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Journal articles on the topic 'Waldorf school of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Uceda, Patricia Quiroga. "Waldorf Teacher Education: Historical origins, its current situation as a higher education training course and the case of Spain." Encounters in Theory and History of Education 16 (November 23, 2015): 129–45. http://dx.doi.org/10.24908/eoe-ese-rse.v16i0.5711.

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Waldorf schools base their pedagogical practice on the ideas of Rudolf Steiner (1861-1925), namely on the esoteric philosophy of anthroposophy he founded in 1913. This paper discusses how Waldorf school teachers are trained. The paper starts by analyzing the first training course Steiner taught for the teachers at the Freie Waldorfschule, the first Waldorf School, founded in Stuttgart in 1919. It then goes on to examine the structure and theoretical underpinnings of Waldorf teacher training today. Finally, it looks at the specific case of the “Training Course in Waldorf Pedagogy and Humanistic

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Randoll, Dirk, and Jürgen Peters. "Empirical research on Waldorf education." Educar em Revista, no. 56 (June 2015): 33–47. http://dx.doi.org/10.1590/0104-4060.41416.

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Waldorf education began in 1919 with the first Waldorf School in Stuttgart and nowadays is widespread in many countries all over the world. Empirical research, however, has been rare until the early nineties and Waldorf education has not been discussed within educational science so far. This has changed during the last decades. This article reviews the results of surveys during the last 20 years and is mainly focused on German Waldorf Schools, because most investigations have been done in this field. Findings are reported with respect to the following central aspects of Waldorf education: the

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Song, juSeung. "The study of Characteristics of music education in Waldorf education institutions." Korean Society of Music Education Technology 30 (January 16, 2017): 1–13. http://dx.doi.org/10.30832/jems.2017.30.1.

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The purpose of this thesis is to help understand about the Waldorf school was established based on the educational philosophy of Rudolf Steiner also reviewed the Rudolf Steiner`s educational theory and characteristics of music education at the Waldorf school. The Music education at the Waldorf school is not for the to make performers or musicians. Rudolf Steiner that believed music education is a tool for human education and that can teach all subjects connected with music. Rudolf Steiner`s Philosophy of education gives us the direction the school should change.

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Herenčić, Lea, and Tomislav Topolovčan. "Waldorf school. Ex post facto case study." Metodički obzori 18, no. 1(34) (2024): 5–28. http://dx.doi.org/10.32728/mo.18.1.2023.01.

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The Waldorf school has existed for more than a hundred years. There are over athousand of Waldorf schools around the world. Due to its pedagogical and didacticfeatures and the ideas of the founder Rudolf Steiner, it is intriguing, both for parents and(non)experts. Since this is an alternative free school, it is epistemologically interestingto use a qualitative approach in reconstructing the biographies of adult former studentsof the Waldorf school. Therefore, the aim of the qualitative ex post facto research of thecase study was to examine and understand the role that the Waldorf school played

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Daskolia, Maria, and Vassiliki Koukouzeli. "How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study." Education Sciences 13, no. 4 (2023): 403. http://dx.doi.org/10.3390/educsci13040403.

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The study reported here aims to explore the relationship between Waldorf education and the sustainable school approach through a small-scale qualitative research study conducted in a Greek Waldorf school. Following a semi-structured interview protocol, four teachers shared their views and beliefs on the congruence between the two approaches as reflected in the philosophy and everyday practice of their school. The study’s findings indicate that the Greek Waldorf school manifests several of the quality criteria that define a sustainable school, with pedagogy identified as the most relevant aspec

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Petraglia, Marcelo Silveira, and Erika de Andrade Silva. "WALDORF SCHOOLS MUSIC EDUCATION APPROACH AS INSPIRATION FOR WORK IN OTHER CONTEXTS." ERAS | European Review of Artistic Studies 4, no. 3 (2013): 1–15. http://dx.doi.org/10.37334/eras.v4i3.134.

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Brazil has, since 2008, been the seat of heated debates on putting music back into public and private schools. Recent legislation (Law 11.769) declared music a required subject in all Brazilian schools from preschool through high school. Much has been discussed, however, as to the professionals who will take on this challenge, the methodology and content involved as well as the role of music in the schools. Here, I present some personal observations and reflections based on experiences during my career as a music educator in a Waldorf school as well as a professor in Music Education programs a

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Mezentseva, Olena. "NEW UKRAINIAN SCHOOL AND WALDORF EDUCATION." Ukrainian Educational Journal, no. 4 (2018): 69–76. http://dx.doi.org/10.32405/2411-1317-2018-4-69-76.

