It is still possible for Waldorf teachers to apply for the master programme

Master programme – Educational Research – Application form
Master programme – Nature, Ecology and Sustainability – Application form



  • A part time education
  • Five modules, taken over the course of three years
  • Course sessions at beautiful Vidaråsen in Norway
  • Great international community of learners
  • Close relations between students and lecturers
  • Lectures and discussions are held in English
  • Students can write in Norwegian, Swedish, Danish, Finnish, German or English
  • Most students combine work and studies
  • Application deadline is 15th April
  • Application deadline for scholarships from The Norwegian Directorate for Education and Training is the 1st of March.
  • Brochure English
  • Brochure Norwegian
  • SelfService
  • RSUC itsLearning
  • Student survey 2016

Master Programme in Waldorf Education

Two Study options: M. Ed. of Educational Research and M. Ed. of Nature, Ecology and Sustainability

Are you seeking updated knowledge, inspiration and tools for developing yourself as an educator?

Consider taking one of our two Master of Education (M. Ed.) degrees:

  • Educational Research

  • Nature, Ecology and Sustainability

In each of these experience-based master programmes, you will deepen and expand your knowledge, skills and competence by learning to do your own educational research project. We believe that educational research is a tool for renewal on both a personal and societal level. It enables practitioners to reflect on their experiences, give fresh life to professional activities and facilitate further work options. Most of our students experience how becoming an educational researcher empowers them in the sense of creating new visions and consciousness.

Application form is open. Click here to apply for Educational research.

Click here to apply for Nature, Ecology an Sustainability.

Module Based and Part-Time

Both RSUC master programmes consist of five modules each, taken over the course of three years. Students and lecturers spend ten weeks together on five course sessions, taking place largely at Vidaråsen Camphill Village, south of Tønsberg. The location’s beautiful natural setting and cultural community, into which students are invited, provide a peaceful frame for the concentrated study during the course sessions. Most students combine work and studies.

Community of Learners

The international community of students, usually coming from several countries/continents, is creating an atmosphere of shared academic enthusiasm, friendship and global togetherness


All instruction and discussions are held in English, while written assignments and the master thesis can be delivered in Norwegian, Swedish, Danish, Finnish, German or English.

Admission Criteria

Applicants must have two years of educational practice, in addition to relevant studies on a level equivalent to a bachelor degree.

Study model, structure and content

Both RSUC master programmes consist of five course modules. Each module begins with a residential course session of one to three weeks’ duration, comprising lectures, exercises and group work. Residential sessions are followed up by individual written assignments deepening and elaborating on the themes of each module. In most cases, students who cannot be present at course sessions or parts of sessions, can compensate with extra written assignments. An exception is the first session, where students must be present a minimum of two weeks.

Both of our parallel study options – Educational Research and Nature, Ecology and Sustainability – are designed to provide the required knowledge, skills and competencies for successfully completing an internationally recognized Master of Education (M.Ed.).

The five course modules

The five course modules are designed to provide the required knowledge, skills and competencies for completing the master degrees in Waldorf education. The first course, module (A), comprises relevant theory for understanding the fields of educational research and nature, ecology and sustainability in education. In module B, qualitative research methods are acquired, explored and practised. Module C covers different research approaches and the role of literature reviews in students’ individual research. In module D the theme is philosophy of education, ecology, and sustainability, where students give one prepared lecture each on a given topic. The final module (E) starts with a week-long session on academic writing before students embark on their master thesis project journey.

Application form is open. Click here to apply for Educational research.

Click here to apply for Nature, Ecology an Sustainability.


More information

The RSUC Vision

The RSUC master programme acknowledges the dynamic relationships between the personal, cultural, environmental and spiritual. We regard ourselves as responsible for a world in need of change, and that the education of tomorrow must take active part in developing ethically oriented knowledge, skills and life conditions. The RSUC master programme is for those who think that education has an important role to play in achieving individual, cultural and ecological sustainability. It is for educational ‘activists’ who want to be more effective in working with transformation within all pedagogical situations, seeking to influence our shared future.

Waldorf education builds on and is informed by Rudolf Steiner’s educational ideas, as well as ideas, practices and research from the wide field of education in general. The RSUC recognizes this broad context in the design of its experience based master programme. One particular interest is contributing to a dialogue between Waldorf education and the wide specter of contemporary educational ideas and practices.

The core activity in the master programme is facilitating students in attaining educational research competence. Our focus is on qualitative research, recognizing its power to provide deep insights into human experiences and relationships. We believe that educational research is a tool for renewal both on personal and societal levels. On the one hand, it enables practitioners to reflect on their experiences, give fresh life to professional activities and facilitate further work options. On the other hand, most of our students experience how becoming an educational researcher is empowering in the sense of creating new visions and consciousness.

