Waldorf school - Revision history

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 A class teacher keeps his class from the first to the eighth school year, i.e. through the whole Lower and Middle School. He teaches all the epoch subjects for about three weeks every day in the first two, continuous lessons until the big break, the so-called main lesson. In order for the class teacher to grow even closer with his class, he is also expected to give several other subjects that he has studied, if possible. From the first class onwards there are two foreign languages - in Germany, of course, one of them is English, the other usually Russian, sometimes also French -, handicrafts, music, eurythmy, religion (of the local predominant churches and sometimes also of the Christian Community), gymnastics. In the lower classes, the pupils often follow the teacher's blackboard design and also design their epoch booklet with their own contributions.
-=== The rhythmic element ===
+==== The rhythmic element ====
 The main lesson begins with a vitalising rhythmic element that activates and harmonises physiological rhythms such as breathing and heartbeat and thus has both an awakening and health-promoting effect (salutogenesis)<ref>In fact, a comparative study showed that former Waldorf pupils suffer with significantly lower frequency from chronic illnesses such as osteoarthritis, high blood pressure, inflammatory joint disease and diabetes in the second half of their lives.<br />
 cf. Barz, H/Randoll, D. (eds.): ''Absolventen von Waldorfschulen'', Verlag für Sozialwissenschaften, Wiesbaden 2007</ref>. Poems are spoken and songs sung, to which rhythmic clapping or stamping is done. Only then does the actual teaching follow, whereby the content covered on the previous day is usually briefly repeated beforehand.
 == Literature ==

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	For Waldorf teachers Steiner also considers knowledge of the theory of [[temperament]]s in the version he developed to be indispensable.<ref>cf. Rudolf Steiner: ''Erziehungskunst. Seminarbesprechungen und Lehrplanvorträge.'' 4. Auflage. Rudolf Steiner Verlag, Dornach 1984, ISBN 3-7274-2950-X, S. 9 ff.</ref> Like its Greek predecessor, it divides people into four basic types - sanguine, phlegmatic, melancholic and choleric - with mixed forms of these types usually occurring. Waldorf teachers should find out which of the four characters predominates in each pupil. They should also find out which trait the pupil has only inherited from his parents and which is his very own.		For Waldorf teachers Steiner also considers knowledge of the theory of [[temperament]]s in the version he developed to be indispensable.<ref>cf. Rudolf Steiner: ''Erziehungskunst. Seminarbesprechungen und Lehrplanvorträge.'' 4. Auflage. Rudolf Steiner Verlag, Dornach 1984, ISBN 3-7274-2950-X, S. 9 ff.</ref> Like its Greek predecessor, it divides people into four basic types - sanguine, phlegmatic, melancholic and choleric - with mixed forms of these types usually occurring. Waldorf teachers should find out which of the four characters predominates in each pupil. They should also find out which trait the pupil has only inherited from his parents and which is his very own.

			== The Curriculum ==
			=== The class teacher period ===

			A class teacher keeps his class from the first to the eighth school year, i.e. through the whole Lower and Middle School. He teaches all the epoch subjects for about three weeks every day in the first two, continuous lessons until the big break, the so-called main lesson. In order for the class teacher to grow even closer with his class, he is also expected to give several other subjects that he has studied, if possible. From the first class onwards there are two foreign languages - in Germany, of course, one of them is English, the other usually Russian, sometimes also French -, handicrafts, music, eurythmy, religion (of the local predominant churches and sometimes also of the Christian Community), gymnastics. In the lower classes, the pupils often follow the teacher's blackboard design and also design their epoch booklet with their own contributions.

			=== The rhythmic element ===

			The main lesson begins with a vitalising rhythmic element that activates and harmonises physiological rhythms such as breathing and heartbeat and thus has both an awakening and health-promoting effect (salutogenesis)<ref>In fact, a comparative study showed that former Waldorf pupils suffer with significantly lower frequency from chronic illnesses such as osteoarthritis, high blood pressure, inflammatory joint disease and diabetes in the second half of their lives.<br />
			cf. Barz, H/Randoll, D. (eds.): ''Absolventen von Waldorfschulen'', Verlag für Sozialwissenschaften, Wiesbaden 2007</ref>. Poems are spoken and songs sung, to which rhythmic clapping or stamping is done. Only then does the actual teaching follow, whereby the content covered on the previous day is usually briefly repeated beforehand.

	== Literature ==		== Literature ==

Odyssee: /* History */

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History

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	== History ==		== History ==

	The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.		The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster. [[Herbert Hahn]] was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by [[w:Hitler\|Hitler]] were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the [[w:Catholic Church\|Catholic Church]]. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.