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8

Vishnyakova, E. A. "Waldorf Education is a Pedagogy Based upon the Principles of Anthroposophy." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 2, no. 1 (5) (2009): 74–77. https://doi.org/10.18500/2304-9790-2009-2-1-74-77.

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Waldorf education is a pedagogy based upon the educational philosophy of udolf Steiner, the founder of anthroposophy. udolf Steiner wrote his first book on education, The Education of the Child, in 1907. The first school based upon these principles was opened in 1919 in response to a request by Emil Molt, the owner and managing director of the Waldorf-storia Cigarette Company in Stuttgart, Germany. This is the source of the name Waldorf, which is now trademarked for use in association with the educational method. Both historically and philosophically, Waldorf education grows out of anthroposop

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Starodubcev, M., and T. Tsirkova. "The role of instrumental performance in Waldorf school." Bulletin of Science and Practice 4, no. 4 (2018): 502–7. https://doi.org/10.5281/zenodo.1218469.

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The article tells about instrumental performance on music lessons. Music teachers are often faced with the problem of organizing the class orchestra and instrumental performance. The music lesson which includes only theoretical information about composers and listening to music is not interesting for pupils. Pupils do not remember such lessons. Instrumental performance’s methodical recommendations are aimed at the younger pupils. The issue of music lessons with instrumental performance in secondary school is still being discussed. The special system of music education has been used in th

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Garangou Bofill, Eva, and Jordi Feu Gelis. "Rudolf Steiner, las escuelas Waldorf y el nacionalsocialismo." Qurriculum. Revista de Teoría,Investigación y Práctica educativa, no. 38 (2025): 33–65. https://doi.org/10.25145/j.qurricul.2025.38.03.

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Waldorf pedagogy, while representing a minority educational approach, has attained international consolidation. This article examines the figure and worldview of Rudolf Steiner, the emergence of the first Waldorf school during the Weimar Republic, and its trajectory under the Third Reich. Particular attention is paid to the possible ideological and institutional connections between Waldorf education and the Nazi Party. Of the eight Waldorf schools active during the National Socialist regime, six were closed due to pressure from local authorities. The two that remained open until 1941–classifie

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Biletska, Svitlana, Olena Ionova, and Svitlana Luparenko. "Assessments of the Results of Person’s Educational-Cognitive Activity and General Development in Waldorf School." Problems of Education, no. 1(96) (July 16, 2022): 205–22. http://dx.doi.org/10.52256/2710-3986.1-96.2022.13.

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The relevance of the study is caused by the need to consider the achievements of world pedagogy and to analyse Waldorf experience objectively in order to use it in the New Ukrainian School, which will help to improve schoolchildren’s assessment, develop person’s learning motivation, form his self-confidence and prevent didactic fears and stresses. The aim of the study has been determined in the article. The aim is to clarify the specifics of assessment of person’s learning results and general development in Waldorf school. The general scientific methods (analysis, synthesis, comparison,

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Mátyás, Turós. "Comparative Discourse Analysis of Moral Dilemmas of Students Attending Hungarian Schools of Three Models." New Educational Review 71, no. 1 (2023): 216–26. http://dx.doi.org/10.15804/tner.23.71.1.17.

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The culture of inquiry in moral thought had already introduced the method of eliciting judgement about images and stories through open-ended questions in the first third of the 20th century. In our research, we investigated the moral reasoning of students. We sought to answer how pupils in public, Catholic, and Waldorf schools judge moral dilemmas in fictional stories. Students’ (N=1144) responses to single-choice selective closed-ended (yes or no?) and open-ended (why?) questions about the reason for their choice were used to judge the decisions of the characters in three realistic, believabl

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Oberski, Iddo. "Learning to Think in Steiner-Waldorf Schools." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 336–49. http://dx.doi.org/10.1891/194589506787382431.

