Christof Wiechert, Journal of the Pedagogical Section 67
In the world-wide school movement, there is a growing awareness of the significance of the child (or pupil) study. It is the instrument initiated by Rudolf Steiner to enable teachers to take educational issues into their own hands through discussions in their own circles. Child studies are being carried out at an increasing number of schools, enabling the schools to resolve the educational challenges themselves; so there seems to be less need to ‘outsource’ them. In this context the question of the whole class study comes up more and more frequently. Would there also be a format for the discussion of a class as with the child study? There is one. It is simply of a completely different nature from the child or pupil study.
Claus-Peter Röh, Journal of the Pedagogical Section 65
Imaginative Capacity as a Response to the Challenges of the Present With the release of the astral body, the whole structure of the human constitutional elements in the middle school years from classes 6 to 8 is transformed. A new, individually coloured, powerful field of tension arises between two poles of soul experience. The challenge to bring both poles into a reciprocal relationship, to make them interact, becomes an educational balancing act which shapes the process of spiritual, soul and physical rediscovery in the middle school.
Alain Denjean, Journal of the Pedagogical Section 65
Seen individually, a teacher does not belong to any generation; they belong to themselvesand their work is based on their personal interpretation of Waldorf education and its basis in anthroposophy. But as a colleague in a specific school, they are part of the spiritual profile of that school.
Arlene Cairns, Journal of the Pedagogical Section 65
Enliven imagination, Stand for truth, Feel responsibility (The Foundations of Human Experience, Lecture 14). On closer reading of the foundational texts, we can discover just how significant these words were, and are, for teachers in describing how their attitude and thinking about their task, their students and the school influences the actual task of education.More...‘Farewell!’ speech to graduants of the Centre for Creative Education, Cape Town, South AfricaBeulah Tertiens-Reeler, Journal of the Pedagogical Section 65Dear friends, parents, colleagues and graduants, It is an honour to be here today at your graduation celebration where you stand at the door to a new life as a teacher.
Beulah Tertiens-Reeler, Journal of the Pedagogical Section 65
Dear friends, parents, colleagues and graduants, It is an honour to be here today at your graduation celebration where you stand at the door to a new life as a teacher.
Florian Osswald, Journal of the Pedagogical Section 65
In this second meeting, we worked on the eight fields which had been identified as keythrough international feedback, in order to create initial outlines of each field, which weinclude in this article.
Claus-Peter Röh, 'Journal Pedagogical Section' No. 63
Alongside questions about the school enrolment age and the period of the final exams, it is particularly theMiddle School in the transition from child- hood to adolescence in the Upper School which is an important and necessary, but also sensitive interface.
Liesbeth Bisterbosch, 'Journal Pedagogical Section' No. 64
World Early Childhood Conference Goetheanum 2019
Philipp Reubke,'Journal Pedagogical Section' No. 64
Deepening the Understanding – Developing Pedagogical Answers for the New Challenges in Childhood TodayJanpen and Porn Panosot/ Nana Goebel, 'Journal Pedagogical Section' No. 64
Waldorf 100 Centenary Conference 'First Course for Teachers' at the Goetheanum Claus-Peter Röh/ Florian Osswald, 'Journal Pedagogical Section' No. 64
International Research Working Days for Waldorf High School TeachersThe search for oneself through the encounter with the otherTamara Henke, 'Journal Pedagogical Section' No. 64
“In the Beginning is the Human Being” – The Stuttgart Congress Petra Plützer, 'Journal Pedagogical Section' No. 64
The Celebration in the Tempodrom in Berlin
Henning Kullak-Ublick, 'Journal Pedagogical Section' No. 64