In the introduction the author reasons about the position of the Waldorf educational movement and its origin. It provides well arranged information about the founder of the Waldorf education, Rudolf Steiner; as for his philosophical eclectical system, the so called “antroposophy”, it is given the substantial part of the study. The author points especially at those aspects that refer to the man’s selfeducation, his or her becoming more perfect, his or her realizing and deepening the inner balance. These humane tendencies became the foundation of R. Steiner’s educational theory and have been carried out by him and his followers in the so called Waldorf school near Stuttgard from the beginning of the twenties.
In further parts of his article the author follows the brief history of the growth of the Waldorf movement not only in the German Federal Republic but also in other countries of the world he approximates the contemporary problems of the Waldorf education, its principles, the way of carrying them out during the instruction, emphasizes the positive experience with the teaching in the so called periods, with the words classification, the freedom and the demands of the teachers, etc. On the basis of his own experience he approximates the immage of the inner work and organization of the school of the Waldorf type in Hamburg to the reader. For the contemporary practice in Czechoslovakia those passages about the self-govermnt of the Waldorf schools are stimulative; their position is between the state and private schools.
In the conclusion the author shows the forms and methods of education and preparation of the Waldorf schools teachers. He explains the concept “teacher-artist.” He arrives at the conclusion that the Czechoslovak (education has so far) failed to evaluate the Waldorf schools objectively and if we want to approach the modern educational systems in the worid, we must study similar systems without any ideological superstitions.