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The Steiner-Waldorf schools are well known for offering a curriculum infused with creative activities and for introducing cognitive education at a later stage compared to most other schools. There are 893 Steiner-Waldorf schools worldwide, including 29 in the UK (England 23, Scotland 4, N-Ireland 1, Wales 1), 121 in the USA, and 16 in Canada (Bund der Freien Waldorfschulen, 2005). Whereas there has been a growing concern with the teaching of thinking and thinking skills from the start of primary school, the curriculum in Waldorf schools is based on the development of the imagination through cr

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Rawson, Martyn. "L2 teaching and learning in Waldorf schools – why performative?" Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 1 (2022): 1–21. http://dx.doi.org/10.33178/scenario.16.1.1.

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This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different appro

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McDermott, Ray, Mary E. Henry, Cynthia Dillard, et al. "Waldorf education in an inner-city public school." Urban Review 28, no. 2 (1996): 119–40. http://dx.doi.org/10.1007/bf02354381.

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Mezentseva, Olena. "CREATING HARMONIOUS SCHOOL LEARNING ENVIRONMENT: WALDORF EDUCATION PERSPECTIVE." International Journal of Advanced Research 7, no. 7 (2019): 691–96. http://dx.doi.org/10.21474/ijar01/9412.

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Aisyatin Kamila. "Implementasi Pendidikan Berbasis Waldorf Melalui Bimbingan Belajar pada Anak Usia Dini." Khirani: Jurnal Pendidikan Anak Usia Dini 2, no. 2 (2024): 175–84. http://dx.doi.org/10.47861/khirani.v2i2.1129.

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One alternative choice for parents to provide education to children as an effort to solve various educational problems is the presence of tutoring. Choosing a learning model is very important, because it is able to optimize all aspects of a child's development. Waldorf is a learning model coined by Rudolf Steiner. The aim of this research is to find out how the Waldorf learning model is implemented through tutoring for early childhood at the Al Amin Wonorejo tutoring school. The research method used is descriptive qualitative. Data collection used observation, interview and documentation techn

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Gray Atha, Marisa. "Reflections: Valborg Werbeck-Svärdström’s Uncovering the Voice." Journal of Singing 79, no. 1 (2022): 95–103. http://dx.doi.org/10.53830/hjvo2228.

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Born in Gäyle, Sweden, in 1879, Valborg Werbeck-Svärdström studied and performed opera before moving to Germany, where she met Rudolph Steiner, proponent of anthroposophy and founder of Waldorf education. Through her own internal work, and her ongoing collaboration with Steiner, Werbeck came to an understanding of the voice that inspired her to found Schule der Stimmenthüllung (School for Uncovering the Voice), the first anthroposophical singing school, in 1924. She published Uncovering the Voice: The Cleansing Power of Song in 1938. The School for Uncovering the Voice still continues today wo

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Ilieva, Yordanka. "Measurements in waldorf kindergartens and schools." Annual of Konstantin Preslavsky University of Shumen, Faculty of mathematics and informatics XXIII C (2022): 79–84. http://dx.doi.org/10.46687/taso8639.

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The article offers an examination of education in Waldorf kindergartens and schools, as well as the possibility of forming knowledge and skills related to basic measurements. Adolescents form the ideas of what length, volume, mass and time are at a pre-school age, as well as the ability to compare them. Along this, children gain sensory experience, which is essential for their intellectual and mathematical development, for their ability to perceive the world around them and for the development of other activities (playing, arts and craft, etc.)

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Østergaard, Renate Krämer. "Før skolen begynner. Seks steinerpedagogers syn på pedagogisk arbeid med 5-åringer i steinerbarnehagen." Nordisk tidsskrift for utdanning og praksis 10, no. 2 (2016): 5–22. http://dx.doi.org/10.23865/fou.v10.1781.

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Artikkelen drøfter det steinerpedagogiske arbeidet med de eldste barna i barne- hagen i lys av overgangen fra barnehage til skole. Studien bygger på analyser av kvalitative intervjuer med seks pedagoger fra seks steinerbarnehager. Utvalget gjenspeiler tre pedagoggrupper som i dag arbeider med 5-åringer: de som fort- satt har 6-åringer i gruppen, de som hadde 6-åringer tidligere, og de som aldri har hatt 6-åringer. Det teoretiske ra

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Ionova, O. "THE PROBLEM OF SCHOOLCHILDREN’S MATHEMATICAL EDUCATION IN WALDORF SCHOOL." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 70 (2020): 90–94. http://dx.doi.org/10.32840/1992-5786.2020.70-2.16.

