Gilad Goldshmidt

This article examines the unique educational approach of the Waldorf (Steiner) school, which is based upon integrating the arts in educational processes. The article first presents the theoretical and practical aspects of the fundamental approach of Rudolf Steiner, founder of this educational movement. The article then describes the practical implementation of this approach together with different aspects of integrating the arts in the Waldorf school pedagogy. Lastly, the field of music is brought as a case example for artistic educational work across the first through twelfth grades. The question of reciprocal relations between art and education is examined in light of this unique educational perspective. Questions pertaining to the influence of these relations upon Waldorf school graduates are raised in the article's conclusion.

This article examines the three most prominent movements of alternative education in Israel: Democratic education, Waldorf education, and the Montessori method of education. By comparing the educational approaches according to specific criteria, the goal is to provide the reader with as broad a picture as possible of their similarities and differences. The discussion focuses on the philosophical approach and general principles of each movement and does not aim to provide information or characteristics of specific educational institutions. One of the goals of the article is to bring before parents, educators, and policy makers knowledge of the different approaches so that they can understand and judge them with greater clarity. Article visualizations:

Abstract. This article reviews part of a study that dealt with how graduates of the Waldorf School integrate into Israeli society, as seen from their perspective. The purpose of the study was to explore how Waldorf School graduates integrate into society on completing high school, and examine the nature and quality of life readiness that the Waldorf educational method provides its graduates. Three main areas of life were reviewed in the study: graduates in the one-year volunteer framework, in the regular military framework, and in academic studies. Of these, the current study reviews only the area of military service. The study applied qualitative methodology, including semi-structured interviews with 46 graduates of the Waldorf School in Harduf, Israel, following twelve full years of study. This is the first study of Waldorf-educated graduates ever conducted worldwide relying solely qualitative methodology, and the only study conducted in Israel thus far. The study’s main conclusio...

This article examines the unique educational approach of the Waldorf (Steiner) school, which is based upon integrating the arts in educational processes. The article first presents the theoretical and practical aspects of the fundamental approach of Rudolf Steiner, founder of this educational movement. The article then describes the practical implementation of this approach together with different aspects of integrating the arts in the Waldorf school pedagogy. Lastly, the field of music is brought as a case example for artistic educational work across the first through twelfth grades. The question of reciprocal relations between art and education is examined in light of this unique educational perspective. Questions pertaining to the influence of these relations upon Waldorf school graduates are raised in the article’s conclusion. Article visualizations: