Waldorf schools: An examination of their methods and study plan in light of a critical reading of the Steinerian text

Abstract

A key element differentiating Waldorf schools from traditional schools is the particular temporal articulation of the school day, and the teaching times of the various subjects throughout the year. If this type of school is characterized by the accentuated flexibility of the didactic organization, it is also necessary to take into account the adjustments imposed on the effective organization of the school by the legislative system of the country where it is located. In addition to highlighting these aspects, this article aims to offer, through a critical rereading of the Steinerian text, an interpretation of the most important pedagogical principles underlying the methods used to organize teaching in the Waldorf school. The article identifies the recommended methods for teaching various subjects in relation to the age of the learners, and the tasks which Steiner considers necessary for a correct pre-school and compulsory education. Additionally, the article aims to highlight some peculiarities in the teaching of writing and reading as conceived by the Austrian pedagogist. The work ends with some considerations of the validity of the system as a whole.