	=== The Nazi era in Germany ===		=== The Nazi era in Germany ===
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	On 1 November 1935 the [[Anthroposophical Society]] in Germany was banned by decree of [[w:Reinhard Heydrich\|Reinhard Heydrich]]. The justification clearly referred to antroposophical pedagogy and read: "According to the historical development of the Anthroposophical Society, it has an international outlook and still maintains close relations with foreign Freemasons, Jews and pacifists. The teaching methods based on the pedagogy of the founder Steiner and still applied in the existing anthroposophical schools today pursue an education that is individualistic and oriented towards the individual, which has nothing in common with the National Socialist educational principles.... i.V. gez. Heydrich."<ref>Preußische Geheime Staatspolizei Berlin, 1. November 1935, StAM LR 17 134354, BAD Z/B 1 904, BAK R 43 II/822, quoted from Walter Kugler, ''Feindbild Steiner'', 2001, p. 11f.</ref>		On 1 November 1935 the [[Anthroposophical Society]] in Germany was banned by decree of [[w:Reinhard Heydrich\|Reinhard Heydrich]]. The justification clearly referred to antroposophical pedagogy and read: "According to the historical development of the Anthroposophical Society, it has an international outlook and still maintains close relations with foreign Freemasons, Jews and pacifists. The teaching methods based on the pedagogy of the founder Steiner and still applied in the existing anthroposophical schools today pursue an education that is individualistic and oriented towards the individual, which has nothing in common with the National Socialist educational principles.... i.V. gez. Heydrich."<ref>Preußische Geheime Staatspolizei Berlin, 1. November 1935, StAM LR 17 134354, BAD Z/B 1 904, BAK R 43 II/822, quoted from Walter Kugler, ''Feindbild Steiner'', 2001, p. 11f.</ref>

	In accordance with an order by Rudolf Hess, Waldorf schools were no longer allowed to enrol pupils until 1940. Two schools were even banned (Stuttgart in 1938 and Dresden in 1941). The rest had to close for financial reasons. Of the eight anthroposophical curative education homes, three were massively threatened, two of which were closed.		In accordance with an order by Rudolf Hess, Waldorf schools were no longer allowed to enrol pupils until 1940. Two schools were even banned (Stuttgart in 1938 and Dresden in 1941). The rest had to close for financial reasons. Of the eight anthroposophical curative education homes, three were massively threatened, two of which were closed.

	== Waldorf education ==		== Waldorf education ==

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	=== The Temperaments ===		=== The Temperaments ===

	For Waldorf teachers Steiner also considers knowledge of the theory of [[temperament]]s in the version he developed to be indispensable.~~[7]~~ Like its Greek predecessor, it divides people into four basic types - sanguine, phlegmatic, melancholic and choleric - with mixed forms of these types usually occurring. Waldorf teachers should find out which of the four characters predominates in each pupil. They should also find out which trait the pupil has only inherited from his parents and which is his very own.		For Waldorf teachers Steiner also considers knowledge of the theory of [[temperament]]s in the version he developed to be indispensable.<ref>cf. Rudolf Steiner: ''Erziehungskunst. Seminarbesprechungen und Lehrplanvorträge.'' 4. Auflage. Rudolf Steiner Verlag, Dornach 1984, ISBN 3-7274-2950-X, S. 9 ff.</ref> Like its Greek predecessor, it divides people into four basic types - sanguine, phlegmatic, melancholic and choleric - with mixed forms of these types usually occurring. Waldorf teachers should find out which of the four characters predominates in each pupil. They should also find out which trait the pupil has only inherited from his parents and which is his very own.

	== Literature ==		== Literature ==

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	If we first want to characterise figuratively how Waldorf education speaks, we have to say that it speaks quite differently from the way we usually speak about education. Waldorf education is not a pedagogical system at all, but an art to awaken what is there in the human being. Basically, Waldorf education does not want to educate, but to awaken. For today it is a question of waking up. First the teachers must be awakened, then the teachers must again awaken the children and young people.\|217\|36}}		If we first want to characterise figuratively how Waldorf education speaks, we have to say that it speaks quite differently from the way we usually speak about education. Waldorf education is not a pedagogical system at all, but an art to awaken what is there in the human being. Basically, Waldorf education does not want to educate, but to awaken. For today it is a question of waking up. First the teachers must be awakened, then the teachers must again awaken the children and young people.\|217\|36}}

