By Rudolf Steiner
The Waldorf college move has its roots within the chaotic interval following the 1st international warfare. suffering to create the 1st institution, Rudolf Steiner labored on each detail-lesson plans, spiritual schooling, college hours, path assets, management, finance, and baby examine. Guiding the college, Steiner moved towards his aim of making a automobile for social transformation. those volumes span the years 1919 to 1924 and canopy, assembly by way of assembly, the advance of the 1st Waldorf institution. partaking in a piece in growth, Steiner bargains with an grand array of difficulties, frustrations, successes, and screw ups. His sleeves rolled up and his sight on a imaginative and prescient that he made a truth, Steiner lays the principles of Waldorf schooling. This designated glance backstage will curiosity not just academics, but in addition mom and dad, scholars, and someone who desires to know the way a winning world wide college flow arose. "As we persist with those conferences one after the other, we achieve entry to Steiner the fellow, who encounters the fun and sorrows of way of life. We come to understand assorted features of his character as expressed in his specific dating with the lecturers - his heat and aid; his enthusiasm, frustration, and unhappiness; and his humorousness, pleasure, and stern expectancies" (from the creation by means of Betty Staley).
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Extra resources for Faculty Meetings With Rudolf Steiner (Foundations of Waldorf Education, 8)
He recognized that the relationship between the teacher and student was very influential in the student’s moral development. Although such close connections were not typical of the day, his comments anticipate the advice of our contemporary psychological approach to teenagers. He said, “We need to have more contact with the students in the upper grades. At that age students cannot stand going through a whole morning of class without any personal contact. They want you to be interested in them personally” (July 31, 1923).
We have decided to publish it because we believe that it represents a valuable resource both for those interested in the history of Waldorf education and for those interested in Rudolf Steiner. We have no doubt that both of these, Waldorf education and Rudolf Steiner, represent vitally important impulses for a healthy human future in the next millennium. Understanding both of these, making what they have to offer our own, so that we, in turn, may serve our culture and our fellow human beings, will mean coming to know and learning to read Rudolf Steiner in a new, twenty-first century way.
With the class teacher. Twelve hours is sufficient for the teacher. That will be an eighthour work day, including preparation. Fourth grade is the same as the third grade. 1. The reference to “the number of hours” is unclear. 2. The original intent at the time of this meeting was to have two school sessions, one in the morning and one in the afternoon due to a lack of space. Instead, school was opened a week later after all the rooms were usable. — TRANS. 3. See Discussion 1, August 21, 1919, in Discussions with Teachers (List no.