ABSTRACT
The chapter examines three discourses where Waldorf pedagogy is the topic: academia, media, and the internal discourse in the Waldorf educational community in Norway. Based on some selected sources, it is revealed how both the Waldorf pedagogy and its historical foundations of ideas are treated and debated. The study shows that the Waldorf schools in Norway are legally recognised, but to a very small extent, the pedagogy is part of the general educational debate. In academia, it is not a major research topic. Except for the Rudolf Steiner University College (RSUC) in Oslo, there is hardly any research in this field.
When it comes to media, the picture is slightly different. Here, anthroposophy has been at the centre of the debates. Critiques have been formulated especially about an unscientific attitude, first and foremost in relation to the interpretation of Steiner’s texts. Representatives from the Waldorf schools and RSUC participate in the debates but are often in a defensive position. The internal discourse shows there are different perceptions of anthroposophy, especially how the challenges in this area should be met. At the same time, in the internal discourse, a picture of a strong, vibrant, and committed pedagogical practice emerges.
