Mehr Diskurs, mehr Vielfalt, mehr:

Erziehungskunst

Stephen Sheen shares his thoughts on the Christmas Plays that are traditionally performed at Waldorf Schools this time of year.

Conflict as an inevitable aspect of organizational life is a concept that most of us resignedly accept and then try our hardest to avoid. But what if we were trained in how to view conflict constructively? And shown how to use it as a valuable tool…

Waldorf 360! A Global network for Middle School and High School teachers, starting in January 2024.

The Waldorf Schools in Latina, Firenze and Roma, Italy will host the International Waldorf Olympics from May 14th to the 16th, 2024 at the Greek archeological site in Paestum. The participants will be fifth graders who have studied or are still…

From April 10th to the 14th, 2024 the International Students' Conference (ISC24) will take place at the Goetheanum in Switzerland.

The Association of Waldorf Schools of North America publishes a magazine which is comparable to Erziehungskunst, published by the German Bund der Freien Waldorfschulen.

The continental collaboration of experienced administrators, teachers, and consultants is offering courses this fall: for Waldorf Board Members, for new Lead Administrators and a Facilitation and Group Decision-Making training.

Constanza Kaliks, Goetheanum Pedagogical Section,

The six-day pedagogical conference held in July 2023 in the city of Juiz de Fora, in eastern Brazil, was a great inspiration. With 450 participating teachers, it was the largest conference in the history of the Brazilian Waldorf movement so far. The…

The Waldorf Movement Worldwide

1 million

Students

40,000

Teachers

1,270

Schools

80

Countries

Lessons

The Moving Classroom is one of the Waldorf school concepts that is attracting increasing attention in school and inclusive education, but is controversial within Waldorf’s own ranks. Children, parents and teachers in lower school are easy to…

When children start school, they should have the following skills: attentiveness, impulse control, independence, cooperation skills and a sense of time. From this finding, the concept of the Moving Classroom emerged in the 1990s, which is also…

Homework and assignments finished in no time at all? Many pupils and some teachers have been using it for quite some time, the ChatGPT software. Robert Neumann is a lecturer in media education and other subjects at the Freie Hochschule Stuttgart –…

One of the fundamental features of Waldorf education is the work with images. Language can create images in people that remain powerful and unforgettable. Christoph Wiechert describes how parents and teachers can use them for successful education.

Class teacher Hiltrud Kamolz takes great pleasure in creating the seasonal table and incorporates the seasons daily in short narratives at the beginning of class in the form of a meaningful story. The story can be entirely focused on the seasonal…

Martyn Rawson, Albert Schmelzer,

How can anti-racism be anchored in the curriculum of Waldorf education so that pupils are sensitised to exclusion and defamation? In addition to generally making empathy part of education, the authors advocate, among other things, addressing racial…

Media education in Waldorf schools ideally begins on the first day of school. For the author thinks that the anthroposophical understanding of the human being and media education are not contradictory. In his opinion, age-appropriate teaching that…

In March, our class visited the Holocaust memorial in Bergen-Belsen together with class 10 of our school. The trip was part of the curriculum for class 10, who were studying the Nazi period and the Holocaust in their history main lesson. Because we…

Waldorf World

The International Forum for Steiner/Waldorf Education is responsible for the quality of Waldorf education in pedagogy, social structures of the establishments and social relevance. It addresses present challenges and opportunities and incorporates them in the worldwide demands on Waldorf kindergartens and schools. It ensures mutual awareness and cooperation, creates the main characteristics of Waldorf education and represents the worldwide Waldorf educational movement.

The Educational Section is a department of the school of spiritual science at the Goetheanum. Its job is educational research and further development of anthroposophically inspired pedagogy. One of the main aims of the Section is to stimulate a renewal of education from its original sources by supporting and liaising with educators at Waldorf and Rudolf Steiner schools and other similar institutions worldwide.

The European Council for Steiner Waldorf Education is an international European non-profit organization. It consists of 27 national Steiner Waldorf school associations, representing 775 Steiner Waldorf schools across 28 European countries. Its mission is to support genuine Steiner Waldorf education and promote freedom in education in Europe.

IASWECE’s mission is to protect and nurture childhood from birth to age seven through Steiner-Waldorf early childhood education. The organization is committed to continuously grow the understanding of what is needed through shared insights of colleagues from diverse cultural settings and by listening to the questions of our time. It aims to contribute to the ongoing enrichment of Steiner Waldorf early childhood practice in the world through fostering training, mentoring and country collaboration and protecting the quality it stands for.

Since 1976 the Friends of Waldorf Education promote Waldorf education around the globe. Thus far more than 830 Waldorf initiatives worldwide have been supported. Each year 1,800 young people commit to voluntary service and thanks to the worldwide student campaign WOW-Day, children are enabled to go to school. 100 percent of a ll donations are forwarded. Furthermore, the emergency education program conducts urgently needed rehabilitation campaigns in many conflict areas.

AWSNA's mission is to support schools through collaborative regional work, professional and resource development, accreditation, community outreach, and advocacy. The Association’s work is based on four core values. These values are:
• Evoke and develop Quality and Integrity in everything we attempt and achieve
• Promote Strength and Resourcefulness in every school community
• Foster, encourage, and support inspired Leadership and Colleagueship
• Work towards conscious and collaborative human Community and Relationships

Steiner Education Australia is the not for profit national association/peak body representing over 50 Steiner/Waldorf schools and 20 Associate members, providing a national voice to promote and support Steiner education. Steiner Education Australia has developed the Australia Steiner Curriculum Framework (ASCF), a government recognised alternate curriculum, which meets the standards of the Australian National Curriculum.

Based on an anthroposophical understanding of human development, WECAN is committed to protecting and nurturing childhood as a foundation for renewing human culture. WECAN hosts conferences and meetings of educators, develops collaborative working groups around issues of concern, publishes and shares a wide variety of books and other resources, and supports the quality of Waldorf early childhood education and teacher education in Canada, Mexico, and the United States. WECAN also partners with other organizations working to support healthy child development and is a member of IASWECE.