			=== Method and didactics ===

			The aim is to provide a more comprehensive and natural education and, above all, to prevent the absorption of too much purely intellectual knowledge in early childhood. In order to achieve this goal, measures have been taken which are designed for greater humanity and better opportunities for spiritual development: a class community and its teacher remain together as long as possible, no competition for grades, "free Christian" religious education, eurythmy. But it has also been decided that much other artistic activity is part of every pupil's education. The curriculum of the Waldorf School, especially in the first years of schooling, which Steiner still experienced, deals precisely with the change of teeth, sexual maturity and other stages of human development, and therefore also repeats some things up to three times during the school years. The Waldorf movement also aims to have a general socially healing effect and, among other things, to overcome national boundaries as far as possible.

			=== Steiner's Study of Man ===

			Steiner has given advice for all ages of the child. In the first period up to about 7 years of age, the child learns primarily through imitation and example. From the change of teeth to sexual maturity, it learns through imitation and authority.<ref>[[Rudolf Steiner]]: ''Die Erziehung des Kindes vom Gesichtspunkte der Geisteswissenschaft.'' Rudolf Steiner Verlag, Dornach 2003, ISBN 3-7274-5260-9, S. 37.</ref>

			=== The Temperaments ===

			For Waldorf teachers Steiner also considers knowledge of the theory of [[temperament]]s in the version he developed to be indispensable.[7] Like its Greek predecessor, it divides people into four basic types - sanguine, phlegmatic, melancholic and choleric - with mixed forms of these types usually occurring. Waldorf teachers should find out which of the four characters predominates in each pupil. They should also find out which trait the pupil has only inherited from his parents and which is his very own.

	== Literature ==		== Literature ==

Odyssee: /* Waldorf education */

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Waldorf education

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	[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]		[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]
	{{Main\|Waldorf education}}		{{Main\|Waldorf education}}
			[[Waldorf education]] is based on Rudolf Steiner's remarks on the general study of man and the art of education, as well as on numerous educational courses he gave to teachers on this subject.
	Waldorf education is based on Rudolf Steiner's remarks on the general study of man and the art of education, as well as on numerous educational courses he gave to teachers on this subject.

	{{GZ\|What is said about Waldorf school education must be listened to with different ears than what one usually hears about education, even reform education. For Waldorf education gives no answer at all to the questions which people now want answered and which are asked and seemingly answered in the other educational systems! What are these questions aimed at? Usually to quite a lot of reason, and reason is immensely abundant in the present. Reason, intellect and cleverness are tremendously widespread articles in the present. Questions like these: What is to be done with the child? How should one bring this or that into the child? - are answered in a terribly reasonable way. And it all boils down to this: What do you like in a child and how can you get it to be the way you want it? But that has no significance for the deeper development of humanity! Waldorf education does not answer such questions at all.		{{GZ\|What is said about Waldorf school education must be listened to with different ears than what one usually hears about education, even reform education. For Waldorf education gives no answer at all to the questions which people now want answered and which are asked and seemingly answered in the other educational systems! What are these questions aimed at? Usually to quite a lot of reason, and reason is immensely abundant in the present. Reason, intellect and cleverness are tremendously widespread articles in the present. Questions like these: What is to be done with the child? How should one bring this or that into the child? - are answered in a terribly reasonable way. And it all boils down to this: What do you like in a child and how can you get it to be the way you want it? But that has no significance for the deeper development of humanity! Waldorf education does not answer such questions at all.

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	== History ==		== History ==
	[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]

	The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.		The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.
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	== Waldorf education ==		== Waldorf education ==
			[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]
	{{Main\|Waldorf education}}		{{Main\|Waldorf education}}

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	In accordance with an order by Rudolf Hess, Waldorf schools were no longer allowed to enrol pupils until 1940. Two schools were even banned (Stuttgart in 1938 and Dresden in 1941). The rest had to close for financial reasons. Of the eight anthroposophical curative education homes, three were massively threatened, two of which were closed.		In accordance with an order by Rudolf Hess, Waldorf schools were no longer allowed to enrol pupils until 1940. Two schools were even banned (Stuttgart in 1938 and Dresden in 1941). The rest had to close for financial reasons. Of the eight anthroposophical curative education homes, three were massively threatened, two of which were closed.

			== Waldorf education ==
			{{Main\|Waldorf education}}

			Waldorf education is based on Rudolf Steiner's remarks on the general study of man and the art of education, as well as on numerous educational courses he gave to teachers on this subject.

