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"
click here for a pdf of the article
Originally published in the Waldorf Science Newsletter, Volume 10, #19 Fall 2003
A few years ago I recall standing in the checkout line of a large store. There were still a couple of people in front of me who were paying for their purchases when a woman came up behind me with her approximately three-year-old child. The woman first glanced at the long line and then noticed a simple child’s puzzle near the checkout. The simple puzzle had three or four wooden cutouts that would fit nicely into the flat piece of wood from which they had been cut. Each piece was cut in the shape of a barnyard animal and was painted appropriately. “Look,” the woman said to the child, “this is a sheep!” With this exclamation she removed a particular piece of wood that was shaped and painted in the outline of a sheep.
Immediately, I saw a problem:
Download the article: What on Earth is Religion?
Published in Child and Man, Vol.1, #5, 1968 (England)RELIGION is not an easy subject to talk about. Apart from the fact that it usually arouses strong feelings-and feelings are rarely conducive to clear thoughts about a matter-the things with which religion has to do are so far removed from ordinary understanding, that they impose a certain restraint on the speaker from the start. The worst one has to fear in talking about anything else, is that one may hold one's ignorance up to ridicule or contempt. In expounding a view on religion one may all unwittingly offend. Nonetheless one can, and up to a point should, repeatedly ask oneself what religion really is, if one is not to connive at some of the most lifeless traditions of human society or (by refusing to entertain the subject at all) to cut oneself off from one of the strongest supports and impulses of human nature. If only because religion has such deep roots in a past beyond any power of recall, one should ever and again ask, "Has it after all any reality which can still recommend it to the serious attention of modern man and, more specifically, warrant its inclusion in any programme of modern education?"
Download the article: What Really Happens in Digestion and NutritionA new look at the mysteries of our interior processes
Download the article: When Shall Grammar be Taught?
Published in Education as an Art, Vol.1, #1, 1940
In an effort to make education a less stereotyped and more living experience for the child, there is a marked tendency to defer the study of grammar to a much later age than formerly. But this raises two questions.
1) Is the child of today at a disadvantage in not possessing a working knowledge of his mother-tongue?
2) Can this knowledge be brought to him in a manner suited to his stage of development?
Rudolf Steiner, whose art of education closely follows the child's natural development, contends that the child of nine or ten not only is ready for the study of grammar but actually needs it. For a knowledge of the structure and laws of his mother.tongue gives him a feeling of confidence in using it, Be-fore the age of nine or ten, children speak or write largely from their unconscious instinct of imitation, but from then on it is important for them to become more conscious in forming their sentences, in choosing their words. At this age a child becomes really aware of himself as an individual and the study of grammar helps him to strengthen this awareness.