ABSTRACT
In the pedagogical reflections of school reformers, a distinct and special quality is assigned to childhood. The different concepts of education reform strive for these and similar goals but accentuate different aspects. In opposition to the calls for a pedagogy based on empirical research, Rudolf Steiner, in his introductory course for the future teachers of the new Waldorf school, discusses the problematic one-sidedness of what he terms “experimental psychology” the methods of which he refers to as “studying the anatomy of the soul.” Child-centered education also requires that one discusses critically whether standardized assessments may interfere with the learning process. Children are susceptible to particular themes; they notice special features around them that they can interpret in relation to their experiences of their environment. In addition to the concept of childhood and natural development, experience is another central element in education reform.
