Waldorf Education Research Articles

Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison

This study investigates the impact of imaginative pedagogy on the cognitive and perceptual abilities of elementary school students aged 7-8, using a case comparison approach. Focusing on a Waldorf school as a case for imaginative education and a mainstream Greek school, the research examines abilities including Spatial, Linguistic, Kinesthetic, Naturalistic, Mathematical and Musical. The study utilized a mixed method consisting of playful assessment activities and classroom observations to evaluate these abilities comprehensively. The findings reveal that students in the Waldorf school demonstrate significant advantages in the Spatial, Linguistic, Kinesthetic and Naturalistic areas, attributed to the school's imaginative teaching methods. More specifically, imaginative pedagogy is shown to resonate well with competences related to physical activities, language processing, understanding of the natural world, and visual-spatial reasoning. In contrast, there are no significant differences in Math-Logic and Musical abilities between the two school types, despite the traditional emphasis on language and mathematics in mainstream Greek schools. The study highlights the potential benefits of imaginative pedagogy for holistic cognitive development, suggesting its applicability in mainstream education.

Esoteric beliefs and CAM impact SARS-CoV-2 immunization drivers, uptake and pediatric immunization views in Germany

Recent studies demonstrate that sociopolitical attitudes partially explain variance in (SARS-CoV-2) vaccine hesitancy and uptake. Other attitudes, such as those towards esoteric beliefs, complementary and alternative medicine (CAM), and religion, have also been proposed. However, pertinent studies provide limited direction for public health efforts, as the impact of such attitudes has been tested in isolation or on different outcomes. Moreover, related associations between SARS-CoV-2 immunization drivers as well as views towards other modes of immunization (e.g., routine pediatric immunization), remain unclear. Based on a sample of ~7400 survey participants (Germany), where esoteric belief systems and CAM (Waldorf, homeopathy) are rather prevalent, and controlling for other sociological factors, we found that (i) individuals with positive attitudes towards Waldorf education and homeopathy are significantly less likely to have received a (further) dose of SARS-CoV-2 vaccine compared to those with positive views of mainstream medicine; (ii) for the former, immunization decisions are primarily driven by external pressures, and for the latter overwhelmingly by voluntary considerations; (iii) attitudes influencing adult SARS-CoV-2 vaccine uptake similarly influence views towards routine pediatric immunization. Our findings provide significant evidence informing a more nuanced design of public health and communication campaigns, and pertinent policies.

The Professional and Personal Profile of the Teacher at the Waldorf School

The Professional and Personal Profile of the Teacher at the Waldorf School

The Role and Place of Art in Waldorf School

The relevance of the study is determined by the need to analyse the humanistic Waldorf experience and insufficient coverage of the issues of teaching painting in Waldorf school in Ukrainian scientific sources. The purpose of the study is to reveal the role and place of art in Waldorf school. The research tasks are the following: to highlight R. Steiner’s views on the role and place of art in the education of the younger generation; to characterize the process of teaching painting to schoolchildren at different levels of Waldorf education. The characteristic features of 12-year Waldorf art education are highlighted. They are: increasing the role of subjects of the artistic and aesthetic cycle to the level of academic (general education) and craft-applied branches; a wide range of arts (painting, drawing, sculpting, declamation, recitation, eurhythmy, singing, playing musical instruments, participation in the choir and orchestra, dramatic performances, etc.); art integration into the academic cycle (especially at the initial stage); artistic and aesthetic design of the entire educational space and school environment (in particular, school architectonics, premises interior, etc.). It has been found that teaching painting covers all children and is aimed at forming abilities, which promotes child’s harmonious development and revelation of their natural talents. Painting classes correspond to schoolchildren’s age characteristics and are connected with other subjects (native language, mathematics, zoology, botany, history, geography, physics). The content of teaching painting is characterized: from drawing, based on colour, and understanding the emotional and moral impact of colours through the search for colour forms for the mineral, plant, animal and human worlds, the transformation of a “black and white” image into a colour one, copying masterpieces of painting art, to implementation of significant artistic projects, in particular, in wall painting, painting scenery for theatrical performances, etc.). The various types (watercolour painting, oil and pastel painting) and techniques (liquid paints, lasering) of artistic activity are highlighted. The authors reveal the pedagogical expediency of studying, creatively comprehending and using Waldorf school experience to solve the current problems of the modern national school – person’s holistic development, their mental, volitional, emotional and sensual abilities, moral and social qualities, overcoming age-related and individual problems.

