Abstract
ABSTRACT Against a general background of education policies based on standard curricula with prescribed and measurable outcomes, this article explores how Waldorf (Steiner) education creates spaces for spirituality and explains the epistemology informing this approach. It seeks to understand this process from the perspective of Gert Biesta’s notion of subjectivity. The article locates this discussion within contemporary Bildung theory, which offers a view of self-formation as transformative learning, and links this to notions of emergent spirituality. The article then draws on Roland Benedikter’s account of postmodern spirituality and on postformal perspectives on education, which promote a holistic and integral approach conducive to the cultivation of spirituality in schools. It concludes by suggesting some guidelines for enabling spirituality in education.
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