Desarrollo de las fuerzas del pensar en los jóvenes a partir de la observación fenomenológica del mundo

Los jóvenes se abren al mundo. Para que en ese encuentro desarrollen las propias fuerzas de pensamiento que están surgiendo, se nos presenta el desafío de acercar al aula los fenómenos y que aprendan a observar desde sí mismos («Ich schaue in die Welt»). Presentaremos experiencias de clases en relación a la imagen del joven, el desarrollo del trabajo anual y propuestas para crear una atmósfera artística, con un ritmo que contemple lo que proviene de las fuerzas de la noche; propiciando que puedan surgir, desde la mirada del joven, las fuerzas del pensar propio hacia una imagen de mundo cada vez más abarcativa.

The development of young people’s cognitive abilities through the phenomenological observation of the world

Young people are opening themselves up to the world. In order to help them develop the strength of their emerging powers of thought, we face the challenge of bringing into the classroom phenomena that can be observed and experienced by young students («Ich schaue in die Welt»). We will present examples of classroom activities relating to young people’s self-image and the development of Senior projects and also ideas that contribute to create an artistic atmosphere, with a rhythm that takes into account what arises from the forces of the night. In this way, we encourage the forces of independent thought to emerge from within the young person’s own perspective, leading toward an ever more comprehensive view of the world.

Literacy in the Age of AI: How Are We Fostering Authentic Relationships to Reading and Writing in Students of the Upper School 

Literacy is a social/spiritual activity. With the lure of AI-generated work creating less incentive to engage in an authentic relationship to language, what specific strategies can we explore for our teaching that strengthen an embodied, nuanced relationship to literary activities.

Üben und forschen – Wirkung der sechs Seelenübungen in der Pädagogik

Als Lehrerinnen und Lehrer wollen wir, dass die Kinder in der Schule etwas lernen, dass sie üben und sich im Üben zu ihrem eigenen Wesenskern hin entwickeln. Wenn das unser Anliegen ist, müssen wir uns als Lehrerinnen und Lehrer selbst auch aktiv und bewusst entwickeln, müssen üben und mehr und mehr lernen, unsere Seelenkräfte bewusst wahrzunehmen und zu gestalten. Dieses «Erkenne Dich selbst» ist eine Grundlage der Waldorfpädagogik.

Practice and research – the effect of the six soul exercises in education

As teachers, we want our students to learn, to internalize, and to develop towards their own inner essence. We must, equally, develop ourselves actively and consciously, learning to perceive and shape our own soul powers. This «Know Yourself» is a foundational principle of Waldorf education.

Finding Direction through Collegial Conversation

How can a college of teachers become a genuine learning community? One where colleagues think, learn and grow together — where every voice contributes, and shared understanding becomes the foundation for moving the school forward. This active, participatory working group explores collegial practices for meaningful dialogue and collaborative development, based on the Compass Cards framework for Steiner Waldorf education.

Nature as an Educator: the Daily relationship between children and adults with Nature

A path of observation and practical experiences for communities, daycare centers, and families.

Based on observation and the context of each individual, we will co-create a path towards an understanding of the importance of the individual's relationship with nature, so that it becomes a foundation for pedagogical practice and learning in kindergarten.

Natureza Educadora: a relação Diária da criança e do adulto com a Natureza

Um caminho de observação e de vivências práticas para comunidades, jardins de infância e famílias.

Partindo da observação e do contexto de cada um, iremos co-criar um caminho para a compreensão da importância da relação individual com a natureza, para que esta seja um alicerce para a prática pedagógica e aprendizagem no jardim de infância.

Personal development and learning for life in vocational education. A hands-on workshop.

Some Waldorf upper schools lead to qualifications as carpentry, building, health care, bio-dynamic farming, etc. Vocational education is attractive for students who have less interest in or talents for the academic subjects and long for practical expertise. In this workshop we will be sharing methods for and background about these equivalent alternative upper school curriculum tracks which offer personal development and long-life learning by and for hands-on working skills.

Working with Parents – Building the Community of the School

The child flourishes when teachers and parents walk a shared path of trust, respect, and conscious collaboration. This experiential workshop explores how we can nurture living school communities through meaningful dialogue, healthy boundaries, and a shared commitment to the child's development. Together, we will reflect on the pedagogical, practical, and spiritual dimensions of this work and discover ways to strengthen the life of our schools.

Waldorfschule im Zeitalter der KI – Was bleibt unverzichtbar?