Non-formal encounters between Israeli families and African immigrant families foster lifelong learning competence

Purpose This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives? Design/methodology/approach The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source. Findings The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them. Research limitations/implications The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered. Practical implications This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning. Social implications The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect. Originality/value Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

Waldorf school. Ex post facto case study

Waldorf school. Ex post facto case study

Teaching children to write and read in Waldorf schools

A well-established principle of Waldorf Education is that children’s development is compromised if we bring intellectual teaching too early. Waldorf teachers congratulate themselves that they wait until the seventh year to begin formal schooling, but according to the principles of child development out of which Waldorf Education arose, and on which much of our practice has been based for a hundred years, teaching children to read and write at seven is not ideal; they are still not ready. Convention and state expectations made it necessary in 1919, just as they do now, to introduce literacy teaching at an age not too far from what was generally considered normal, so a compromise was needed. Steiner suggested that, because physical development reaches a certain completion at seven, it is less harmful if we can wait until then. But according to Steiner, this is still a compromise: we cannot immediately unleash any kind of teaching scheme on children as soon as they reach their seventh year without doing any harm. According to modern teaching principles and methods, starting earlier means getting ahead; everything should be taught explicitly and systematically; and nothing can be left to develop of its own accord. Proponents of synthetic phonics refer to impressive research showing that it produces better results than other methods of teaching literacy, which is why it has been adopted so widely in mainstream education. However, the validity of this claim depends on what we mean by ‘better results’ and ‘literacy’. This paper explores these ideas.

Historical Development of Alternative Education: Western Perspective

Abstract: This paper delves into the intricate tapestry of alternative education within the context of the Western world, tracing its historical trajectory from its inception to contemporary manifestations. Alternative education, often emerging as a response to mainstream educational paradigms, embodies diverse philosophies and practices aimed at fostering holistic development, critical thinking, and individualized learning experiences. Drawing upon historical records, philosophical treatises, and educational movements, this paper explores the evolution of alternative educational approaches, highlighting key figures, ideologies, and movements that have shaped its development over time. From the Renaissance humanism to the progressive education movement of the 20th century, this study elucidates the underlying motivations and societal contexts that have propelled the proliferation of alternative educational models. Moreover, it examines the enduring relevance and challenges faced by alternative education in the contemporary landscape, amidst changing societal dynamics and educational policies. This paper talks about the role of Montessori education, Waldorf education, STEM etc in western education. Through a comprehensive analysis, this paper illuminates the rich tapestry of alternative education in the Western world, offering insights into its historical significance and potential avenues for future exploration and innovation.

Artistic practice in Waldorf teacher education: a sensory-aesthetic concept for a digital age

One of the general concepts underlying Waldorf education is that teaching is an art. Although this idea is certainly not unique to Waldorf education, what is unique is the way it has been integrated into Waldorf teacher education. While Waldorf teacher education programs are diverse, both in national and international contexts, one of the central elements which they share is the prominent role which different forms of artistic practice play throughout the course of pre-service and in-service programs. This article explores the reasons and aims behind the inclusion of subjects such as music, sculpture, and speech in Waldorf teacher education, at first within the larger context of viewing different perspectives and justifications for the inclusion of the arts in teacher education outside of Waldorf pedagogy. In light of the educational challenges posed by widespread sensory deficits among children and adolescents, viewed here as being connected to the extensive role/s which different forms of digital media play in their lives, the case is made for the potentials of the arts as a way to address those deficits. In examining both the arguments for arts-based courses in teacher education and the pedagogical challenges of our times I propose a concept for the inclusion of the arts in teacher education connected to the concept of aesthesis, from the Ancient Greek concept of aisthésis, understood here as the primary perceptual-sensory basis of aesthetic experience. The integration of scientific courses with arts-based practice in teacher education is seen as providing a fruitful basis for teachers to be able to take on these educational challenges.

The humane education of Waldorf

In this perspective paper I propose to explore the remarkable humanity-centered education designed by the Austrian philosopher Rudolf Steiner (1861–1925), along with his legacy in the form of the Waldorf schools that still serve children aged 3–18. Steiner was a polymath who could have been influenced by figures including the Roman playwright Terence, a freed slave who valued “humanity,” as well as the 16th Century Humanist Erasmus of Rotterdam, who was in favor of humane education. International Waldorf education is now over 100 years old and Steiner’s focus on educating the human being in a healthy and integrated manner remains central. This paper provides an exploratory overview of Steiner-Waldorf education and offers a critical reflection on issues sometimes raised against its theory and practice. I have interviewed 43 Waldorf teachers from schools in Germany, the US and the UK covering their individual evaluation of human and humane-focused Waldorf pedagogy. The paper concludes that, given external government support, it can remain a visionary movement and a stimulus to other educational systems.