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Luchinkina, Anzhelika, and Aleksandr Andreev. "Problems of Teaching "Digital" Children." ARPHA Proceedings 3 (November 25, 2020): 1497–510. https://doi.org/10.3897/ap.2.e1497.

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The article analyzes various pedagogical systems that are used to educate modern children. The authors compare the pedagogical systems of a traditional school, Waldorf schools, Zankov's school, Russian classical school, online schools and home schooling. The study revealed differences in the levels of educational motivation of students studying in classes with different pedagogical systems, significant differences in the hierarchies of values of students and their psychological well-being.

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Turós, Mátyás. "The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary." Acta Educationis Generalis 12, no. 1 (2022): 95–108. http://dx.doi.org/10.2478/atd-2022-0005.

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Abstract Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern te

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Kerckhoven, Gilbert Van. "An Aboriginal Christmas Celebration." Australian Journal of Indigenous Education 27, no. 1 (1999): 28–34. http://dx.doi.org/10.1017/s1326011100001514.

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The Golden Hill Steiner School in Denmark, West Australia, is a small “alternative” school and part of the world wide Steiner/Waldorf school movement. In 1998 this young school had 56 students from kindergarten to class 6. Because of the small numbers, primary classes are combined (for 1998 this was a class 1/2, class 3/4 and class 5/6).

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Mavrelos, Manos, and Thanasis Daradoumis. "Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review." Education Sciences 10, no. 11 (2020): 334. http://dx.doi.org/10.3390/educsci10110334.

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Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role

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Vagedes, Jan, Karin Michael, Mohsen Sobh, et al. "Lessons Learned—The Impact of the Third Wave of the COVID-19 Pandemic on German Waldorf Parents’ Support Needs and Their Rating of Children’s Health-Related Quality of Life: A Cross-Sectional Online Survey." International Journal of Environmental Research and Public Health 20, no. 6 (2023): 4756. http://dx.doi.org/10.3390/ijerph20064756.

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Background: COVID-19-related lockdowns and homeschooling have imposed a substantial burden on school-aged children and parents. Waldorf education is a reform-educational concept. Little is known about the situation of German Waldorf families under pandemic conditions. Methods: A cross-sectional, online, parent-proxy survey was conducted regarding the third pandemic wave. The primary outcome was parents’ support needs, assessed with questions from the German COPSY (COVID-19 and PSYchological Health) study; the secondary outcome was children’s HRQoL (KIDSCREEN-10, proxy version). Results: We ana

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Attfield, Kate. "THE UNIQUE, SPIRITUAL AND INSIGHTFUL EDUCATION OF WALDORF PEDAGOGY." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 4 (2022): 34–38. http://dx.doi.org/10.34142//2708-4809.siuty.2022.03.

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International Waldorf schools are a century old but still vigorous entities, present in 64 countries world-wide. Waldorf pedagogy has spirituality at its core and yet schools are not doctrinally spiritual. Rudolf Steiner designed his education around the natural growth of the human being; three seven-year periods allow children to develop at distinct stages of doing, feeling, and thinking. We consider whether this works as a complex, intelligent system.

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曾煥淦, 曾煥淦. "一所華德福實驗教育學校校長課程領導之研究". 臺東大學教育學報 33, № 1 (2022): 061–80. http://dx.doi.org/10.53106/102711202022063301004.

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<p>華德福實驗教育學校強調靈性教育，在臺灣實驗教育發展中佔有一席之地。本研究針對一所華德福實驗教育學校進行個案研究，主要藉由訪談法探討校長的課程領導行為，並比較其與傳統領導觀點的差異。研究發現個案學校校長將領導力視為一種靈性教育上的努力，透過重視精神感召、批判反思、整體原則、參與式體驗及生命共同體文化的領導行為，在某種程度上轉化了學校三元組織中成員信念與課程結構，發展出在地化的校本靈性課程；而在此過程中，校長亦於課程願景、教師教學素養、課程設計、課程評鑑與學校文化等領導主題上，展現其異於傳統的領導行為。這些研究結果有助於其他學校理解華德福學校靈性教育的領導智慧，並為因應全球化與未來教育的挑戰，提供了重要參考。</p> <p>&nbsp;</p><p> The Waldorf School of Experimental Education emphasizes spiritual education and has a place in the development of experimental education in Taiwan. This case study of a Waldford School of Experimental Education, conducted mainly throug

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Chorna, Viktoriia. "Alternative forms and systems for religious education in primary schools in Sweden." Proceedings of The International Conference on Modern Research in Education, Teaching and Learning 1, no. 1 (2023): 12–20. http://dx.doi.org/10.33422/icmetl.v1i1.25.