Die Entwicklung der KI schreitet rasant voran – und damit die Unsicherheit vieler Lehrkräfte: Wie sollen wir angesichts dieser Möglichkeiten unterrichten?

Die Medienpädagogik bietet die Möglichkeit, die Besonderheiten der Waldorfpädagogik zeitgemäss zu entwickeln. Andere Fähigkeiten werden wichtiger: Fragen zu stellen, Begegnungen zu gestalten, Erfahrungen zu machen, Verantwortung zu übernehmen und eigene Urteile zu bilden. Diese Lernformen erfordern und schulen Geistesgegenwart statt Geistferne.

Waldorf Schools in the Age of AI – What Remains Essential?

AI is developing rapidly, and many teachers are increasingly uncertain: How should we teach in light of these new possibilities?

Media education offers an opportunity to develop the distinctive qualities of Waldorf education for our time. Other abilities are becoming more important: asking questions, shaping encounters, gaining firsthand experience, taking responsibility, and forming independent judgments. These ways of learning require and cultivate presence of mind rather than mental absence.

Spiele, Bewegung und Bothmer-Gymnastik

Begegnungen mit sich, der Gruppe und dem Raum Spiele gemeinsam spielen, Gruppenaufgaben und den Raum neu entdecken durch Bewegungserlebnisse und Übungen aus der Bothmer- Gymnastik Freude auf das gemeinsame Erleben und Reflektieren Welche pädagogischen Entwicklungsräume können durch die Bewegung, die Gruppe und den Raum den Kindern und Jugendlichen angeboten werden.

Bitte bewegungsfreundliche Kleidung mitbringen.

Games, Movement and Bothmer Gymnastics

Encounters with yourself, the group and the space. Play games together, group tasks and rediscover the room through movement. Experiences and exercises from Bothmer-Gymnastics. Take joy in experiencing and reflecting together. What pedagogical development spaces can be offered to children and adolescents by the movement, the group and the space?

Please bring movement-friendly clothing.

Leadership as Pedagogical Practice: Cultivating the Health of the School

How can leadership itself become a pedagogical practice that strengthens the life of a school? Leadership is often understood as responsibility, decision-making, and organization. But what if its deeper task is to serve the health and unfolding of the school as a living community? Through shared inquiry, reflection, and practical examples, we will explore leadership as an art of listening, cultivating relationships, and creating the conditions in which pedagogical life can flourish. How might those who carry leadership learn from the school while also working consciously to transform it?

Artistic Teaching and Learning for our Times: A Performative Workshop

The growing use of artificial intelligence calls for new perspectives on learning and work. Different forms of embodied learning, rooted in the artistic methods and contents of Waldorf pedagogy, can offer meaningful alternatives. In this workshop we will experience poetry through the medium of performance. Our aim will be to deepen our own experiences of poetry and thereby to explore an artistic approach to teaching poetry which offers pupils exciting new ways of artistic working and learning.

Enseñanza y aprendizaje artísticos para nuestra época: un taller performativo

El uso cada vez mayor de la inteligencia artificial exige nuevas perspectivas sobre el aprendizaje y el trabajo. Diferentes formas de aprendizaje corporal, basadas en los métodos y contenidos artísticos de la pedagogía Waldorf, pueden ofrecer alternativas significativas. En este taller experimentaremos la poesía a través de la performance. Nuestro objetivo será profundizar en nuestras propias experiencias con la poesía y, de ese modo, explorar un enfoque artístico para la enseñanza de la poesía que ofrezca a los alumnos nuevas y emocionantes formas de trabajar y aprender artísticamente.

Identidad es humanidad. Adolescencia un juego entre la comunidad y la individualidad.

La magia de la narración y la poesía como antídoto de la IA. Don Quijote de Cervantes ¿Quién soy yo?

El rubicón de la adolescencia nos lleva al ideal y a un pensar fundamentado. ¿Quién soy yo?

La alteridad me hacer Ser. El Perceval de Wolfram von Eschenbach , 1984 de George Orwell y Demian de Hermann Hesse. ¿Quién soy yo?

Este curso es un encuentro con la adolescencia y su búsqueda en el mundo de hoy. ¿Qué puede ofrecer a los jóvenes la pedagogía waldorf en el mundo de hoy? ¿Cómo acompañamos el espacio entre lo que muestran los jóvenes y su verdadera esencia? ¿Qué sentido tiene el mundo que les ofrecemos?¿Qué tenemos que aprender de ellos? ¿Qué significa lo crístico para los jóvenes? ¿Qué esperan de nosotros?¿Por qué son tan vulnerables? ¿Qué herramientas traen para enfrentarse a las trampas de las fuerzas opositoras?...