Breaking new ground: New Zealand Certificates of Steiner Education

The New Zealand Certificates of Steiner Education (CSE) are secondary qualifications at levels 1, 2 and 3, recognized by the New Zealand Qualifications Authority. They give access to tertiary education in New Zealand and beyond. The impulse for new qualifications grew from a wish to have important aspects of the taught Steiner curriculum recognized and valorized, that these aspects be credit bearing toward tertiary study, an option not offered by existing qualifications. The certificates were developed over an 18-month period and were implemented by the (then) four New Zealand Steiner schools with high school classes. The CSE are based on a suite of learning outcomes which give teachers a substantial degree of assessment autonomy, allowing them to tailor assessment modalities to the student or class being taught. Since 2012, the qualifications have been offered overseas and are now used as a pathway to university by Steiner schools in a growing number of countries. This article draws on the experiences of one of the developers of the qualification and two teachers in schools using the certificate in the UK, and outlines some of the challenges faced when breaking new ground in the advancement of Waldorf education internationally.

Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

The first Waldorf School was founded in 1919 and the first curriculum was published in German in 1925. Since then, this curriculum has been translated into many other languages and transmitted across geographical space to other cultural contexts while maintaining the character of Steiner Waldorf education. For much of the past 100 years it has been a taken-for-granted source of inspiration for Waldorf teachers. However, Waldorf education faces a number of challenges to its curriculum. In many countries it is increasingly forced to explain and justify itself to the state and comply with educational policy requirements for standardisation and testing. It is challenged to adapt to the digital age and it faces calls to modify its original Western focus and become more attuned to local cultures, while retaining its universal humanist aspirations and its intrinsic character and function. Given that the curriculum is one of the best-known features of Waldorf education, it is surprising that there has been so little research on it. Drawing on the relevant literature, this review paper explores the fundamental concepts of curriculum within Waldorf education: its primary characteristics and functions. It tracks the historical development and the way the curriculum has been adapted both to requirements within schools and to external factors. Along the way there have been differing understandings of the status and function of the curriculum, including whether and in what sense it is universal and essentially unchangeable and/or how it can be adapted. This paper highlights a number of areas in which further research is needed and reports on important new developments, which promise to sustain the viability and relevance of the Waldorf curricula.

Inclusive Waldorf schools today: what can we build on and what is necessary in the 21st century?

In this article we deal with questions of inclusion or inclusive educational requirements in schools and pay special attention to Waldorf schools. In doing so, we are first concerned with the question of how inclusive Waldorf education is in its foundations in order to then look more closely at the situation in Waldorf schools today and explore what potential Waldorf education has. A contribution to this is the research we are doing on the methodology of perception vignettes. For four years we have been using this methodology to develop an approach of “understanding” diagnostics for our students and future Waldorf teachers, so that they can consult different perspectives in their everyday dealings with children and adolescents and learn to ask the appropriate questions.

Sborovým zpěvem k regionálním pramenům a etnické různorodosti hudby

The paper deals with the educational role and function of choral singing in Waldorf schools. On a general level, it will describe the function of singing in teaching and the anchoring of choral singing at Waldorf schools in the Czech Republic. At a specific institution - Waldorf Elementary School and Secondary School Ostrava – Poruba, contributory organization - it will describe in detail choral singing with the presentation of musical projects related to regional sources and ethnic diversity of music. It will focus on the period of the 2022/2023 school year and the activities of the secondary school choir Avis igneus. Ethnic music will be presented here on behalf of various projects, such as cooperation with the Finnish Waldorf High School as part of Erasmus+ or an African musical project of choral settings of unknown songs of the Mandenk tribe in cooperation with the professional Ostrava drumming band Camara, which focuses on African rhythms. Unique projects have been created, which will be presented in the paper. As part of the regional inspiration, a composition by the Ostrava contemporary composer Milan Báchorek – Frenštátská vonička písní will be presented in the interpretation of the choir Avis igneus.

아동의 자기이해능력 향상을 위한 다감각적 예술교육의 매체로서 점토의 활용 방향성 연구

The purpose of this study is to propose and outline a multisensory-integrated clay-based art education program aimed at enhancing self-concept abilities in children at the pre-schematic stage(ages 4-7). The study involves an analysis of Rudolf Steiner's educational color theory for holistic education, the Waldorf education curriculum applying his theory, and prior theories and literature on the theory of multi-sensory practical education in Waldorf. The research resulted in the clay is effective in self-awareness and understanding of children and can be used as a multisensory medium in color education. The educational program, focusing on the color, materiality, and texture of clay, is found to be effective for children to recognize themselves as part of nature and to improve their understanding of the human foundation, namely, themselves.

