Abstract
Now and again the call to establish Waldorf schools is heard in the discussion of the renewal of our educational system. Usually it turns out that notions about this type of school are quite inexact, and are really no more than vague conjectures about better individual development of children or a better potential for human development. Nor do references to an article in the periodical Vergleichende Padagogik [no. 3 (1985)] help very much in the present discussion because this periodical is probably unknown to the majority of the teachers of our country and indeed to even fewer parents. Therefore, let us try to answer three questions: 1. What can Waldorf schools actually do? 2. What are their limits? 3. Should we also open Waldorf schools?
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