Being an artist-teacher: Visual Arts, Education, European and Latinamerican 20th Century Art

By exploring the work of Kandinsky and Klee, and continuing with Xul Solar and Joseph Beuys, we will examine how these and other 20th-century-artists engaged in teaching, and how their educational impulse is reflected in their artistic practice. Each approached these questions through a distinct artistic language, while all engaged with Rudolf Steiner’s ideas and viewed art as an essential element in broader projects of social renewal. The workshop includes a visit to the Kunstmuseum Basel: Friday, April 2, from 4:00 to 6:00 pm (free entrance, you have to buy the tram ticket).

Ser artista-profesor: Artes Visuales, Educación y Arte Europeo y Latinoamericano del siglo XX

A partir de la exploración de la obra de Kandinsky y Klee, y sumando a Xul Solar y Joseph Beuys, examinaremos las diferentes formas que estos y otros artistas del siglo XX se involucraron en la enseñanza y cómo su impulso educativo se reflejó en su práctica artística. Cada uno abordó estas cuestiones a través de un lenguaje artístico propio, al mismo tiempo que todos se vincularon con las ideas de Rudolf Steiner y concibieron el arte como un elemento esencial de proyectos más amplios de renovación social. El taller incluye una visita al Kunstmuseum Basel: Viernes 2 de abril, de 16h00 a 18h00 (entrada incluida, hay que comprar el boleto del tranvía).

Work Songs of Brazil: Memory, Rhythm and Collective Labor

Through traditional Brazilian work songs, participants will experience singing as a path to memory, community, and learning. The workshop offers simple, accessible songs that invite everyone to sing together, regardless of language or musical experience. Participants will explore how these living traditions can inspire educational practice, strengthen human connection, and awaken joy through shared music-making.

Cantos de Trabalho do Brasil: Memória, Ritmo e Trabalho Coletivo

Por meio dos tradicionais cantos de trabalho brasileiros, os participantes vivenciarão o canto como um caminho de memória, convivência e aprendizagem. A oficina propõe cantigas simples e acessíveis, que convidam todos a cantar juntos, independentemente da língua ou da experiência musical. Os participantes irão explorar como essas tradições vivas podem inspirar práticas educativas, fortalecer os vínculos humanos e despertar a alegria por meio da música compartilhada.

Teaching Economics: A Phenomenological and Activity-Based Approach

Preparing young people for today’s economic reality is a vital responsibility for schools. Simply teaching how the economy works is not enough; students must develop the skills to actively shape it. To achieve this, we explore evidence-based strategies for the middle and high school levels, grounded in phenomenological and hands-on, action-oriented methodologies.

De la imagen al hacer y del hacer al pensar

En la educación primaria, el trabajo surge de la imagen creativa ofrecida por el maestro, la cual el niño transforma en acción. En la educación secundaria, este trabajo se eleva: lo que antes era hacer, ahora se convierte también en una actividad del pensar.

The Wonder of Words: Bringing them to life through Grammar and Spelling

It is possible for a child to learn Grammar concepts by discovering them in the words as they utter them – discovery through movement and engagement. I want to offer the view that Spelling is predictable and meaningful, and not, quixotic and arbitrary – a skill that does not have to rely on memory. It can be built through the process of investigating the word, finding that words have stories, and many fathers and mothers. Explore the progression of these two key skills in the primary school.

Planetary Qualities in Highschools and the Awakening of the Will

Why this working group? Every student in secondary education learns and reacts differently. Waldorf pedagogy approaches this using the seven planet qualities (Saturn, Jupiter, Mars, Sun, Venus, Mercury, and Moon). These are seven archetypal characteristics or «ground tones» present within every human being. By recognizing these qualities in our teenagers, we can better tailor our teaching to their specific developmental needs. What will we do? In this practical working group, we will bridge the gap.

Der Goetheanismus in den Methoden der Waldorfpädagogik

Rudolf Steiner wollte die Waldorfschule eigentlich «Goetheanismus Schule» nennen, erwähnt den Goetheanismus in seinen pädagogischen Vorträgen jedoch praktisch gar nicht, ein bemerkenswertes Paradoxon. Wenn wir jedoch alle Formen ausser Acht lassen, die die Waldorfpädagogik in den hundert Jahren ihres Bestehens entwickelt hat, und uns auf die elementaren methodischen Vorgehensweisen konzentrieren, entdecken wir Merkmale einer Methode, die wir getrost als goetheanistisch bezeichnen können.

