiner School in New York City to describe general principles of assessing child development in relation to educational progress. The paper contrasts the customary role of school doctors (related to conducting physical examinations for general physical health and sports purposes) with a role that also considers the psychological and spiritual aspects of children. The paper examines child development from four perspectives--physical, physiological, psychological, spiritual--maintaining that a comprehensive view of children needs to encompass these four perspectives in order to understand children's behavioral, learning, or social problems.
Waldorf Education as a Program for Gifted Students
Robert Huchingson, June Huchingson
First PublishedJuly 1, 1993Research Article
https://doi.org/10.1177/016235329301600406
Uncommon Schooling: A Historical Look at Rudolf Steiner, Anthroposophy, and Waldorf Education
ABSTRACT
Rudolf Steiner founded the first Waldorf school in Germany in 1919. Unique elements of Waldorf education include an arts-based curriculum in which students learn subject matter through a variety of forms of representation, a pedagogy designed to meet students' developmental growth, an administrative system in which teachers govern the school, an organization devoted to sustaining a sense of community, and an integrated conceptual approach to education generally—a place where the cosmic and the mundane are intertwined.
The Comparative Status of the Creative Thinking Ability of Waldorf Education Students: A Survey.
Ogletree, Earl J.
Waldorf Education, founded by Rudolf Steiner in 1919, is based on the philosophy of critical idealism, in which teachers assist in the natural unfolding of children's preexistent possibilities. But because there has been little research on Waldorf Education, few data have been gathered on the effectiveness of its teaching methods and organizational structure, or on students achievement. An international study was conducted to determine if there was a significant difference between the creative thinking ability of Waldorf students and state school students in England, Scotland, and Germany. The hypothesis was that disparate educational practices in Waldorf and state schools were influenced by disparate educational philosophies. The sample consisted of 1,165 third through sixth grade children--479 English, 193 Scottish, and 493 German students. The findings obtained from administration of the Torrance Test of Creative Thinking Ability, suggested that Waldorf students were more creative than their state school peers. Particular credit for this was given to the maturational-readiness and nurturing curriculum of the Waldorf Schools, which includes: having the same teacher follow students from grades 1 to 8; de-emphasis on academic performance in early grades; use of art in instruction; and other teaching and curriculum considerations. (Contains 20 references.) (BGC)
Waldorf Schools in Utah County or Provo area
Rudolf Steiner and the Oxford Conference: The Birth of Waldorf Education in Britain
Paull, John (2011) Rudolf Steiner and the Oxford Conference: The Birth of Waldorf Education in Britain. European Journal of Educational Studies, 3 (1), pp. 53-66.