ABSTRACT
This chapter discusses the anthropological components within Waldorf education and education science practices in relation to Waldorf pedagogy. In the first article, Wolfgang Nieke refers to Edmund Husserl's phenomenological reduction that has similar arguments as Rudolf Steiner: This approach is the basis of the qualitative social, cultural, and educational research that has by now achieved equivalence with the nomothetic approach (quantitative research methods) and hermeneutics. In the next article, Johannes Kiersch critically analyzes the concept of esotericism and its negative connotation within education science, calling for more recent research findings regarding anthroposophic spirituality. Next, Jost Schieren questions how the relationship between anthroposophy and Waldorf education can be determined, given the critiqued scientific abstinence of anthroposophy and its role in Waldorf education overall. Finally, M. Michael Zech highlights both the obstacles that prevent discourse and potential meeting points between anthroposophy and academic science and emphasizes the importance of the anthroposophic understanding of history for its instruction in Waldorf schools.