			{{GZ\|What is said about Waldorf school education must be listened to with different ears than what one usually hears about education, even reform education. For Waldorf education gives no answer at all to the questions which people now want answered and which are asked and seemingly answered in the other educational systems! What are these questions aimed at? Usually to quite a lot of reason, and reason is immensely abundant in the present. Reason, intellect and cleverness are tremendously widespread articles in the present. Questions like these: What is to be done with the child? How should one bring this or that into the child? - are answered in a terribly reasonable way. And it all boils down to this: What do you like in a child and how can you get it to be the way you want it? But that has no significance for the deeper development of humanity! Waldorf education does not answer such questions at all.

			If we first want to characterise figuratively how Waldorf education speaks, we have to say that it speaks quite differently from the way we usually speak about education. Waldorf education is not a pedagogical system at all, but an art to awaken what is there in the human being. Basically, Waldorf education does not want to educate, but to awaken. For today it is a question of waking up. First the teachers must be awakened, then the teachers must again awaken the children and young people.\|217\|36}}

	== Literature ==		== Literature ==
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	* Rüdiger Blankertz: '''Das Erfolgsmodell' Waldorfschule und 'das Problem' Rudolf Steiner'', Edition Nadelöhr 2019, ISBN 978-3952508015		* Rüdiger Blankertz: '''Das Erfolgsmodell' Waldorfschule und 'das Problem' Rudolf Steiner'', Edition Nadelöhr 2019, ISBN 978-3952508015
	* Valentin Wember: ''Was will Waldorf wirklich? Die unbekannte Erziehungskunst Rudolf Steiners. Ein Vortrag für Eltern und Lehrer.'' Stratosverlag 2019, ISBN 978-3943731286		* Valentin Wember: ''Was will Waldorf wirklich? Die unbekannte Erziehungskunst Rudolf Steiners. Ein Vortrag für Eltern und Lehrer.'' Stratosverlag 2019, ISBN 978-3943731286
	*[[Steiner, Rudolf]]: ''Praxis der Waldorfpädagogik'' (10 Vorträge, Themen aus dem Gesamtwerk Band 21). Stuttgart: Verlag Freies Geistesleben 2004. ISBN 3-7725-0091-9		* [[Steiner, Rudolf]]: ''Praxis der Waldorfpädagogik'' (10 Vorträge, Themen aus dem Gesamtwerk Band 21). Stuttgart: Verlag Freies Geistesleben 2004. ISBN 3-7725-0091-9
	* [[Rudolf Steiner]]: ''Ritualtexte für die Feiern des freien christlichen Religionsunterrichtes und das Spruchgut für Lehrer und Schüler der Waldorfschule'', [[GA 269]] (1997), ISBN 3-7274-2690-X {{Lectures\|269}}		* [[Steiner, Rudolf]]: ''Geistige Wirkenskräfte im Zusammenleben von alter und junger Generation. Pädagogischer Jugendkurs.'', [[GA 217]] (1988), ISBN 3-7274-2170-3 {{Lectures\|217}}
			* [[Steiner, Rudolf]]: ''Ritualtexte für die Feiern des freien christlichen Religionsunterrichtes und das Spruchgut für Lehrer und Schüler der Waldorfschule'', [[GA 269]] (1997), ISBN 3-7274-2690-X {{Lectures\|269}}
	* [[Steiner, Rudolf]], ''Allgemeine Menschenkunde als Grundlage der Pädagogik'', [[GA 293]] (1992), ISBN 3-7274-2930-5 {{Lectures\|293}}		* [[Steiner, Rudolf]], ''Allgemeine Menschenkunde als Grundlage der Pädagogik'', [[GA 293]] (1992), ISBN 3-7274-2930-5 {{Lectures\|293}}
	* [[Steiner, Rudolf]], ''Erziehungskunst. Methodisch-Didaktisches'', [[GA 294]] (1990), ISBN 3-7274-2940-2 {{Lectures\|294}}		* [[Steiner, Rudolf]], ''Erziehungskunst. Methodisch-Didaktisches'', [[GA 294]] (1990), ISBN 3-7274-2940-2 {{Lectures\|294}}

Odyssee at 14:00, 30 June 2021

2021-06-30T14:00:47Z

← Older revision		Revision as of 14:00, 30 June 2021
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	{{Panorama\|Panorama Waldorfschule Loheland.jpg\|~~1400~~\|Rudolf-Steiner~~-Schule~~ [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}		{{Panorama\|Panorama Waldorfschule Loheland.jpg\|1300\|Rudolf Steiner School [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}
	[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]		[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]
	[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]		[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]

