The case for illuminative practitioner research in Steiner Education

Abstract

This theoretical paper explores the possibilities of using illuminative practitioner research in Steiner/Waldorf pedagogy. Waldorf schools’ claim to autonomy rests on the assumption that the school leadership bases its accountability for the quality of the education on evaluation, reflective practices and systematic inquiry. In particular, the pedagogy should be based on on-going reflection in and on practice using Steiner’s foundational theory. There is some evidence that this activity is relatively weak in many schools due to the fact that many teachers feel inadequately prepared for conducting reliable practitioner research using Waldorf theory. Furthermore, academic research into Waldorf pedagogy generally does not use Waldorf theory, which it considers unscientific. It is argued that research in education is most coherent and valid when the epistemology, theoretical perspective and methods align within the research design. That means teachers need a research method is needed that aligns with an anthroposophical perspective. It is suggested here that illuminative practitioner research using a Gadamerian or human scientific (van Manen) hermeneutic and phenomenological approach, can be used with Waldorf theoretical perspectives and contemplative methods to provide a scientifically valid way of researching Waldorf practice. This would need to be introduced in initial Waldorf teacher education and supported by researchers at a regional level.