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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"

Goethean Science: A Phenomenological Study of Plant Metamorphosis

Download the articles: Goethean Science: A Phenomenological Study of Plant Metamorphosis,
Part 1, Part 2, Part 3

by Dana Pauly
Published in the Journal, Biodynamics, July/August 2000, September/October 2000, November/December 2000

This is a thesis written as part of the author's work at Prescott College toward a degree in Environmental Studies with an emphasis on Agroecology.

Keywords: science, research

Going Through, Taking In, Considering

A Three-Phase Process of Learning as a Method of “Teaching Main Lesson Blocks”1

Download the article: Going Through, Taking In, Considering

by Manfred von Mackensen

From Waldorf Science Newsletter 16 #26

This paper was written during the work on the project Phenomenological Natural Science and Human Didactics. In conferences and courses it has served as a text for introduction, reflection, and fixation. At the same time it can be regarded as an example for how to organize teaching lessons (Pädagogische Forschungsstelle beim Bund der Freien Waldorfschulen Stuttgart, Abt. Kassel, Brabanterstrasse 30, 34131 Kassel).

To continue download the full article link above.


Going Through, Taking In, Considering

Download the article: Going Through, Taking In, Considering

by Manfred von Mackensen

Going Through, Taking In, Considering: A Three-Phase Process of Learning as a Method of “Teaching Main Lesson Blocks”1
Note: illustrations may be found in the full pdf version of this article)  

Curtain Raiser
We would like to elaborate certain phases of teaching by, deliberately, taking an example from our everyday life. Occurrences which usually take place in school may, for the time being, be projected onto a private situation. So let us have a try on three phases and imagine the following:
        Phase I A couple is going to a birthday party. Good luck!
                           - A lot of guests, a lot of confusion.
        Phase II On their way home, they exchange their
                           impressions: a highpoint, a striking character.
        Phase III The next morning they debate:
                    (a) in what way were the guests related to each other and to the host?
                    (b) which news about the world did one learn from them?
                    (c) how would oneself wish to celebrate a coming birthday; what do birthdays really demand, anyway?
Are these really three phases? Let us have a look again at what exactly happens here.
At the beginning, one just throws oneself into the crowd (Phase I). One makes acquaintances without thinking much about it and enjoys meeting with the people who turn up. Any form of investigation or classifying would be distracting.

—Afterwards, all that is resounding in both of them (Phase II); both are still preoccupied with what they experienced2 and, while talking it over, their emotions unite the details automatically. The ups and downs of the party now appear more as a related “whole,” and less as a mere series of events. Something that was frightening changes into a deep impression, rejoicing into true interest, a muddle into a sequence of related scenes. Later on, one dissects that “whole” again into fragments and discusses their interrelations (Phase III). One examines how this related to that, who has secretly wanted what or who has suffered, and so on (a). One is digging for insights, for knowledge (b). Finally, one ponders, asks what consequences will follow, and also, how oneself could achieve something (c). 
In this story, not a word about school lessons appeared. It demonstrates how the three elements of the elaborated method work in real life.

Read more: Going Through, Taking In, Considering


Download the article: Heredity

by Eugen Kolisko M.D
Published in the British Journal, Present Age, Volume 3, #4, 1938

BEFORE THE NINETEENTH CENTURY little was known of the science of heredity. It was during that century that the interest of the general public became turned to this subject and the general tendency was to attempt to explain everything in the nature of man from hereditary characteristics. . The qualities inherited from father, mother and the line of ancestors were supposed to furnish the explanation of the individual and his actions.

Read more: Heredity

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