RSUC master graduates work in kindergartens, schools, higher education, in social and therapeutic education, NGOs and independent organizations. They are employed within private and state governed institutions and in counselling and welfare services. Most students choose the master programme to deepen and develop their professional qualifications. As with all mastering of new fields, completing a master study requires dedication and hard work.

The two study options

Both study options will spend much of their residential study time together at the beautiful Vidaråsen Camphill Village, outside the small town of Tønsberg. Both degrees will share a significant amount of readings and teaching, especially those that concern educational theory and research methods. Parts of the readings and activities will differ, though, to give students of each study option ample opportunity to cultivate and deepen their areas of interest.

Master of Education (M. Ed. ) in Educational Research
This study option invites experienced practitioners within all fields of education to deepen their knowledge and expand their qualifications in self-chosen areas of interest. The focus is on attaining educational research competence, which will enable students to further investigate their own field of practice. After a thorough introduction to educational theory and research methods, students embark on their own research journey, doing their individual master degree project. With a firm grounding in contemporary educational research and thinking, our students build self-chosen competence in diverse fields, ranging from circle games in kindergartens to school leadership, mathematics teaching, or special education.

All educational backgrounds and directions are relevant for this study option. Choose the Educational Research option if you seek further formal qualifications and competence, as well as motivation and personal development.

Master of Education (M. Ed. ) in Nature, Ecology and Sustainability
This study option invites experienced practitioners with an interest in the educational aspects of nature, ecology and sustainability to develop and deepen their knowledge and expand their qualifications. The focus is on attaining relevant research competence, which will enable students to investigate self-chosen educational aspects of nature, ecology and sustainability. After a thorough introduction to relevant theory and research methods, students embark on their own research journey, doing their individual master degree project. With a firm grounding in today’s research and thinking on the importance of nature, ecology and sustainability in education, our students build self-chosen competence in selected topics.

Many educational backgrounds and directions are relevant for this study option. Choose the Nature, Ecology and Sustainability option if you seek further formal qualifications and competence in these specific areas, as well as motivation and personal development.

Admission Criteria

Applicants must have two years of relevant educational practice, in addition to one of the following requirements:

  • Teacher or kindergarten qualification from RSUC or an equivalent institution abroad
  • Other teacher or kindergarten qualification
  • Waldorf education subject or art teacher qualification of at least two years duration
  • Bachelor degree (or equivalent) in education
  • Tertiary Education from outside Norway equivalent to the above

Students should be able to master English at an appropriate level. RSUC can demand documentation.

All applicants must fill out an application, and provide the necessary documentation of previous studies and work experience. Should you be in any doubt about your qualifications with regards to our admission criteria, please take contact with our Study counsellor.

Ranking of qualified applicants

If the number of qualified applicants exceeds the number of places on the study programme, the following criteria form the basis for ranking: Relevance, level and extent of educational studies, relevance breadth and scope of educational experience.

The RSUC uses an electronic application procedure where you select your study programme and provide all required information and documentation. Please consult the admission criteria carefully before deciding to apply. To complete the application you need to prepare electronic versions of the following information and documents:

  • Your CV (curriculum vitae)
  • Diplomas or supportive certificates/documentation of relevant higher education
  • Attestation of relevant work experience including specifications of work tasks, duration and percentage of a full time position
  • A letter stating your professional development focus and purpose, as well as describing your interest in Waldorf education

Documents in other languages than the Scandinavian languages, English or German, must be provided with an authorised translation into English. All documents must be provided in the pdf format. Please ensure that all scans are of good quality. Maximum file size is 1mb.

If you have any difficulties with the application procedure, please contact the Study Counsellor.

The application deadline is 15th April

Further Processing of Applications

  • RSUC sends a letter to all applicants confirming the application when it is received.
  • Within May 15th all applicants are informed about the admission committee’s decision.
  • An offer of admission to the RSUCs Master’s Degree Programme must be confirmed/accepted before June 1st.

Perpetual RSUC Master Course Session Calendar

Please use this perpetual calendar to familiarize yourself with the specific dates for each of your upcoming modules.

Please also note that the first module (A) will commence on the Friday of week 37 (thirty-seven) with a welcome ceremony at the Rudolf Steiner University College in Oslo. From there we will travel to Vidaråsen together on the afternoon of that same day.

Thesis Presentations (TP) takes place at the RSUC in Oslo, Norway. The course session dates may be subject to change.

