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The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1919–1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987–2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume.

The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1987–2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifi cations of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet underresearched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefi t from the volume.

This book offers a comprehensive exploration of Steiner or Waldorf pedagogy and practice in schools. Drawing on key research, it traces the origins of Steiner education from the original Waldorf school and shows how this approach has since been adapted and applied in educational settings around the world. Outlining the educational philosophy of Steiner education, the book considers its unique features, such as its commitment to a pedagogical anthropology that takes the whole developing human being into account – body, mind and spirit – and the developmental approach that arises out of this. It sets out the specific curriculum and teaching approach alongside vignettes of teaching and learning situations adopted in Steiner educational settings to show how the approach works in practice. Offering a critical perspective on this teaching style, Rawson examines the contributions that Steiner education has made in different cultures and looks towards future developments in China and other Asian countries.Considering all aspects of Steiner education, this book is essential reading for anyone wanting to understand the fundamental elements of this approach and its continuing relevance within the educational landscape.

The field of Popular Music Studies is growing, but still lacks some basic reference materials. The Chronology of American Popular Music, 1899-2000 fills this gap by offering a comprehensive overview of the field. It will be a must-own for libraries and individuals interested in this growing field of research.