Wie wird Steiners pädagogische Esoterik besprechbar? Thesen zu einer vermeidbaren Diskursblockade

Abstract

Critical educators consider that the pedagogy of Rudolf Steiner is still regarded as nontheoretically well founded because it falls into pre-scientific modes of thinking and its successful practice is founded by ideological dogmatism. Waldorf educators highlight the epistemology and the esoteric path of the schooling of anthroposophy that Steiner espouses. This paper shows which inaccurate hypotheses on both sides impede a free conversation and the further questions that arise.