Articles in the Online Waldorf Library come from many sources. Quite a number are from the archives of journals and publications published over the past 50+ years. When possible we have noted the specific source although this is not always possible.
Included in the "article" search database are all articles in currently in print journals: Gateways, the Research Bulletin and the Waldorf Journal Project.
The Online Waldorf Library includes:
Education as an Art, the first widely circulated journal about Waldorf education in the United States. It began in 1940 as the Bulletin of the Rudolf Steiner School Association. The purpose of the journal was to inform Americans about Rudolf Steiner's pedagogy. In 1969 the journal became known as Education as an Art: A Journal for the Waldorf Schools of North America.
To search for articles specifically from Education as an Art, please enter the journal name into the search box "with the exact phrase".
Lectures from the 2002 AWSNA National Teacher's Conference, to search for the 8 lectures presented, please enter AWSNA lecture in the search box and click "exact phrase"
Download the article:Thoughts on Testing and Being Tested
From the Rundbrief, the journal of the Pedagogical Section in Dornach, Volume 22, Easter 2005
Life with its tests and trials
If we take a look at human life in general, we shall discover that crucial moments in a biography arc always subject to trials; these appear where the upholding of intentions of previous earthly lives is at stake, which determine the soul and ego substance of the human being. The significance of the life that has been completed comes down to the question whether life's trials have been mastered or not. Indeed, the laws of karma are composed from what has been achieved and what has not. In this sense, we may speak of the trials of life, thus touching on, so to speak, the great span of life.
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Download the article: Thoughts on the Christmas Plays
In autumn when the leaves on the trees change their color and begin falling, it is a signal that the year has reached its maturity and that a harvest is to be made. Each year, at the end of the season, the custom has been that the teachers of the Waldorf Schools around the world present their respective communities with a special gift. The teachers work together, combining their various talents and energies, to perform for their school community - for the students and their parents and friends - one or two of the three remarkable; medieval, mystery Christmas plays, commonly referred to as "The Christmas Plays."
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This article was first published in Renewal. A Journal for Waldorf Education Volume 1#1, 1991
The following address was delivered at the high school commencement of the Rudolf Steiner
School in New York in June, 1991. Peter Nitze graduated from the Steiner school in 1976 after
thirteen years there. He attended Harvard College entered the business world, did graduate
engineering work at Stanford and presently works in Baltimore for a firm making industrial
One of the comments often heard about Waldorf education is that it does not prepare the
young person for life in the cold cruel world, for achievement in a competitive and highly technological
Mr. Nitze's case and testimony imply the contrary. In fact, Mr. Nitze credits to Waldorf
education qualities and attitudes which have served him well in career and life: intellectual curiosity;
the impulse to take the path less traveled by the belief in human freedom and in the potential for
growth through learning; the confidence in himself as integrated, and the love of making things and
making them well.
When I graduated from the Rudolf Steiner School in 1976 1 did not have a clear sense of how
my experience at the school had shaped me. I can remember struggling to find some frame of reference
to help me sort out what had been valuable and what was lacking; but I had never attended
another school so I had no basis for comparison. It seemed to me then that what I had learned in thirteen years and
the way I had learned it was good enough - good enough to survive the SAT's and Achievement tests, good enough
to gain admission to an Ivy League college - so I did not agonize too long over what was special about the
education I had received.
Download the article: To Become A Teacher
Published in Education as an Art, Vol. 33, No. 1 – Fall/Winter 1974/75
Where is that book to be found in which the teacher can read what teaching is? The children themselves are this book! We should not learn to teach out of any other book than the one lying before us and consisting of the children themselves; but in order to read in this book, we need the widest possible interest in each individual child. (3) RUDOLF STEINER
Who is a Waldorf teacher? What distinguishes this education? How often have we asked ourselves this question! Is it teaching in blocks? Organizing the day around a main lesson? Continuing as a class teacher from year to year with the same group of children? Teaching in pictures? Knowing about reincarnation and karma? Teaching woodwork, painting, bookbinding, recorder, and eurythmy?
Rudolf Steiner says that "what is of most importance for the teacher is his conception of life and of the world . . . . The inspiration that flows to the teacher from a world conception inwardly and ever newly experienced is carried over into the soul constitution of the children entrusted to him." In other words, this means, he says, that we should learn to "read" the world and to "read" the riddle of man's being in quite new ways. "There must arise in the whole human nature of the teacher an intensive impression of the child, again as one whole being, and what is perceived in the child must awaken joy and vitality. This same spirit-awakening joy and vitality in the teacher must be able to grow and develop, till it becomes immediate inspiration, answering the question, 'What am I to do with this child or with that?'