Anhand konkreter Beispiele werden wir versuchen, diese grundlegenden methodischen Vorgehensweisen im Geiste des Goetheanismus zu beschreiben.

The Art of Listening in Teaching

In this working group, we explore listening as a core competence of educators. We examine how silence, genuine interest in others, and thoughtful questioning can transform teaching into an engaging, participatory process. Through dialogic methods and shared reflection, participants experience listening as both a personal and professional practice. The workshop invites participants to reconsider teaching as a profession fundamentally grounded in the capacity to listen instead of speaking.

Developing and evaluating curriculum, taking account of local cultural and cosmopolitical perspectives

The developmental tasks facing children and young people today are very different from those a generation ago, let alone in the 1920s, not least when we consider the impact of AI on all walks of life. It is essential to provide students with a curriculum that is relevant to their needs today in whichever country they grow up in and they need to become world citizens. Furthermore, we feel that curriculum should include not only what is taught but how, where and when.

Pädagogische Konferenz – erfrischendes Lernen und Forschen im Team

Die wöchentliche Teamsitzung der Lehrpersonen und Erzieherinnen/Erzieher könnte eine fortlaufende Forschungs- und Fortbildungseinrichtung sein, – eine Form der Zusammenarbeit, die Innovation und Schulentwicklung, Begeisterung und Inspiration für die gemeinsame pädagogische Arbeit ermöglicht. Im Schulalltag gelingt das nicht immer. Umso wichtiger, regelmässig die Arbeitsformen der Pädagogischen Konferenz immer wieder neu zu greifen.

Le collège pédagogique – un cadre stimulant pour le soutien mutuel et la recherche en équipe

La réunion hebdomadaire de l'équipe pédagogique pourrait constituer un cadre permanent de recherche et de formation continue, une forme de collaboration favorisant l'innovation et le développement. Dans le quotidien de la vie de l'école, cela ne fonctionne pas toujours. Il est donc d'autant plus important de repenser régulièrement les modalités de fonctionnement de ces réunions.

Meetings of the pedagogical faculty – refreshing learning and research as a team

The weekly meeting of teachers and early years practitioners could serve as an ongoing forum for research and professional development, fostering innovation, school development, and enthusiasm and inspiration for our shared educational work. However, in the day-to-day running of the school, this does not always happen. This makes it all the more important to regularly revisit and refine those meetings' working methods.

Spiritualität und Religion in der Waldorfpädagogik

Waldorfpädagogik begreift den Menschen als ein geistiges Wesen in Entwicklung. Um diese Entwicklung zu verstehen und zu fördern, muss sie selbst spirituellen Charakter annehmen. Was aber bedeutet hier Spiritualität, welche Voraussetzungen liegen ihr zugrunde, worin drückt sie sich aus? Welchen Beitrag kann die religiöse Erziehung dazu leisten? Zuletzt soll die Entwicklung des Kindes und Jugendlichen unter spirituellen, religiösen und theologischen Gesichtspunkten erörtert und besprochen werden.

Spirituality and Religion in Waldorf Education

Waldorf education views the human being as a spiritual being in the process of development. In order to understand and foster this development, the education itself must take on a spiritual character. But what does spirituality mean in this context? What are its underlying premises, and how is it expressed? What contribution can religious education make to this? Finally, the development of children and adolescents will be examined and discussed from spiritual, religious, and theological perspectives.

Methods of teaching and learning: grades 7 and upwards (or middle and upper school)

We will explore methods that engage and motivate young people to participate in learning processes and to actively contribute according to their abilities and interests — in thoughtfully designed learning environments that allow them to experience both their own sense of self-efficacy and the importance of community. We explore how differentiated, individualized feedback can guide and support young people on their journey.

Stronger Together: Building School Associations

Founding and running a Waldorf school consists of many challenges that often feel overwhelming. Working with other schools sometimes feels like an extra work. But what if when we join with others, our own loads get less, rather than more? Coming together can mean sharing inspiration, resources, challenges, opportunities, and making our own work at the school easier, more meaningful and less alone. This is if the association of schools is created to respond to the needs of the schools.