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Religious education is an effective tool for organizing primary school children's spiritual and moral development. Primary religious education aims to teach interaction and achieve constructive dialogues with others. Teachers have a responsibility to make classes appealing and learning accessible by taking the age range and cognitive skills of primary school children into account in the planning. Introducing a mixture of alternative forms and systems for teaching may be the best way to achieve this. Approaches from several alternative education systems could be used to expand religious educati

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Mezentseva, O. "Centenary of Waldorf education: the phases of school movement development." Ukrainian Educational Journal, no. 3 (2019): 31–37. http://dx.doi.org/10.32405/2411-1317-2019-3-31-37.

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Witkowska-Tomaszewska, Anna. "Organization of learning environment in Waldorf schools. Pedagogical inspirations for early school education." Problemy Opiekuńczo-Wychowawcze 604, no. 9 (2021): 27–37. http://dx.doi.org/10.5604/01.3001.0015.5789.

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The educational ideology presented by Rudolf Steiner has both ardent supporters and opponents. But without a doubt it can be an inspiration to change the way of thinking about the way the learning environment is organized. Despite the lapse of many years since its inception, Steiner’s pedagogy has not lost its appeal and can provide a valuable source for the construction of modern holistic constructivist education, according to which the student is not only active but also becomes a partner of the teacher in the process of developing their knowledge, skills and socio-emotional resources. The a

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Ionova, O., and S. Luparenko. "Specific features of teaching the native language in Waldorf school." New Collegium 1-2, no. 107 (2022): 77–84. http://dx.doi.org/10.30837/nc.2022.1-2.77.

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It has been identified that the holistic approach is the fundamental feature of teaching the native language in Waldorf school. According to the holistic approach, person's mental structure is manifested in the unity of mental activity, emotional-sensory and volitional spheres. This involves setting both educational and developmental goals for the subject. The educational goal means to master the literary language, form grammatical, spelling and punctuation skills and abilities, learn to express the thoughts freely and convey feelings orally and in writing, get an idea about the distinctive fe

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Ziegler, Sandra Sylvia, and Gustavo Ferreira da Costa Lima. "Contribuições da Pedagogia Waldorf para uma educação ambiental crítica: o processo pedagógico na Escola Waldorf Rural Dendê da Serra em Uruçuca-BAContributions of the Waldorf Pedagogy for a critical and emancipatory environmental education from the study of the pedagogical process at the Waldorf Rural School Dendê da Serra in Uruçuca-BAContribuciones de la Pedagogía Waldorf para una educación ambiental critica y emancipatoria a partir del estudio del proceso pedagógico en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental 35, no. 1 (2018): 296–314. http://dx.doi.org/10.14295/remea.v35i1.7443.

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No cenário das múltiplas crises contemporâneas, em especial da crise ambiental se faz necessário formar indivíduos críticos, autônomos e transformadores do entorno social. O presente estudo propõe investigar possíveis contribuições da Pedagogia Waldorf para uma educação ambiental critica e emancipatória a partir do estudo do processo pedagógico e da sustentabilidade na infraestrutura do ambiente escolar na Escola Waldorf Rural Dendê da Serra em Uruçuca-BA. Por meio da pesquisa qualitativa de abordagem etnográfica com a observação do cotidiano escolar, a análise documental do Projeto Político-P

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Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.

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Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of altern

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Бужин, О. В. "ФОРМИ І МЕТОДИ РОБОТИ З МОЛОДШИМИ ШКОЛЯРАМИ НА УРОКАХ РУКОДІЛЛЯ У ВАЛЬДОРФСЬКІЙ ШКОЛІ". Spiritual-intellectual upbringing and teaching of youth in the 21st century, № 4 (2022): 234–37. http://dx.doi.org/10.34142//2708-4809.siuty.2022.54.

