New issue of “RoSE: Research on Steiner Education” published

The editors once again present a wide range of articles on academically oriented Waldorf education.

The online journal RoSE is a tri-lingual (German/English/Spanish) academic journal on Waldorf education. In a blind peer-review process, scholarly articles on current Waldorf education research are reviewed and published. It is jointly published by Alanus University in Alfter and the Rudolf Steiner University College in Oslo. The journal, which is freely accessible online, has existed for more than fifteen years and has now published over 25 issues.

A new online issue is now available with Edition Vol. 16 / No. 2. The issue includes both methodological and empirical studies in the context of academically oriented Waldorf education and its reference disciplines.

The section Contributions to Basic Research opens with two related studies by Rob Blom. The author examines postmodern positions on the paradigm of reality and truth and opens up perspectives on a renewable concept of knowledge.

The study by U. Barth, C. Bryden and L. Olea examines the phenomenon of wonder in its significance for educational perception and action. In the process of cognition, it is described as an independent phase preceding reflection: a moment of pause between sensory perception and conceptual understanding.

In the second part of his review study, Martyn Rawson identifies discourse types of anthroposophy insofar as they can be related to the foundations and practices of Waldorf education. The analysis offers orientation in contested contexts.

For the section Empirical Research, Dirk Rohde and Wilfried Sommer present the evaluated project on an online upper school campus and explain the practice using the example of a science block on the topic of the “atom.”

Li Xiang presents a literature analysis on topics and desiderata in the field of anthroposophically oriented early childhood education.

The article by Anne-Mette Stabel and Dag Oystein examines challenges discussed in the tension between educational reforms and Waldorf educational practice in Norway. One example is the lowering of school entry age from seven to six years.

Renate Ostergaard examines the impact of different time structures in the transition from kindergarten to the rhythmic organization of school.

The empirical study by Vilde Stabel investigates the role of the physical environment in values education in early childhood at Steiner schools in Norway from the teachers’ perspective. The design of the learning environment in first grade is aimed at enabling play and practical learning.

Marcelo da Veiga reviews the book by Albert Schmelzer, published by Info3-Verlag in 2025: Rudolf Steiner im Spannungsfeld von Freiheitsphilosophie und Menschenrechten, Nation und „Rasse“.

We wish all readers an inspiring read.

Author: Prof. Dr. Axel Föller-Mancini

 

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