ABSTRACT
This chapter discusses the learning theory behind the Waldorf educational method. Various theories of teaching and learning offer different approaches to understanding human learning; thus, this chapter explores how far such theories can offer theoretical clarification for the distinctive features of Waldorf education. First, Wolfgang Nieke's article offers a detailed overview of the various scientific positions that developed in the last hundred years. Specifically, Nieke points to three results of learning processes as the pedagogical consequence of his line of thought: Learning requires meaning, learning generates meaning, and learning is also the foundation of health and constitutes individuality. The next article by Peter Loebell presents different approaches to human learning and contrasts them with the pedagogic concepts of Waldorf education, referencing Steiner's Study of Man with special consideration of his relevant legacy of lectures. Finally, Jost Schieren develops the epistemological foundations of Waldorf education's concept of learning and reiterates once again some core aspects of learning such as transformation, forgetting, abilities, wholistic orientation, truth, and meaningfulness.