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The methods and forms of educational activity organization of primary schoolchildren during classes of handicrafts in Waldorf school are analyzed in the article. The main characteristics of the organization of education are determined — taking into account the natural rhythm, the epochal and integrative method of teaching, the orientation of the educational process towards the holistic development of the individual

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Sobo, Elisa J. "Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School." Medical Anthropology Quarterly 29, no. 2 (2014): 137–56. http://dx.doi.org/10.1111/maq.12140.

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BUTYRSKAYA, T. S., and L. A. ALYAEVA. "Historical experience, opportunities and prospects for applying R. Steiner’s anthroposophical ideas in higher education pedagogy." Culture and Safety 2 (2023): 14–23. http://dx.doi.org/10.25257/kb.2023.2.14-23.

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The article presents analytical review results of the world experience in the Waldorf school development. In the center of authors’ analysis is the problem of possible prospects for applying a number of R. Steiner’s ideas and conclusions on understanding and development of a person in higher education pedagogy practice in the context of finding answers to socio-political, scientific, technical and moral challenges and requirements of modern society.

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Huchingson, Robert, and June Huchingson. "Waldorf Education as a Program for Gifted Students." Journal for the Education of the Gifted 16, no. 4 (1993): 400–419. http://dx.doi.org/10.1177/016235329301600406.

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Throughout the 70 years that Waldorf schools around the world have been educating children, the teachers and parents in these schools have been excited by their observations. They observe their children becoming confident, conscious, thought-provoking individuals. Through a curriculum of “academics permeated with the arts” (J. Huchingson, 1990), the teacher stands as an evocateur and midwife assisting as the gifts within the individual human being are brought forth.

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GAHRAMANOVA, Kamala, and Huryal KARAMOV. "WALDORF PEDAQOGİKASINDA ŞƏXSİYYƏTİN İNKİŞAFI." Number 17,2021, Number 17,2021 (June 25, 2021): 84–93. http://dx.doi.org/10.30546/2616-4418.17.2021.84.

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Alternative forms of education have a long and unique history based on philosophical foundations. The main feature that distinguishes alternative forms from traditional forms is that the views of students and families are taken into account in the creation of the programmes.Waldorf pedagogy is one of these alternative forms of education. Waldorf pedagogy plans to raise a more talented, gifted personality, uses different teaching methods and appreciates the educational influence of nature on man. The goal is to raise students who are fully prepared for the future, who understand the world more

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Silva, Erika De Andrade, and Marcelo Petraglia. "WALDORF SCHOOLS MUSIC EDUCATION APPROACH AS INSPIRATION FOR WORK IN OTHER CONTEXTS." Revista Europeia de Estudos Artisticos 4, no. 3 (2013): 1–15. http://dx.doi.org/10.37334/eras.v4i3.81.

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No Brasil, desde 2008 testemunhamos a efervescência de debates acerca da volta da música para a escola. A lei 11.769 torna a música conteúdo obrigatório em todas as escolas brasileiras, desde a educação infantil até o ensino médio. No entanto, muito se tem discutido a respeito dos profissionais que assumirão este desafio, das metodologias e conteúdos envolvidos e da função da música na escola. O que pretendo compartilhar com o leitor são algumas observações e reflexões, realizadas a partir de vivências durante minha trajetória profissional, tanto como educadora musical atuando em uma escola Wa

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Henry, Mary E. "School rituals as educational contexts: symbolizing the world, others, and self in Waldorf and college prep schools." International Journal of Qualitative Studies in Education 5, no. 4 (1992): 295–309. http://dx.doi.org/10.1080/0951839920050402.

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Szobiová, Eva. "Child Creativity in the Context of Education at Standard and Alternative Schools in Slovakia." Acta Technologica Dubnicae 4, no. 2 (2014): 19–26. http://dx.doi.org/10.1515/atd-2015-0002.

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AbstractThe contribution gives a review of the research findings mapping (survey) the pupils’ creativity level. It provides information about education in alternative schools: Montessori, Waldorf and the Integrated Thematic Instruction (ITI), where the research was realised. The Torrance test (TTCT) and Urban test (TSD-Z) were used for the identification of pupils’ creativity. The procreative tendency of the teachers was examined by the Self-Rating Scale of the Creatively Oriented Personality (SRSCP). The comparison of pupils’ and teachers’ results from standard and alternative schools brought

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Suggate, Sebastian P., Elizabeth A. Schaughency, and Elaine Reese. "The contribution of age and reading instruction to oral narrative and pre-reading skills." First Language 31, no. 4 (2011): 379–403. http://dx.doi.org/10.1177/0142723710395165.

