Do you know the concept of the wooden spoon? Carving a spoon out of a piece of wood has become an established practice in many Waldorf schools around the world. But beware: Is carving a wooden spoon an appropriate activity for every pupil in every country? The Waldorf movement has grown considerably, it has become more international and more varied. Florian Osswald, co-head of the Pedagogical Section, reminded us in our recent editors' meeting that every universality has to finds its own local expression.
This newsletter is dedicated to the search for the individual. It addresses questions to do with the curriculum, culture and place, the integration of local festivals and explores narratives. Please start your own search, we hope you will find turtles instead of Easter eggs.
Waldorf education: a continuous cycle of renewal
For many people the Waldorf Curriculum (whatever they understand by this term) is integral to the definition of Waldorf education. They think a school is Waldorf if it uses the Waldorf curriculum. However, things are not so simple… more
A Sense of Place within the Waldorf Curriculum
Provocative. Critical. That's how this article wants to be. As the reach of Waldorf grows, Neil Boland asks if the time has come to 'decolonise' Waldorf education. Inspired by his research with Māori Waldorf teachers, he wonders how Waldorf education can find its place within local cultures and the extent to which it localises itself when it moves beyond its European roots… more
On the Back of the Turtle. Culture and Waldorf Education
The Waldorf movement is becoming more and more international. There are already more than a thousand schools and eighteen hundred kindergartens in over seventy countries worldwide. The latest pioneers can be found in Myanmar, Greece and Turkey. This is why we are increasingly concerned with questions on culture, even though such questions have been the constant companions of teachers ever since the founding of the first Waldorf school… more
English Week in China
In no other country has the Waldorf movement developed as fast as in the People's Republic of China. In 2011 there was just one Waldorf school in Chengdu; three years later there were already 51 schools. Today, the movement includes over 70 schools and over 300 kindergartens. Christoph Jaffke reports here from the 2016 English Week in China… more
Assessment for Learning
Assessment is a vital part of supporting learning because they show how we understand students’ learning and how we give them feedback and advice. This article from Martyn Rawson outlines the main kinds of assessment, showing how they relate to teaching in Waldorf schools… more
Developing Pedagogical Quality – but how?
Thomas Stöckli and his team at the Institute for Action Research in Switzerland have developed a method to develop the educational quality of teaching. There is now quite a number of helpful methods for quality evaluation at Waldorf schools but these focus primarily on the development and evaluation of management structures… more
Given the Night
It is a kind of retrospective exercise which includes the following steps: Shortly after waking up in the morning, pause for a moment for a brief review of the morning, the night and the evening. Imagine yourself going back in time to the moment when you woke up. Which were your last thoughts, your last feelings before falling asleep? Keep going backwards into the evening for a few more moments into the evening and then stop the exercise…Part I, Part II
Celebrating Shakespeare’s Work
London, this Spring, has received thousands of visitors from across the globe to celebrate Shakespeare’s work. As one festival organiser writes, "The celebration of Shakespeare’s work is a continuous and growing joy for theatre-goers, actors, students, and scholars. The 400th anniversary of his death gives us an additional opportunity to focus our celebrations." What is it in Shakespeare’s work that inspires this continuous and growing joy across the world?... more