Parents Make School

I talked about how much freedom I experienced in my working group to shape things and how I made new friends there. Many parents are enthusiastic about the school when they realize how well their children are doing. Some envy their own children being able to attend such a school and — if everything goes well — parents become the foundations, pillars and motors of the school body. Many stay in their positions, remain audience members at concerts or guests at markets and fairs long after their children have left the school. Some even join the teaching staff. And last but not least: most Waldorf schools only exist because parents have come together to found one for their children.
Waldorf schools therefore seem to have a magical effect on many of us — and it is important that committed parents receive recognition and appreciation so that they remain active. At the same time, the community must also accept that some parents are unable or unwilling to get involved. It is part of the principle of groups based on solidarity that a large majority also supports small minorities. In this issue of Erziehungskunst, many active parents who are involved in their school, in their federal state or throughout Germany have their say.
In this issue of Erziehungskunst you will also find an article about the founding of a new school policy group of the nationwide student representation, an article about a Waldorf student from Biberach who has already won several poetry slam awards, articles about speech formation and media education, a report on a visit to the Stockmar company and an article about the film made by former Waldorf students on social threefolding. Once again, there are plenty of reasons to take the time to read Erziehungskunst!
I wish you an enjoyable read and a stimulating April!