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Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning of state schooling (age 5), the beginning of Waldorf schooling (age 7) and children who attended state schooling, but were of a similar age to the Waldorf sample (age 7) ( N = 103). Key covariates of receptive vocabulary, home literacy environmen

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Vallejo Ruiz, Mónica, Ana Torres Soto, and Brenda Abellán Cuevas. "Escuelas alternativas de la Región de Murcia: la visión de sus directores y docentes." Educatio Siglo XXI 42, no. 3 (2024): 115–34. http://dx.doi.org/10.6018/educatio.532991.

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The rise of the well-known “alternative pedagogies”, the post-pandemic reality, and the recent changes in educational regulations support the guiding principlesof this study. Its aim is to describe the reality of alternative schools in the Region of Murcia by exploring the view of the principals and the teachers of these schools. Information was collected from 11 alternative schools through semi-structured interviews reporting on the main foundations of these schools, their benefits and limitations, their physical structure, school-family relations, and their pedagogical proposals. The results

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Вукић, Тамара, та Марија Јовановић. "ОЦЕЊИВАЊЕ УЧЕНИКА У АЛТЕРНАТИВНИМ ШКОЛАМА". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 2, № 1 (2020): 51–60. http://dx.doi.org/10.46630/gped.2.2020.04.

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The main prerequisites for ensuring the quality of education and the teaching process are the qualitative features of the assessment process and its efficiency. In order to show the benefits, role and importance of assessment characteristics that have been significantly neglected or completely absent in the formal education system, this paper presents an overview of alternative schools in which the evaluation and assessment process is based on such qualitative approaches. The paper presents the general characteristics of the education activities of the Waldorf School, Montessori School and Fre

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Yun-Kyoung chung. "An Ethnographic Study on the Meaning of ‘Education’ and Practices in Korean Waldorf School." Korean Journal of Philosophy of Education ll, no. 48 (2010): 163–97. http://dx.doi.org/10.15754/jkpe.2010..48.008.

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VINCZE, Beatrix. "MAIN SPECIFICITIES OF THE DEVELOPMENT OF THE REFORM PEDAGOGICAL MOVEMENT IN HUNGARY: ALTERNATIVE SCHOOLS AFTER 1990." Journal of Pedagogy - Revista de Pedagogie LXXII, no. 2 (2025): 175–96. https://doi.org/10.26755/revped/2024.2/175.

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The study aims to present the current reform and alternative education situation in Hungary. Hungarian reform pedagogy has a long history, and between the two world wars, the reception of European reform trends became a significant part of the pedagogical culture. The New School movement, the Child Study movement and experimental pedagogy became an integral part of Hungarian pedagogy. Reform pedagogical institutions were established mainly in the capital, the most important being Waldorf, Montessori pedagogy, the Family School, the New School, and in the countryside, the most significant were

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Wan, Yuezhi. "Music education lessons at the Waldorf schools of the PRC." Pedagogical sciences reality and perspectives 70 (2019): 31–34. http://dx.doi.org/10.31392/2311-5491/2019-70.7.

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Farber, B., and D. Manzini. "METHOD OF IMAGES AND INFLUENCE OF LIGHTING RADIATION INTENSITY ON STUDENT LEARNING EFFECTIVITY IN HYGIENE AND ERGONOMICS OF EDUCATION." Annals of Mechnikov Institute, no. 1 (April 14, 2019): 55–77. https://doi.org/10.5281/zenodo.2639511.

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42 years ago, studying digital-light-color analogies in combination of mechanoreceptors, we created Method of teaching any subject, based on Images and Patterns. In this article we conducted research related to influence of lighting radiation intensity on student learning effectivity. Good ergonomic lighting depends on more than just artificial luminance levels. Our study, conducted at Farber’s Center for Academic Success, Inc and Saratoga Waldorf School shows how much the general luminance in school buildings depend on natural light. Luckily the buildings have plenty of windows in each

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Kozubovska, Iryna, Vitaliia Palkush, and Oksana Tovkanets. "DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 62–65. http://dx.doi.org/10.24144/2524-0609.2021.49.62-65.

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This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis o

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