Spiritual education in Waldorf schools: An examination through teacher perspectives

This study aims to examine the perception of spirituality among teachers who have received teacher training within the Waldorf education framework and who are actively teaching in Waldorf schools. The study employs a phenomenological design from qualitative research methods. A semi-structured interview form was developed to collect qualitative data, and the findings obtained were related to the literature within the framework of the phenomenological approach. The study was conducted with six teachers who completed their education in Waldorf early childhood education in Turkey and abroad within the Friends of the Art of Education Association (Eğitim Sanatı Dostları Derneği) and who work in different institutions with Waldorf titles or inspiration. The study examined the effects of spiritual education within the framework of Waldorf pedagogy on children's internal development processes and gains. According to the research findings, educators stated that Waldorf education should support children's spiritual development by taking into account their individual characteristics and socioecological factors during the education process, and that this development process should be completed within a holistic structure. Teachers interpreted spiritual development within the framework of inner development using different methods and approaches and explained spirituality through some folkloric examples. Consequently, teachers interpreted spiritual development differently from religious development and understood spirituality on a secular basis.