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Articles

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"

How Does the Middle School Meet Puberty?

Download the lecture: How Does the Middle School Meet Puberty?

 

by Michaela Glockler, M.D.

AWSNA lecture given at the AWSNA Teachers’ Conference, Kimberton Waldorf School
Monday, June 23, 2002

Thank you for this extremely warm welcome—it is all the more challenging now to offer a
contribution after such warm applause. But there is another challenge, this one by Betty Staley, who has asked me to bring into my morning contribution something of Rudolf Steiner’s lecture on the etheric heart. As that really is a research project of its own, all that I can hope to do is inspire you to take up this tremendous task so that you go out of this morning hour into the break with the feeling, “This topic merits further reflection and study!” I can assure you that I can’t bring to it in this hour the completeness it deserves. In any case, it is not the mission of a lecture to leave people with the impression as they go out, “Now I have it.” The best effect of a lecture is to invoke the feeling, “I have made a good start for further study.” That is my hope, and by the end we will see whether it has been blessed or not.

Read more: How Does the Middle School Meet Puberty?

How Eurythmy Works in the Curriculum

Download the article: How Eurythmy Works in the Curriculum

by Kari Van Oordt
Published in Education as an Art  Vol.32, No. 1 - Fall/Winter 1973

An Answer to a Question

The 'blueprint' of the idea behind a Rudolf Steiner school lies int he planning for each subject to be taught in relation to the right age of the child. This 'Waldorf School Curriculum' is a living organism, guiding the teachers in a broad and creative way, from kindergarten through the twelfth grade, and emphasizing the importance all along of applied imagination. Eurythmy comes in as a great help at every age level. In eurythmy we learn to control movement by means of rhythm and form. Eurythmy is controlled movement.

Please click the link, above, to read the entire article

Keywords: Waldorf curriculum, movement, visible speech, eurythmy

 

How Waldorf School Media Policy Fosters Children’s Healthy Development

Download the article:  How Waldorf School Media Policy Fosters Children’s Healthy Development
by Richard Freed

My clinical practice is increasingly a forum for children and teens who suffer because their lives are spent with digital machines, and little else. These kids are often in great emotional pain, fail school despite being capable students, or are caught up in destructive addictions to video games, social media, and phones. It’s heartbreaking to see these children and teens suffer from symptoms that could be prevented if our society better understood the effects of wired lives on kids’ health and well-being.

More recently, the world is recognizing the danger of raising children with lives focused around screens, as the often tragic consequences are now highlighted in the popular press. This contrasts with the prior decade in which our mainstream culture was caught up in the supposed promise of expanding kids’ use of digital devices. During this earlier period, outside of academic journals, there was virtually no discussion of the adverse effects of children’s overuse of screens. One clear exception: Waldorf Schools and their media and tech policies.

For decades, Waldorf Schools have been prescient in naming the risks of children growing up immersed in problematic screen and phone content. Moreover, Waldorf Schools have also highlighted a non-content issue that is often overlooked: how kids’ lives spent with screens displace vital childhood developmental experiences. Interestingly, while Waldorf School media/tech policy was considered conservative years ago, it is increasingly recognized as consistent with what science says are the lives kids need.

Nonetheless, powerful tech industry and marketing forces are more determined than ever to sell parents and schools on the benefits of putting kids before screens and phones. These messages are compelling and contribute to common myths about children’s screen and tech use. In this article, I will outline a number of these digital-age myths and illustrate how science proves their undoing. We will also see how Waldorf Schools and their media policies provide a powerful antidote to these myths and point the way towards the childhoods young people need.

To continue reading please download this article, link above.

Image and Morality

Download the article: Image and Morality

by Rudolf Lissau
A Fruitful Way for Moral Education
Published in Child and Man, Volume XI, #3, January 1971 (England)

TO START WITH two examples to show what in this context is meant by 'image'. The class teacher of a Class 3 notices that one of his boys has for a few weeks been showing signs of an unpleasant type of aggression. It is mainly directed against one or two children, both rather defenseless and relatively new in the class. The teacher wants to take action, but distrusts the traditional methods: punishment, threat of punishment, taking the offender aside and pointing out to him the social harm he is doing. Possibly, he will choose two separate lines of approach. He might take aside two or three children who have been in his class from the very beginning and who enjoy the confidence of most children in the class. These he will ask to befriend the two children in need of protection and, if possible, to prevent any further harm. Then he will make up a story which describes a good person who nevertheless cannot help doing nasty things occasionally, and dwell in particular on the sufferings of this person's victims. Once or twice as he tells his story he will, unnoticed, observe what effect he has on the little boy for whose benefit he mounted the whole operation. He might have switched off and perhaps even indicate that he is not at all interested. He might, more likely, listen with great interest. It might even happen that his eyes fill with tears at the thought of the sufferings of the victims of this fictitious act of aggression.

Read more: Image and Morality

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