The article presents a theoretical and comparative approach based on primary sources, including press articles and educational publications of the time, as well as secondary sources such as pedagogical works and compendiums. The research method encompasses a historical study, that involves analysing, contrasting and comparing sources. The research premise is that although the Romanian cultural environment was peripheral during the interwar period, there was nevertheless good readiness for pedagogical innovations from Europe and America. We chose to test this hypothesis through the pedagogical contributions of Steiner, Freinet, and Helen Parkhurst. Due to the increased influence and popularity of Maria Montessori, reflected in the large number of appearances in specialized publications and in the Romanian interwar press, she was not included in this study. Future studies will address the impact of Montessori in interwar Romania. The study shows that there was a desire in the interwar specialized publications to evolve beyond the rigidity and formality of traditional Herbartian approaches. The discussions included not only laudatory, but also critical and pragmatic assessments of Pestalozzi, Rein, Dewey, Piaget, Parkhurst, Montessori, and Freinet. The research premise is partially confirmed because, among the three modern educational alternatives specified in the title, Rudolf Steiner’s contributions were the least mentioned and appreciated in the Romanian literature during the interwar period. Steiner was more commonly known for his “anthroposophy” concerns rather than his pedagogical views. Upon Steiner’s death, Lucian Blaga wrote a laudatory article that briefly mentioned the Austrian educator’s educational views.
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