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All of the material published on this website is provided solely for the users of this website, and may not be downloaded from this site for the purpose of uploading to other sites or services without the express permission of the Online Waldorf Library.


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"

History for Our Time

Download the article: History for Our Time

By Franklin G. Kane
Published in Education as an Art Vol. 27, # 1 – Spring 1968

In the Waldorf School, children begin the study of history with the earliest traditions of representative major cultures. The young part of history is the history most congenial to youngsters. It is somewhat unfortunate that this youngest part should have been given the name of ancient history. This name often prevents educators from realizing that while the origins of culture may be far away in time, they are nearest at hand in interest for children.

For our children history begins with the dramatic, pictorial, spiritually saturate myths that nourished the antiquity of all cultures. It progresses from them down to and through history proper. Thus between the ages of nine and fourteen the children make their first progressive survey of world history, from its mythological origins down to modern times.

Two features of this treatment of history are characteristic:
1) The sequence is not from the contemporary scene backwards into history, but vice versa.
2) The traditional myths of early time are taken seriously as a starting point for study of the origin of man. Each of these features deserves comment, in that each represents a marked divergence from prevailing educational practice.*

From time to time we hear the questions from those who are less familiar with Waldorf Education, "Why isn't there more teaching of American history in the elementary grades?" "Why don't the children learn about their country?" "Isn't that the most important thing for them to learn in this modern age?" One, of course, must give serious consideration to such a question, for children growing up in the United States ought to know its heritage, its history, its heroes, its legends - and yet a further question may be raised, "Can there really be any deep understanding, can there be a meaningful appreciation of the United States in its proper place and in the perspective of world history?"

Read more: History for Our Time

History, Humanity and Handwork

Download the article: History, Humanity and Handwork

by Carmine Iannaccone
Published in Renewal, A Journal for Waldorf Education, Vol. 10#2, Fall 2011

Our age may be a major turning point in history. Advances in microelectronics, information pro­cessing, and communications are bringing a new era, not just in technology but in all the areas of life: art and culture, human relations and education, economics and lifestyle, perception and cosmology. The personal computer has radically changed how we think about and use information, how we act, and how we interact. But even relatively simple products such as the telephone answering machine, the VCR, and the microwave oven have altered our sense of time, our expectations, and our daily lives. More sophisti­cated products such as cellular phones, compact disks, portable video cameras, and digital photography are having and will continue to have a yet more profound impact on what it means to be human.

Read more: History, Humanity and Handwork

How do Atomistic Models Act on the Understanding of Nature in the Young Person?

Download the article:  How do Atomistic Models Act on the Understanding of Nature in the Young Person?

by Manfred Von Mackensen
An excerpt from Fields, Rays, Atoms, Chapter 12, a book on 11th grade Physics

After his introduction about the issues surrounding bringing science in a way that depends heavily on the model-based approach common in many physics books, Dr. Mackensen explores how we might do it another way and why. We invite comments on how you have tried to address these issues and hope to stimulate dialogue on this complex but crucial issue. — J. Petering. co-editor

Pro and con models in teaching
The abyss between naive experience and quantum theory (i.e. what scientists may think) is of course bridged in teaching—as is well known—with so called models; i.e. with visual, easy to follow simplifications. For the time being we are going to lay aside the epistemological and culturally critical doubts outlined so far, in order to consider the models— this central conceptual form of contemporary education—once more from a different side— in the context of teaching.

Read more: How do Atomistic Models Act on the Understanding of Nature in the Young Person?

How Does a Mole View the World?

Download the article with images:How Does a Mole View the World?

by Craig Holdrege
The Nature Institute

I remember longing as a child to experience, even just once, how an animal actually sees the world to slip inside an ant and wander through the passages of the anthill, to see with the eyes of a squirrel. This longing has not, in a straightforward way, been fulfilled. I can't get inside my cat at least directly. And, if I were inside the cat, would I be seeing as me, or as the cat? It seems like an unsolvable problem; we can't get inside the animal.

To read further download the full article above.

Keywords: observation, science, phenomenology

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