Articles in the Online Waldorf Library come from many sources. Quite a number are from the archives of journals and publications published over the past 50+ years. When possible we have noted the specific source although this is not always possible.
Included in the "article" search database are all articles in currently in print journals: Gateways, the Research Bulletin and the Waldorf Journal Project.
The Online Waldorf Library includes:
Education as an Art, the first widely circulated journal about Waldorf education in the United States. It began in 1940 as the Bulletin of the Rudolf Steiner School Association. The purpose of the journal was to inform Americans about Rudolf Steiner's pedagogy. In 1969 the journal became known as Education as an Art: A Journal for the Waldorf Schools of North America.
Stimulation of the Senses → Astute Observation→ Rigorous Training in Thinking →Phenomenological Thinking
Waldorf education works with the developmental stages of growth in children. The harmonious unfolding of the personality depends on the healthy maturation of each developmental stage, and each progression builds upon the one before it. Strengthening a child’s later cognition in science begins with the building of a strong foundation in the early years, initially by parents and family and later by teachers.
Preschool children are informed about the world through their bodily or sense impressions. The wonder in the world passes directly into their physical, sensory organization through every experience they encounter. Impressions are stored as cellular memory as the organs of the body are being sculpted. Young children have a feeling of “oneness” with the world, and the world is their teacher. These sensory engravings later become the basis upon which scientific cognition is founded.
Download the article: Childhood DreamsPublished in Present Age, Vol.1, No.6, 1936 (England)
A LITTLE girl, still quite young, often makes the following experiment: going upstairs, she stops suddenly on one of the steps, shuts her eyes, and stands quite still. She thinks: "The world in which we live is only a dream. There is another 'real' world, a world quite different from my present surroundings. This other world cannot be described; it is quite different, but it is the real one. Presently I shall open my eyes and find myself in that real world." The child has absolute faith in this; confidently she opens her eyes-and is full of bitter disappointment when she sees the well-known staircase, the hall down below; above the staircase the landing with the stairs leading to the rooms in which she is accustomed to play and to work. Though she is bitterly disappointed, nevertheless she continually repeats the same experiment, for she never ceases to long for this world which is so much more real to her than all her earthly experiences, though she could by no means describe the peculiarities of it. There are moments in this child's life when she seems to seize something of this "real world"; these are the moments before she falls asleep. Sounds come to her not from outside; music is in her ear, in the listening soul. A succession of beautiful melodies makes her very happy whilst she falls peacefully to sleep.
Download the article: Children's Quarrels
Published in Education as an Art, Vol. 22, #1, Autumn, 1961
It is often said that children reveal a great deal of their inner nature through their drawings and paintings. Some time ago, a boy in my class Wolfgang - provided a picture of himself in one of his drawings that was more convincing than any photograph could have been. It was drawn at the beginning of our study of Man and Animal in the Fourth Grade, when the children were between nine and ten.
Download the article: Children's Questions
Published in Education as an Art Vol. 22, No.2, Winter, 1962
From about the age of three children begin to be full of questions, and it is sometimes a matter of great difficulty for their parents to find the right answers to them. Every question demands its own individual answer, but it can be of great value, in deciding what answer to give, to have a clear idea of the kind of answer which is required. For it is altogether wrong to imagine that a little child should be given the same kind of answer as would be suitable for a child of eleven or twelve, but in a simpler form.
The range of questions which even young children will ask is truly astonishing. Indeed, in many respects the youngest children will often ask the most fundamental and far-reaching questions - on life and death, and life after death, and many subjects on which their parents have often resigned all hope of definite knowledge. A child of four (to quote an actual example) has asked these questions in the space of a few minutes: