Preface; Contents; About the Author; 1 Introduction; Abstract; 1.1 The Waldorf School Movement: Facts and Fiction; 1.2 Steiner and Progressivism; 1.3 Research on Waldorf Education and the Reception of Steiner's Educational and Philosophical Ideas; 1.4 About This Book and the Following Chapters; References; 2 The Formation of a Western Sage; Abstract; 2.1 The Formative Years: Childhood and Youth; 2.2 Steiner as a Young Man; 2.3 Emerging as a Philosopher; 2.4 Steiner's Relation to Christianity; 2.5 Steiner as Practical Pedagogue; 2.6 Conclusion; References

3 Steiner's Philosophy and Its Educational RelevanceAbstract; 3.1 Steiner's Philosophical Works; 3.2 Steiner's Phenomenological Theory of Knowledge; 3.2.1 Knowledge as Non-representational; 3.2.2 Points of Similarity with John Dewey; 3.2.3 Goethe and Nietzsche; 3.2.4 Rigid Definitions Versus Living Concepts; 3.2.5 The Freedom of Thinking; 3.3 Ethical Individualism; 3.4 Steiner's 'Philosophy of the Human Being'; References; 4 Anthroposophy as the Basis for Pedagogical Anthropology; Abstract; 4.1 A Neglected Field of Educational Thought; 4.2 The Four-Folded Structure of the Human Being

4.3 The Three Soul Functions: Thinking, Feeling and Will, and Their Bodily Correspondences4.4 The Four Temperaments; 4.5 Steiner's Aesthesiology (Sinneslehre); 4.6 The Far-Sighted View: The Lifespan Development of the Individual and the Evolution of Humanity; 4.6.1 The Nine-Year Crisis; 4.6.2 Steiner's Cultural Psychology; 4.6.3 The Educational Spiral: A Romantic Idea Implicit in Steiner's Educational Thinking?; References; 5 The Curriculum of Waldorf Education: Some Basic Principles and Practices; Abstract; 5.1 General Remarks; 5.2 Some Basic Curriculum Principles; 5.2.1 General Principles

5.2.2 Specific Principles5.3 Being a Waldorf Teacher; 5.3.1 Being Responsible for the World; 5.3.2 Being Able to Relate; 5.3.3 Cultivating One's Inner Life; 5.3.4 The Personhood of the Teacher: The Importance of 'Who You Are'; 5.3.5 About Planning One's Teaching; 5.4 A Note on School Architecture; References; 6 The Social and Political Aspects of Education; Abstract; 6.1 The Essential Task of Education and the Nature of Modern Society; 6.2 Culture, Lifeworld and Civil Society; 6.3 Education as a Cultural Practice; References; 7 Conclusion: Does It Work? Empirical Studies of Waldorf Education

Abstract7.1 Difficulties in Evaluating the Effects of Waldorf Schools; 7.2 Surveys of Waldorf Students and Graduates, and Comparisons with Students and Graduates from Mainstream Schools; 7.3 Studies of Waldorf Science Education; 7.4 Studies of Waldorf Civic Education; 7.5 A British Study of Waldorf Educational Aims and Methods; 7.6 Do Waldorf Students Become Anthroposophists?; 7.7 Conclusion; References