Art and aesthetics in school: Implications of Rudolf Steiner's view in Waldorf schools

Based on the important idea that art and its aesthetic values have significant potential for the holistic development of students in education, this research was conducted to explore the role and practical dimensions of art and aesthetics in schools, focusing on Rudolf Steiner's perspective in Waldorf schools. The research method was document analysis. The research data was collected using purposeful sampling from the works of Steiner and other authors, based on the criteria of the aesthetic foundations of the documents. The measurement tool was a data collection form. Documentary data were examined qualitatively. The findings of the research indicate that Steiner, by criticizing the soulless education of the modern era, believes that we are witnessing specific and predetermined frameworks in our mechanical and standardized lives. The modern perception of the world is overly focused on a one-sided view of this world and the separation of the existential dimensions of humanity. In this transformation of worldview, imaginative, dynamic, and visual modes of thinking have gradually disappeared with the evolution of consciousness, and almost analytical and logical frameworks have been realized. Therefore, Steiner considers art and its aesthetic dimensions as a fundamental factor for the unity with spiritual life, aiming to restore meaning to life. Although artist-centered activities in Steiner's approach are interwoven in a network, in this research, two concepts of imagination and holistic perspective on the existential dimensions of human beings were examined. Therefore, this research holds signs for reconsidering the role and position of art in the traditional approach to education. Additionally, greater familiarity with the Waldorf method, besides providing lessons in the development and improvement of art-centered education, can be valuable in innovative rethinking of our forgotten spiritual and artistic treasures.