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 research in Waldorf education are reviewed and published. It is jointly published by Alanus University in Alfter and Rudolf Steiner University College in Oslo. The journal, which is freely accessible online, has existed for more than ten years and has now published over 25 issues. A new issue is now available.

 

With the new issue, a new editorial team is also being introduced: following the departure of colleague Henrik Holm, the editorial work for the journal on the Norwegian side will now be taken over by Prof. Dr. Terje Sparby. He is a recognized expert in the field of cognition and consciousness research. This means that the range of topics in the “Foundations” section will be represented even more clearly. Prof. Dr. Axel Föller-Mancini (Alanus University) and Prof. Dr. Terje Sparby (Rudolf Steiner University College) are looking forward to working together.

 

The current online issue (Vol 13, No 2) includes contributions in the following sections:

In the Foundational Research section, Josefin Winther presents a study that establishes artistic activities as a medium for inclusive teaching. From the author’s perspective, discriminatory boundaries within learning groups can thus be actively reduced or eliminated.

Aida Montenegro analyzes linguistic and nonverbal approaches that can promote students’ reading activities in Waldorf school teaching. This can build on the imaginative didactics of learning to write.

In his study, Frank Steinwachs outlines the discussions on decolonization, which play a major role in various areas of society. Against this background, the focus on the respective national literature (“German lessons”) in the school context appears traditional and in need of reform. The article describes possible transformations.  

Peter Lawton presents the Spanish translation of his article from RoSE Vol 13/1 here (translation by Aida Montenegro). His literature analysis outlines the main lines of Paulo Freire’s critical pedagogy. In a comparative juxtaposition (Freire / Steiner), the author identifies similarities and differences in the educational concepts. 

For the section Contributions to Empirical Research, Bronwen Haralambous and Michael Carey examine the experiences of Waldorf graduates in Australia and New Zealand: how did their school experiences influence later professional goals and values? This reveals correspondences with the curricula of both countries.  

In the Forum Anthroposophy and Science, Jost Schieren addresses a current discussion about the status of anthroposophy that is also relevant to society more broadly. This often arises from esoteric statements by Rudolf Steiner that lead readers to metaphysical ideas. In contrast, the author emphasizes the dynamics of a developing consciousness: anthroposophy can be understood as a process of possible transformation. The article is available in three languages (German, English, Spanish).

You can access the current issue via the following link:

http://www.rosejourn.com/index.php/rose/issue/view/35

 

Axel-Föller Mancini, editor