A complementary theory of learning in Waldorf pedagogical practice

Abstract

Waldorf pedagogy requires teachers to observe and understand learning processes among their students. To do this they need a learning theory that can be used for reflection and practitioner research. The paper builds on existing theories of learning within the Waldorf discourse and outlines a complementary theory of learning formulated in a series of propositions that can be used as heuristic concepts to investigate practice. This learning theory includes Steiner’s notion of a correspondence between the bodily life processes and learning processes and takes account of current phenomenological, pragmatic and social practice perspectives on learning. It is a companion paper to two previous papers on practitioner research in Waldorf pedagogy.