Odyssee at 12:40, 30 June 2021

2021-06-30T12:40:30Z

← Older revision		Revision as of 12:40, 30 June 2021
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	[[File:~~Trier-germany-waldorfschule~~.jpg\|thumb\|~~The Trier Waldorf School~~, ~~example~~ of the ~~typical style (~~[[~~architecture~~\|anthroposophical ~~architecture~~]]) of ~~many~~ Waldorf school ~~buildings~~]]		{{Panorama\|Panorama Waldorfschule Loheland.jpg\|1400\|Rudolf-Steiner-Schule [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}
			[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]
			[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]
	[[File:Hawthorne Valley Waldorf School, Ghent, NY.jpg\|thumb\|Hawthorne Valley Waldorf School, Ghent, NY]]		[[File:Hawthorne Valley Waldorf School, Ghent, NY.jpg\|thumb\|Hawthorne Valley Waldorf School, Ghent, NY]]
	[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]

	'''Waldorf schools''' are independent schools where '''Waldorf teachers''' teach according to the [[Waldorf education]] founded by [[Rudolf Steiner]]. Waldorf education is one of the best-known practical applications of [[anthroposophy]], which was also founded by Rudolf Steiner and from whose mother soil it emerged. Many Waldorf schools have a [[Waldorf kindergarten]] attached to them. They are also known as Rudolf Steiner Schools, Free Waldorf schools, Steiner schools, École Waldorf in French and Vrijeschools in Dutch. There are currently 1251 Rudolf Steiner schools in 70 countries worldwide and 1915 Waldorf kindergartens in more than 59 countries (as of 2021)<ref>[http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf Waldorf_World_List.pdf]</ref>.		'''Waldorf schools''' are independent schools where '''Waldorf teachers''' teach according to the [[Waldorf education]] founded by [[Rudolf Steiner]]. Waldorf education is one of the best-known practical applications of [[anthroposophy]], which was also founded by Rudolf Steiner and from whose mother soil it emerged. Many Waldorf schools have a [[Waldorf kindergarten]] attached to them. They are also known as Rudolf Steiner Schools, Free Waldorf schools, Steiner schools, École Waldorf in French and Vrijeschools in Dutch. There are currently 1251 Rudolf Steiner schools in 70 countries worldwide and 1915 Waldorf kindergartens in more than 59 countries (as of 2021)<ref>[http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf Waldorf_World_List.pdf]</ref>.

	== History ==		== History ==
	[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, {{ISBN\|9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 {{ISBN\|9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]		[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]

	The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.		The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.

← Older revision		Revision as of 14:00, 30 June 2021
Line 1:		Line 1:
	{{Panorama\|Panorama Waldorfschule Loheland.jpg\|~~1400~~\|Rudolf-Steiner~~-Schule~~ [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}		{{Panorama\|Panorama Waldorfschule Loheland.jpg\|1300\|Rudolf Steiner School [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}
	[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]		[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]
	[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]		[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]

← Older revision		Revision as of 12:40, 30 June 2021
Line 1:		Line 1:
	[[File:~~Trier-germany-waldorfschule~~.jpg\|thumb\|~~The Trier Waldorf School~~, ~~example~~ of the ~~typical style (~~[[~~architecture~~\|anthroposophical ~~architecture~~]]) of ~~many~~ Waldorf school ~~buildings~~]]		{{Panorama\|Panorama Waldorfschule Loheland.jpg\|1400\|Rudolf-Steiner-Schule [[WikipediaDE:Loheland\|Loheland]] in the typical anthroposophical style of many Waldorf school buildings}}
			[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]
			[[File:Trier-germany-waldorfschule.jpg\|thumb\|The Trier Waldorf School]]
	[[File:Hawthorne Valley Waldorf School, Ghent, NY.jpg\|thumb\|Hawthorne Valley Waldorf School, Ghent, NY]]		[[File:Hawthorne Valley Waldorf School, Ghent, NY.jpg\|thumb\|Hawthorne Valley Waldorf School, Ghent, NY]]
	[[File:Steiner original.jpg\|thumb\|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in Waldorf schools, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]

