Rhythms of Learning: What Waldorf Education Offers Children, Parents and Teachers

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SteinerBooks, Incorporated, 2017 - Education - 330 pages
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"An experiment in its eighth decade, with more than sixty thousand students attending five hundred schools worldwide, Waldorf education is the largest and fastest growing independent, nonsectarian school movement in the world. The more than one hundred and fifty Waldorf schools in North America appear to be but the beginning of a rapid growth that will almost certainly be continued by the next generation. This volume is intended as a companion to educators and parents, both inside and outside the Waldorf school movement, who want to explore Steiner's intuitive and spiritual-scientific research concerning child development and, in particular, the positive and negative forces affecting that development in a culture that puts children at risk." -- Robert McDermott (from the foreword)

Waldorf education--an established and growing independent school movement--continues to be shaped and inspired by Rudolf Steiner's numerous writings and lectures on education and child development.

In Rhythms of Learning, key lectures on children and education have been thoughtfully chosen from the vast amount of material by Steiner and presented in a context that makes them reader-friendly and accessible. In his many discussions and lectures, Steiner shared his vision of education that considers the spirit, soul, and physiology in children as they grow.

Roberto Trostli, a seasoned Waldorf teacher, has selected the works that best illustrate the fundamentals of this unique approach. In each chapter, Trostli explains Steiner's concepts and describes how they work in the contemporary Waldorf classroom. We learn how the teacher-child relationship and the Waldorf school curriculum changes as the students progress from kindergarten through high school.

Rhythms of Learning is an excellent resource for parents who want to understand how their child is learning. Parents will also be more prepared to discuss their child's education with teachers, and teachers will find it to be a valuable reference source and communication tool.

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About the author (2017)

Austrian-born Rudolf Steiner was a noted Goethe (see Vol. 2) scholar and private student of the occult who became involved with Theosophy in Germany in 1902, when he met Annie Besant (1847--1933), a devoted follower of Madame Helena P. Blavatsky (1831--1891). In 1912 he broke with the Theosophists because of what he regarded as their oriental bias and established a system of his own, which he called Anthroposophy (anthro meaning "man"; sophia sophia meaning "wisdom"), a "spiritual science" he hoped would restore humanism to a materialistic world. In 1923 he set up headquarters for the Society of Anthroposophy in New York City. Steiner believed that human beings had evolved to the point where material existence had obscured spiritual capacities and that Christ had come to reverse that trend and to inaugurate an age of spiritual reintegration. He advocated that education, art, agriculture, and science be based on spiritual principles and infused with the psychic powers he believed were latent in everyone. The world center of the Anhthroposophical Society today is in Dornach, Switzerland, in a building designed by Steiner. The nonproselytizing society is noted for its schools.

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