Empirical research on Waldorf education

Dirk Randoll,Jürgen Peters

doi:10.1590/0104-4060.41416

Abstract

Waldorf education began in 1919 with the first Waldorf School in Stuttgart and nowadays is widespread in many countries all over the world. Empirical research, however, has been rare until the early nineties and Waldorf education has not been discussed within educational science so far. This has changed during the last decades. This article reviews the results of surveys during the last 20 years and is mainly focused on German Waldorf Schools, because most investigations have been done in this field. Findings are reported with respect to the following central aspects of Waldorf education: the holistic and integrative approach, the self-governance in the organization of the Waldorf schools, the Waldorf curriculum, and the principle of class teachers from 1st to 8th grade. Furthermore, Waldorf education also provides its own unique teacher training. All of these aspects have been explored and evaluated from different points of view and with different methods. The results show strengths as well as weaknesses of Waldorf education in the daily practice in schools, which indicates the kinds of challenges Waldorf education will have to face in the upcoming decades. The authors themselves have contributed in several investigations to the field of Waldorf education.

Highlights

In March 2015 the Bund der Freien Waldorfschulen2 counted 234 Schools in Germany and 1,056 Schools worldwide across 61 countries3
School will prepare us for life – somehow. These false hopes imply deficiencies within our system of education, to which Waldorf education could give answers, because they look back on a long experience dealing with a holistic process of leaning and personal development
There is one condition for the Waldorf side, too: Academic levels of educational science have to be ac cepted as a basement for a constructive dialogue

Summary

Introduction

In March 2015 the Bund der Freien Waldorfschulen counted 234 Schools in Germany and 1,056 Schools worldwide across 61 countries. The number of Waldorf Schools has increased worldwide since 1950 (see HILLER, 2007), empirical research projects were still rare until the early nineties. As con sequence, Waldorf education has not been discussed within education science so far (BOHNSACK; KRANICH, 1990; PASCHEN, 2010). This has changed during the last two decades. In a Meta research project (BÖHLE; PETERS, 2010, 2011) almost 100 empirical studies concerning Waldorf education were found. In this survey only projects within the period 1990 to 2009 were con sidered. Findings showing the productivity of Waldorf Education will be present ed as well as results showing the problems and challenges on the other hand

Social and integrative approach in Waldorf Education

Waldorf curriculum

Class teacher principle

Waldorf teacher training

Conclusion