Articles

By Martin Tittman
Translated by Clara von Woedtke
Published in Education as an Art Vol. 25,# 2 Winter, 1965-66
Download the article: The Questions of a Small Child

Our century in its concern for "the child" has even directed its thought to an education of the very youngest, and has suggested, recommended and undertaken all sorts of projects to this end, from gymnastics for babies to 'schooling' in Montessori and other kindergartens. Rudolf Steiner calmly placed himself in opposition to all this. When he was asked, "What shall we do with a small child?" he answered, "Nothing special". That sounds simple, - but it places the greatest responsibility imaginable upon parents and teachers. It means no more nor less than this: Everything we do in its presence affects the small child. A child younger than seven is still only loosely connected with his physical body; he can be said to "hover" around it; he is spread out over his surroundings, completely surrendered to them.

AWSNA Waldorf High School Research Project
Research Material
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When a child is taken to the school physician for the first time there are special expectations linked to that visit. The class teacher is concerned that he or she understands the child’s constitution and the parents want to better understand the needs of their child. The doctors’ observation and advice are wished for. The physician’s knowledge of human nature can affect insights into the psychological/physical makeup of the growing child.

The Anthroposophical view of humanity is an inexhaustible source because it doesn’t collapse into the un-bridged cleft between psychological and physiological observation. The vivid grasp of organic processes in the scope of time, even a spiritual/creative process, always places organ functions in connection with the non-physical aspect of human beings. Rudolf Steiner’s teaching on the three-fold human being is a practical guide for us to understand the etheric body as a bridge between the physical and the higher life bodies. Rudolf Steiner required that for healthy leadership of school children the concept of the three­fold nature of the human organism must pass into our “flesh and blood.”

By Bernard Graves
Published in Kindling, the Journal of the Early Childhood Assn. (UK), issue #8, 2005
Download the article: The Relevance of Handwork and Craft

What is the role of hand and craft work in the unfolding of human and social development? This long, rhythmic process of development continues from early childhood into adulthood and on throughout life - a human being is in fact never complete, finished, as it were, with his or her development. A human being is continuously in the process of becoming. When and where such an attitude survives, is cultivated by parents as regards their children, teachers in respect of their classes and amongst adults generally in relationships with each other in daily life and work, only then, I believe, can there be a fertile foundation for the potential creativity in each individual.

By Martin Rawson
Published in Rundbrief, the journal of the Pedagogical Section in Dornach. Volume 22, Easter 2005
Download the full article and charts : The Role of Evaluation and Examination within Waldorf Education

This working paper deals with the question of examinations but first it is neces­sary to place the subject in the wider context of pedagogical examination.

What is evaluation?
Evaluation means knowing, establishing, making visible, comparing and assess­ing the value of something. These are quite different activities. Knowing means seeking the essential quality of something in its context. Establishing the value of something requires an analysis that identifies the relevant aspects since not all aspects are equally important even when we try to look at it in a holistic way. We set priorities in the form of value-systems. Assessing implies weighing the value of something, comparing it with other similar objects and at the same time valu­ing it -that is appreciating its unique qualities. In order to know the essence of something we must approach it with well-intentioned, loving interest. Well­ meaning interest is the starting point of any real evaluation.

Evaluation also has to do with testing. We are constantly being tested by life. In all social situations we are constantly being tested and questioned. In the past each culture had its own form of ritual testing. The essential phases of life were marked by various forms of trial. At puberty and later on reaching adult maturi­ty young people were admitted into their society as full adults by way of cere­monies and initiations trials. Today we have mostly only bourgeois remainders of these rituals., They have been replaced by school exams. The need that young people have to be challenged and tested is not met through forms. Rather they seek their trials through all manner of risk-taking activities.

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Keywords: evaluation in Waldorf schools, learning and testing, competence, class 2 study, child study, school reports, class reports, assessment, observation, portfolio,

By Karen Smith
Download the article: The Role of Purposeful Work in a Waldorf Kindergarten

Introduction

Before I chose this topic for my paper, I felt that the time I spent outside with my class the previous year was aimless. I spent a great deal of time preparing for the activities to fill our time inside the class, but outside interests were always an afterthought. I spent that first year teaching following Waldorf pedagogy until I took the children outdoors, and then I slipped into a mainstream day care onlooker mode. This left me with an empty feeling regarding playtime as I began to wonder what other Waldorf kindergarten teachers did to promote pedagogical continuity throughout the day.

I began my search to find an answer to this problem by asking my Sunbridge Early Childhood classmates to describe the outside activities of the teachers at their schools. Although I did receive some wonderful ideas (which can be found in a compiled list later in this paper), I also found that this area was one in which many teachers struggle.

Of the ideas that I gathered, the idea of making a wooden spoon to use for cooking in our classroom appealed to me most. In our class, the children make wooden swords as an ongoing wood working project throughout the year, so for them to watch me also undertaking a woodworking project seemed a very appropriate activity to pursue.

By Reg Down
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Education is a cultural affair. Waldorf schools pursue a holistic, child-centered ideal; to maintain and engender creative capacities within children. It does this via art -not that the goal is to be an art school, but to permeate the curriculum with artistic activity. This means that all Waldorf educators must be artists; that all their teaching activity, regardless of subject taught, is filled with living artistry. 

Waldorf schools, however, are made up of more than just teachers and children. They are institutions, whose purpose is to create a space for the teacher and child to meet. How can we understand the role the teachers play within the organization of a Waldorf school as cultural institution?