At the Source: The Incarnation of the Child and the Development of a Modern Pedagogy
This work, published by AWSNA Press in 2005, describes the relationship of child development and curriculum. The author analyzes the developmental significance and pedagogical possibilities of each year of childhood from conception through the twenty-first year of life. Sections focusing on each one of these years characterize the typical developmental steps and propose age-appropriate pedagogical curricula and educational methodology.
Available at Waldorf Publications
How do we navigate between justified altruism and justified egoism? This study describes a path leading from the naive egoism of the infant, centered on the personal body and consciousness, through an ever-greater understanding of and empathy for those close to us, toward an ultimate goal of cosmopolitanism. Genuinely understanding and empathizing for another involves personal transformation, as well: this is a primary source of personal growth.
Education and Autonomy (Master's thesis)
To comprehend freedom as an educational aim, it is necessary to explore the meaning and nature of both freedom and education. This essay seeks to examine three questions: the nature of the educational task per se, in particular, what it means to foster the development of not yet mature human beings; the nature of freedom; and the relationship of freedom to traditional educational goals.
Published in the Green Meadow Waldorf School Bulletin, May/June 2017
A Computer Science Curriculum for Waldorf Schools
This article sketches out a coherent approach to science and technology education from fifth to eighth grades. Co-authored with Jennifer Mankoff. Published in the Research Bulletin of the Research Institute for Waldorf Education 22/1, Autumn/Winter 2017.
Are computers intelligent? Will they ever be? An anthroposophic perspective. Published in the Research Bulletin of the Research Institute for Waldorf Education 22/1, Spring/Summer 2017
Science in the Waldorf School: Developing an Ecological Consciousness
A discussion of ecology's role in the Waldorf Early Childhood and Elementary School curriculum. Published in the Green Meadow Waldorf School Bulletin, January/February 2017
This essay proposes an interpretation of ethical standpoints that regards these as developmental stages toward ever-fuller autonomy. This allows a wide range of such standpoints to be integrated into a comprehensive and unified theory of moral experience. (2010)
Technology and Rudolf Steiner
An exploration of Steiner's relationship to technology from his early years through his late pedagogical ideas. Published in Lilipoh, 2009.
An exploration of the significance of the organic realm.
Conservation, Causality and Chaos
A path to comprehending natural phenomena in three stages. Published in The Golden Blade 55 (2003)
This article explores three modalities of nature: stasis, rhythm, and turbulence. Published in The Golden Blade 54 (2002)
This essay explores the special challenges presented by two transitions in children's development. During the first transition, from early childhood to school readiness, children pass through an age when they are no longer wholly satisfied with imitation yet not quite ready for an immersion in academics. During the second transition, the passage into puberty in the middle school years, children no longer seek the comfort of authority figures but still need tremendous emotional support. What are the underlying developmental conditions giving rise to these manifestations? How should we structure schools to support these challenges? The author challenges the convention of an 8-year class teacher loop in the light of the seven-year phases of child development. Published in The Research Bulletin of the Research Institute for Waldorf Education, 7/1 (January 2002)
An exploration of the nature of artificial intelligence. Published in The Golden Blade 53 (2001)
An artistic approach to becoming more sensitive to the destiny of others. The path begins with careful observation. On this basis, phenomenological imagination, openness to inspiration, and the grace of intuition can be cultivated. Published in The Golden Blade 50 (1998)
Plays for Elementary School Classes
The Ants and the Grasshopper. Based on a fable of Aesop. (written for a 2nd grade)
Saint George and the Dragon (written for a 2nd grade)
Saint Francis (written for a 2nd grade)
From Shepherd to King: The story of King David. (written for a 3rd grade). See World Premiere
Moses (written for a 3rd grade)
Thor, with Angels. Inspired by a play by Christopher Fry. (written for a 4th grade)