Waldorf Educators say they focus on “educating the whole child.” They also say the curriculum engages the student’s “head, heart and hands,” and uses “multi-disciplinary” methods of teaching. This sounds great, of course, but what does this really mean?

For Waldorf Education’s founder, Austrian scientist and philosopher, Rudolf Steiner, “educating the whole child,” meant appealing to student’s internal motivation, educating them socially and morally as well as academically, and using art, nature and movement to bring both inspiration and relevancy to learning.

In the early grades, Waldorf educators strive for a more holistic social cohesion between classmates, teachers, and caregivers. This is done to build empathy and respect, and the social skills and cohesion brings the focus back onto learning. Older students are taught the importance of giving back to their greater community and understanding social justice issues.  Teaching children to seek significance over success is a hallmark of Waldorf Education. Teachers strive to tap into and cultivate each student’s essential drive to connect and be valued within a greater community.

With over 1,000 Waldorf schools in 65 countries, we can readily imagine a network of schools across the globe, nurturing each one another in this season of courage. ow approaching its 100th anniversary, Waldorf education has continued to challenge the prevailing assumptions about the why, how, when, and what of education. Today, many of our practices are supported by research on brain development; there is wider recognition of the role of the arts, the strength of “whole-child” education, and a greater understanding of the importance of a developmental approach. Yet, in other ways, Waldorf education remains a cutting-edge education for the future, ahead of its time in its emphasis on integration and connections, the role of the teacher, and the comprehensive image of the human being and human life that it strives to serve.