	'''Waldorf schools''' are independent schools where '''Waldorf teachers''' teach according to the [[Waldorf education]] founded by [[Rudolf Steiner]]. Waldorf education is one of the best-known practical applications of [[anthroposophy]], which was also founded by Rudolf Steiner and from whose mother soil it emerged. Many Waldorf schools have a [[Waldorf kindergarten]] attached to them. They are also known as Rudolf Steiner Schools, Free Waldorf schools, Steiner schools, École Waldorf in French and Vrijeschools in Dutch. There are currently 1251 Rudolf Steiner schools in 70 countries worldwide and 1915 Waldorf kindergartens in more than 59 countries (as of 2021)<ref>[http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf Waldorf_World_List.pdf]</ref>.		'''Waldorf schools''' are independent schools where '''Waldorf teachers''' teach according to the [[Waldorf education]] founded by [[Rudolf Steiner]]. Waldorf education is one of the best-known practical applications of [[anthroposophy]], which was also founded by Rudolf Steiner and from whose mother soil it emerged. Many Waldorf schools have a [[Waldorf kindergarten]] attached to them. They are also known as Rudolf Steiner Schools, Free Waldorf schools, Steiner schools, École Waldorf in French and Vrijeschools in Dutch. There are currently 1251 Rudolf Steiner schools in 70 countries worldwide and 1915 Waldorf kindergartens in more than 59 countries (as of 2021)<ref>[http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf Waldorf_World_List.pdf]</ref>.

	== History ==		== History ==
	[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, {{ISBN\|9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 {{ISBN\|9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]		[[File:Waldorf_schools_growth.jpg\|right\|thumb\|375px\|alt=Growth of Waldorf schools\|Growth in the number of accredited Waldorf schools from 1919 to 2020<ref>Data drawn from Helmut Zander, ''Anthroposophie in Deutschland'', 2 volumes, Vandenhoeck und Ruprecht Verlag, Göttingen 2007, ISBN 9783525554524}}; Dirk Randall, "Empirische Forschung und Waldorfpädogogik", in H. Paschen (ed.) ''Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik'', 2010 Berlin: Springer 978-3-531-17397-9; "Introduction", ''Deeper insights in education: the Waldorf approach'', Rudolf Steiner Press (December 1983) ISBN 978-0880100670. p. vii; L. M. Klasse, ''Die Waldorfschule und die Grundlagen der Waldorfpädagogik Rudolf Steiners'', GRIN Verlag, 2007; Ogletree E J "The Waldorf Schools: An International School System", Headmaster U.S.A., pp8-10 Dec 1979; Heiner Ullrich, ''Rudolf Steiner'', Translated by Janet Duke and Daniel Balestrini, Continuum Library of Educational Thought, v. 11, 2008 ISBN 9780826484192}}; [http://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf List of independent Waldorf schools worldwide] {{Webarchive\|url=https://web.archive.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/Waldorf_World_List/Waldorf_World_List.pdf \|date=12 December 2019 }} [http://publicwaldorf.org/who-we-are/member-schools/ Public Waldorf school list] {{Webarchive\|url=https://web.archive.org/web/20210212003007/http://publicwaldorf.org/who-we-are/member-schools/ \|date=12 February 2021 }}</ref>]]

	The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.		The Waldorf School emerged in the social turmoil after [[w:World War I\|World War I]] from the attempts of [[Rudolf Steiner]] and his like-minded comrades to create a spiritual life independent of the state and to return science, art and religion to their assumed primordial unity. It ultimately developed out of general education courses for workers at the Waldorf-Astoria cigarette factory in Stuttgart, who wanted to gain a better understanding of their work processes and to develop Steiner's approaches to industrial science into a school for their children. For them, the first school was founded in 1919 by the owner of the factory, [[Emil Molt]], and ceremoniously opened on 7 September. Men and women from a wide variety of professional backgrounds taught there: an officer, a factory owner, the railway engineer [[Alexander Strakosch]] and the self-taught [[Ernst Uehli]]. Steiner became the first headmaster, Herbert Hahn was initially the most important teacher for the humanities subjects and later moved more and more into Steiner's position. Before [[w:World War II\|World War II]] a handful of Waldorf schools were founded in Germany and a few more abroad; all those on territory that had at some point been conquered by Hitler were forced to close. After the war, Waldorf people quickly regrouped and many schools were founded. After the rapid growth of the movement in the aftermath of World War II, the foundings were stopped in 1973; they now came about only on the initiative of parents because it was feared that the young school movement might otherwise be crushed by the overload of its own rapid expansion. Since about the beginning of the 1990s, the movement, which had previously enjoyed only popularity, has come under much attack, among others by the Catholic Church. In the meantime, its spread in Germany has stopped, there is a shortage of teachers, while Waldorf schools abroad are multiplying more rapidly than ever before.