Wie gut bin ich inkarniert zum Lernen und zur Arbeit? Austausch und Erfahrungen im Modellieren zum Thema des Embodiment als die Grundlage für Lernen und Arbeit

Die Erde bietet uns ein unendliches Lernfeld an. Als Mensch kann ich es erfahren durch all meine Sinne. Wenn ich gut geerdet bin, geht das Lernen und Arbeiten einfacher und unkomplizierter. Und wenn dazu die Geistesgegenwart und die achtsame Einfühlsamkeit kommen, lerne ich umfassend.

Wie kann ich diesen Einklang fördern? Durch die künstlerische Prozessarbeit im Modellieren, wollen wir hierzu Erfahrungen sammeln und daraus lernen – auch durch den Austausch.

How well am I incarnated for learning and working? Dialog and experiences withclay to this theme of embodiment as the foundation of learning and working

The earth gives us an immense field of learning. As a human I can experience it through all my senses. When I am well rooted, the learning and working goes easy and uncomplicated. And when thereto comes mindfull awareness and precense of mind, the learning will get comprehensive.

How can I improve this alignement? Through the artistic processwork in modelling, we will exercise to get there, and collect experiences and learning – also through sharing in the group.

Hvor vel inkarneret er jeg for at arbejde og lære? Vi vil udforske dette tema som grundlaget for at lære og arbejde - gennem vores hænders arbejde med ler

Jorden giver os et uendeligt læringsfelt, som vi kan erfare gennem alle vores sanser. Når jeg er jordforbundet går arbejde og læring let og ukompliceret. Når dertil kommer åndsnærværelse og opmærksom indlevelse, bliver læringen omfattende. 

Hvordan kan jeg fremme denne tilstand? Gennem det kunstneriske proces-arbejde i modellering, vil vi øve os heri og samle erfaringer og læring, ligeledes gennem dialogen.

Play as the serious work of childhood

Imitation and meaningful activities, creativity and free play build physical, cognitive, and social skills, qualities that will enable the child to pave the path to the future.

El juego como labor seria de la infancia

La imitación y las actividades significativas, la creatividad y el juego libre desarrollan habilidades físicas, cognitivas y sociales, cualidades que permitirán al niño allanar el camino hacia el futuro.

Dem Lesen auf der Spur: Implizites Lernen beim Schriftspracherwerb – Eine Erfahrungsreise

Wie fühlt es sich an, wenn die Welt der Symbole noch ungelesen vor uns liegt? Dieser Workshop lädt zu einem Perspektivenwechsel ein: Durch Selbsterfahrung erkunden wir, wie Kinder Symbolwelten erschliessen und welche Rolle das implizite Lernen dabei spielt.

Aufgebaut auf aktuellen Forschungsergebnissen reflektieren wir diese Selbsterfahrungen und erarbeiten praxisnahe Leitlinien für einen erfahrungsorientierten Unterricht.

Geschichte an den Waldorfschulen im Rahmen kultureller Diversität

Geschichtsunterricht an Waldorfschulen realisiert sich im Spannungsfeld einer auf Steiner zurückgeführten Kulturgeschichte und den Herausforderungen des modernen Kosmopolitismus. Daraus resultieren Fragen die Zielsetzung, die Methode, den Aufbau und die inhaltlichen Schwerpunktsetzungen. Mit diesen Facetten wollen wir uns über die Bedeutung historischer Bildung und die Gestaltung eines zeitgemäßen Unterrichts austauschen.

History in Waldorf Schools in the Context of Cultural Diversity

History teaching in Waldorf schools takes place at the intersection of a cultural history rooted in Steiner’s ideas and the challenges of modern cosmopolitanism. This gives rise to questions regarding the objectives, methodology, structure and focus of the subject matter. We wish to discuss these aspects in order to explore the significance of historical education and the design of contemporary lessons.

Building strong school‑parent partnerships in today’s context

In the face of today’s unpredictable social environment and the challenges of declining birth rates, cultural differences, and individualism, how can we open the doors of our schools or kindergartens and invite parents to study and explore together ways of raising and educating children? How can we hold parent meetings and parent education activities in an artistic way? How can we build strong parent-school partnerships and welcome more families into this community? How can we face the reality of AI and electronic devices together with parents?

在當今背景下建立堅實的學校與家長夥伴關係

面对当今不可预测的社会环境，以及出生率下降、文化差异和个人主义的挑战，我们如何打开学校或幼儿园的大门，邀请家长一起来学习和探索养育和教育孩子的方法？我们如何用艺术化的方式举行家长会和家长教育活动？我们如何建立强大的家校合作伙伴关系，让更多家庭加入这个社区？我们如何与家长一起面对人工智能和电子设备的现实？