There are neurotypical and neurodivergent children, who in addition to different interests, talents and learning styles can also have very different needs. Since teachers also have to differentiate in
From the perspective of a school girl who was diagnosed with Asperger's syndrome at the age of twelve, «we autistic people are normal and the rest of people are pretty weird.
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
Waldorf schools have long since arrived at the centre of society – even though Waldorf education has been the subject of criticism, especially since the coronavirus crisis. The accusation: mumbo-jumb
As part of his year project, 17-year-old Waldorf pupil Ilian Rosenbruch launched a weather balloon he had built himself into the stratosphere to explore the secrets of the weather. However, the launch
A greater number of female chief executives, more female regional representatives, and for a long time now there have been predominantly female teachers standing in front of the class in years one to
Waldorf student Leana was born a biological boy 18 years ago, but has felt like a girl for as long as she can remember. Here, our author tells about her experiences as a trans person and calls for sup
This article is actually superfluous. It would perhaps only take one paragraph to deal with the topic of gender-sensitive schools: «Teachers should accept our chosen personal pronouns and make individ
In this issue of Erziehungskunst, we are focusing on the topic of queer and gender-appropriate teaching at Waldorf schools. When we called on queer followers on social media in the spring to contribut
The Association of Waldorf Schools of North America publishes a magazine which is comparable to Erziehungskunst, published by the German Bund der Freien Waldorfschulen.
Waldorf education Yesterday's future – Part 3: Forgetting as a responsibility
How can Waldorf education fulfil its central task for the future and become an open gateway for pupils in our uncertain present and future? In the last part of a three-part series, Walter Riethmüller