LIBROS EN ESPAÑOL

It has taken approximately two years to formulate, conduct, and evaluate this survey of North American Waldorf graduates, starting with the first Waldorf senior class in 1943 and culminating with the class of 2005. A rich source of statistical and analytical information is now available to be mined by the Research Institute and those who read this study.

The survey, based on a sample of around 550 participants spanning some sixty years, suggests that a majority of Waldorf graduates share many characteristics, of which three are predominant:

• Waldorf graduates value the opportunity to think for themselves and to translate their new ideas into practice. They both value and practice life-long learning and have a highly developed sense for aesthetics.
• Waldorf graduates value lasting human relationships—and they seek out opportunities to be of help to other people.
• Waldorf graduates sense they are guided by an inner moral compass that helps them navigate the trials and temptations of professional and private life. They carry high ethical principles into their chosen professions.

The graduates surveyed demonstrated that they are capable of achieving what they want in life and are happy in the process of pursuing their goals. The majority consider life-long learning as a significant part of their life journey. They are devoted to their families, both to their own parents as well as to the families they are part of creating. In short, they know how to make a living, but more importantly they know how to make a life.

Waldorf graduates are quick to be introspective and capable of putting themselves down with touches of wry humor while others praise them. Professors and employers rate Waldorf alumni/ae more highly in terms of moral and life skills than these graduates rate themselves.

This survey is comprised of twelve major sections and a statistical analysis which was performed on the findings of several sections, including comparisons of Waldorf graduates and the general U.S. population, as well as contrasts of recent and older graduates. This is followed by a series of appendices containing much of the data and anecdotal comments. Our intention is to present the results concisely with descriptions, graphs, and tables interwoven with brief analyses of the material