One pedagogy – many practices: variations on formal and enacted curricula in Steiner/Waldorf schools

Ruhi Tyson


This article focuses on the problems and potentials inherent in including significant deviations from the standard Steiner/Waldorf curriculum in publications that present it. The main issue lies with the apparent homogeneity that current practice suggests when a closer look demonstrates a significant variety of formal and enacted Steiner/Waldorf curricula. Two of these are discussed more closely, the formal curriculum of the Hibernia school that integrates vocational education and Steiner/Waldorf education and Wilfried Kessler’s enacted social development curriculum. Based on these it is concluded that the emphasis on a singular curriculum serves to inhibit innovation and development, makes it more difficult for novice students to understand the dynamic character of foundational concepts in Steiner/Waldorf education and generally argues that we need to make a more systematic effort to promote pluralism in curriculum and didactics research as well as practice.

Full Text:


© 2010-2019 Research on Steiner Education (RoSE). ISSN 1891-6511 (online). Hosted by the Rudolf Steiner University College, Norway and by the Alanus University of Arts and Social Sciences, Germany and the Pedagogical Research Institute of the German Waldorf School Association