ABSTRACT
In the descriptions of education reform, some authors count Waldorf education as one of these pedagogies. A new educational image of the human being is developed and applied. From birth, education and state must do everything to counteract this potential consistently, relentlessly, and under threat of the most severe punishment. Images of human nature are always, if often implicitly, embedded in wider images of the world, or worldviews. Education reform movements are characterized by a total of transformative knowledge, conditional knowledge, and orientational knowledge. Education science is, first of all, interested in the visible pedagogical practice in Waldorf schools and the accompanying pedagogical conceptions for shaping the school life, the peculiarities of the curricula and educational programs, as well as lesson design and didactics. Education science therefore needs to show an interest in the discourse on the link between Waldorf education and anthroposophy.
