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Steiner Waldorf schools – common foundations and abundant diversity

An article to the Essential Characteristics of Waldorf Pedagogy by Philipp Reubke.

Waldorf or Rudolf Steiner schools often differ considerably from one another. In some schools, there is a lot of singing and music-making at all age levels, while others place great emphasis on adventure and experiential education. Some celebrate many festivals, while others place special emphasis on foreign language teaching and student exchanges. In one school, the smithy for upper school pupils is within sight of the kindergarten so that young children can see craftsmanship at work; in another, the upper school physics laboratory is above the kindergarten so that young adults do not forget that the joys of experimenting and discovering begin in early childhood. In one country, Waldorf education happens within a private school, financed exclusively by parental contributions and managed collegially, with a high degree of pedagogical freedom. While in another country, Waldorf education is funded by the state, managed by a school principal and inspected and monitored by inspectors. Even the names vary: ‚Vrijescholen‘ in Holland1, ‚Steinerschulen‘, among other places, Switzerland and Scandinavia,2 ,Waldorf‘ in Germany and many other countries, and ‚anthroposophical‘ schools in Israel.

Rudolf Steiner also encouraged the teachers of his time to embrace diversity in their educational practice. Waldorf education is not an abstract programme that can be implemented in the same way in different places. A Waldorf school "cannot be organised by designing a programme for how the school should be set up: paragraph 1, paragraph 2 and so on." "It is not abstract programme principles that matter, but the realities that one faces."3 "Waldorf education is not a thing that can be ‚learnt‘ or discussed; it is purely and simply a matter of practice, and one can only give examples of a practical way of dealing with the needs of particlular cases."4

The International Council for Steiner Waldorf Education (Hague Circle)5 carries responsibility for promoting the quality of Waldorf schools worldwide, and ensuring that wherever Waldorf is mentioned, Waldorf is also practised. In view of the situation described above – the diversity of school types, and lack of a universally applicable format – this is no easy task. For several years, the Hague Circle has been attempting to address this issue by characterising Steiner Waldorf education in a relatively short text – not determined by predefined, normative  criteria that demand strict adherence, but rather described in clear, broad and open terms.6 This text can serve as a basis for the criteria that Waldorf associations and federations apply when assessing schools in their respective countries. It is also used in the process of deciding whether to admit schools to the World World List7 in countries without a federation. The IASWECE8 has published a similar document for Steiner Waldorf kindergartens.9

However, a Waldorf school can also use this text as a basis for reflecting on its own working methods. As colleagues read, discuss and reflect on the eight pages, ideas and projects may emerge that help to overcome certain entrenched traditions, or balance out one-sided perspectives. As this text is constantly being revised by the Hague Circle (the latest version is from May 2025), your comments and suggestions are also very welcome.10 Is there anything essential missing from this text? Or does a passage seem inappropriate to you?

An essential characteristic of the work of teachers and educators in Steiner Waldorf institutions is their willingness to be open, to network, to learn from each other and to take an interest in each other:

"The work of an individual school is strengthened by an awareness of the whole of the movement and is nurtured by regular exchanges and interactions within the region and the home country, as well as in international conferences. This awareness can grow and find expression in partnerships between schools in different countries, as well as in providing assistance for developing schools, or schools in need. Taking part in professional development courses, for teachers, parents and school representatives, will greatly strengthen this work.

 Mutual interest and the overall effort to bring local educational practice in alignment with the essential characteristics will strengthen the institution as well as the Waldorf movement as a whole, whereas isolation, provincialism, or even a lack of willingness to work together will weaken the movement as a whole. One way to foster this attitude of mutual interest is to perceive and understand ourselves as an integral part of society as a whole and to proclaim it as such.”11

In times of excessive workload, or tense relationships within our own institution, there might be a tendency to isolate ourselves and limit ourselves to our own work. But it is precisely then that networking and conference calls can be useful in asking the question: What are our relationships with other Steiner Waldorf schools? With other schools in our neighbourhood? Do we take part in training courses and conferences where we can consider our own practice from a different perspective? Are we part of civil society and do we take the challenges of our time into account in our teaching practice?

In future issues of the newsletter, we will address further aspects of the essential characteristics. Contributions are welcome!