Waldorf Education and Anthroposophy – A Complex Relationship

Waldorf education (Steiner e ducation) is one of the most well-established and largest alternative education approaches in the world. This educational approach was created out of the Anthroposophical worldview founded by Rudolf Steiner and relies on the teachings of Anthroposophy. However, the relationship between the educational practice in Waldorf kindergartens and schools and the worldview behind it is complex and multi-faceted, both from the internal point of view of those who work from within Waldorf education and from the critical point of view of external researchers. Indeed, Waldorf education has been criticized and attacked in many ways over the years, particularly for these reasons. In this article, I shall attempt to throw l ight on this connection and explain it from different aspects. First, I shall briefly present Rudolf Steiner's life path and teachings, i.e. the anthroposophical worldview, and then I shall show how Steiner, the founder of Waldorf education, viewed the connection between Anthroposophy and Waldorf education. Subsequently, I shall explicate why and how this connection has been subject to criticism from various sides. Finally, I shall present two ways that try to elucidate this connection and justify it before its critics.

Different pedagogies, equivalent results: a comparison of language skills and school attitude between Waldorf school students and public school students in the Philippines

ABSTRACT Waldorf education is globalising and has been introduced as an alternative educational approach in numerous countries, including the Philippines. This raises questions about its added value and quality? This research compares the educational outcomes of two schools – a Waldorf school and a public school – in a rural community in Central Philippines. Spelling abilities and attitude towards school of Grade 6 and Grade 8 students were evaluated and compared. In the end, results of both schools could be considered equivalent, but, due to its different pedagogy, Waldorf education still adds value, by providing for diversity and choice within the Philippine educational landscape.

PENDEKATAN ARSITEKTUR PERILAKU PADA PERANCANGAN MADU PLAYHOUSE UBUD BALI

Children's learning ability, driven by the child's willingness to learn. This willingness is supported by a safe and comfortable space to explore, such as a Child Friendly City. In realizing a Child Friendly City, it is necessary to have Child Friendly Schools. Behavioral architecture approach will help assess a child's growth-learning space that is comfortable and safe. The purpose of this study was to examine the Design of Honey Playhouse, a Waldorf School in Ubud Bali, as well as the benefits of social or practical values, namely child-friendly design and learning methods. The theory used is Behavioral Architecture, and the Waldorf Learning Method. This study uses a qualitative approach. The collection technique was carried out by interviews, field observations, and online and offline documentation. The results showed that the behavioral architectural approach was carried out from the design concept to the finalization of the design, which in the end the school design grew together with school students.

How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study

The study reported here aims to explore the relationship between Waldorf education and the sustainable school approach through a small-scale qualitative research study conducted in a Greek Waldorf school. Following a semi-structured interview protocol, four teachers shared their views and beliefs on the congruence between the two approaches as reflected in the philosophy and everyday practice of their school. The study’s findings indicate that the Greek Waldorf school manifests several of the quality criteria that define a sustainable school, with pedagogy identified as the most relevant aspect, particularly in terms of the quality of teaching and learning processes. Participants also identified common features between the two approaches on both the social/organizational and physical/technical levels. Although not all the criteria of a sustainable school are fully met, the teachers believe that the sustainability concept is implicitly interwoven with the philosophy and practice of Waldorf education and that their school is moving in the direction of Education for Sustainable Development (ESD).

Lessons Learned-The Impact of the Third Wave of the COVID-19 Pandemic on German Waldorf Parents' Support Needs and Their Rating of Children's Health-Related Quality of Life: A Cross-Sectional Online Survey.

COVID-19-related lockdowns and homeschooling have imposed a substantial burden on school-aged children and parents. Waldorf education is a reform-educational concept. Little is known about the situation of German Waldorf families under pandemic conditions. A cross-sectional, online, parent-proxy survey was conducted regarding the third pandemic wave. The primary outcome was parents' support needs, assessed with questions from the German COPSY (COVID-19 and PSYchological Health) study; the secondary outcome was children's HRQoL (KIDSCREEN-10, proxy version). We analyzed questionnaires from 431 parents of 511 Waldorf students aged 7 to 17 years. While 70.8% of Waldorf parents (WPs) reported a general need for support in dealing with their children, 59.9% of COPSY parents (CPs) indicated this need. WPs' support needs in dealing with their children's academic demands were similar to CPs' needs but relatively higher in terms of dealing with emotions and moods, behavior, and relationships within the family. WPs sought support mainly from school and teachers (65.6%). Support needs were high, although WPs rated their children's HRQoL higher than CPs. Our results underline the substantial pandemic-related burden on families across school types. WPs participating in this survey gave evidence that supports should focus on academic demands as well as psychosocial issues.