Educating through art: care, creativity, and holistic development in Rudolf Steiner’s pedagogy

Authors

  • Franca Pesare Università degli Studi di Bari
  • Rita Pia Marinelli

DOI:

https://doi.org/10.13129/2785-0919/2025.2.43-51

Keywords:

Rudolf Steiner, Waldorf pedagogy, art, educational care, eurythmy, pedagogical theatre, creativity

Abstract

This article examines the role of art in Rudolf Steiner’s pedagogical thought, focusing on the relationship between education, care, spirituality and the harmonious development of the human being. Starting from the foundations of Anthroposophy and Steiner’s dialogue with Goethe’s aesthetic philosophy, the paper highlights the formative, therapeutic and transformative value attributed to art. Painting, colour, eurythmy, theatre, music, fairy tales and manual activities are presented as privileged tools for integrating body, soul and spirit while respecting each individual’s developmental rhythm. Waldorf pedagogy, based on child-centred education, experience, creativity and inner freedom, is interpreted as an art of education aimed at fostering autonomy, emotional awareness and the integral development of the person. Particular attention is devoted to pedagogical and social theatre, understood as a space for expression, care and self-transformation, in continuity with Steiner’s view of art as a mediation between the visible world and the inner dimension.

References

Dewey J., L’arte come esperienza, Sesto San Giovanni, Aesthetica, 2020.

Fromm E., Personalità, libertà, amore, Roma, Newton Compton, 2004.

Hillman J., Il Codice dell’anima. Carattere, vocazione, destino, Milano, ed. Adelphi, 2009.

Marinelli R. P., Arteduzione. Dalla ricerca storica alla progettazione, Independently publi-shed, 2024.

Steiner R., Arte e conoscenza dell’arte. Fondamenti di una nuova estetica, Milano, Editrice An-troposofica, 2014.

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Published

2026-07-23

Issue

Vol. 5 No. 2 (2025)

Section

Studi e ricerche

License

Copyright (c) 2026 Franca Pesare, Rita Pia Marinelli

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