Campus Vidaråsen

The RSUC master programme campus is located at Vidaråsen, a Camphill community south of Tønsberg, about two hours travel from Oslo. The location’s beautiful natural setting and cultural community, into which the students are invited, provide a peaceful frame for the concentrated study during the course sessions, and allows for contemplation as well as fresh air walks during the breaks. Here we also get to know the village’s residents and its international staff members. Students have attended concerts, seasonal festivals and celebrations, while at the same time moving deeply into various areas of educational theory and research.

Vidaråsen has a high sustainability profile with its own organic/bio-dynamic farm. The meals served at the course sessions are partly made of local and organically grown ingredients. Read more about Vidaråsen here:

Fees and Costs

Tuition fee is NOK 71.400 for all five modules (from autumn 2019). Yearly tuition will then be NOK 23.800 for the normal three-year study progression. Fees will be invoiced twice per year or after each module.

All students have to be member of a Norwegian student welfare organization (SiO) currently at the cost of NOK 600 per term.

Attending the course sessions requires students to pay for lodging and meals. Currently (spring 2018) the prices at Campus Vidaråsen for food and accommodation are NOK 4.500 NOK/week for single room NOK 2.800 NOK/week for students sharing a 3 – 4 bedroom.

Accommodation and food at Vidaråsen will be invoiced per week.  If a student is present less than 4 days during a week, the student will be invoiced for the number of days present.

There are minimal expenses for study materials as most of the required readings will be provided as free printed compendiums. Travel costs must be added to the overall expenses.

Funding and Scholarships for Nordic applicants

State funding for Norwegian teachers

Norwegian teachers can apply for state funding of their RSUC master studies. Application deadline is 1st March. For more information, see the UDIR webpages (in Norwegian): RSUC is not among the listed institutions, but our students have equal rights to apply and receive funding. Several RSUC master students have been funded this way.

Scholarships for Swedish students

Swedish applicants to the RSUC master programme students may apply for scholarships from the Swedish Waldorf School Federation. Contact information can be found here:

Grants and loans from Lånekassen for Norwegian students

  1. The RSUC Masters Programme is recognized by Lånekassen, the Norwegian State Educational Loan Fund. The main requirement for support from Lånekassen is that the applicant is a Norwegian citizen. Norwegian applicants are advised to apply as soon as they get accepted to the study programme. Apply online (in Norwegian) from Lånekassen. Also foreign citizens may in some cases be entitled to financial support. For more information, see:

We asked some of the students who have graduated from the RSUC master programme to write a few words about their experiences as master students and what they learned from the programme. Here you can read what they wrote.

“The modules were exciting intellectually and emotionally and also broadened my understanding of the world.”

Vera Hoffmann

I came to the RSUC master programme and already knew from the beginning into which direction I wanted to perform my research. On the first day, I talked about my plans to Arve Mathisen. They were being supported right away so that I was able to become more and more concrete quite fast. I was able to continue and really enjoyed every moment of my vast experiences during my field work in Peru and Kenya. This experience changed my life in many ways.

The modules were exciting intellectually and emotionally and also broadened my understanding of the world, as did the shared everyday life with the other multicultural students coming from three continents, eight countries and two world religions.

There were moments between us of spontaneous mutual closeness which I had not expected to experience again and before all not in such a heterogeneous community. The background of the beautiful people and life style in the Vidaraasen community enhanced the whole experience. Although the studies were also financially challenging, I never have regretted it the least up until today.

“I particularly appreciated that the learning process was focused on an applied research project of my own choice.”

Fergus Anderson

I found the RSUC Master programme a fulfilling and valuable experience. I particularly appreciated that the learning process was focused on an applied research project of my own choice. This gave me the opportunity to go deeply into a field of my own interest while also learning about educational philosophy and qualitative research. This was very challenging, but also very rewarding. I also greatly appreciated being with a diverse group of international students who were all on their own individual journeys, but with a common interest. What I learned at RSUC has greatly helped my professional work since, which has mainly been in adult education. It has also given me the confidence to take a PhD, which I am in the final stages of completing.

“I joined the master’s program to be empowered, in order to empower others, and this goal I have achieved.”

Deborah Beng

My experiences with the program: It was such a great experience being part of the RSUC master program (class of 2012). What made this a great experience for me was the ability to tailor my studies particularly round my specific interest and background. Being that my interest has always been on education and social welfare, this facilitated me to focus, develop and carry out my research in a very relevant topic.

The program was equally spiced up with students from various backgrounds; culturally and pedagogically, making it a beautiful experience because it provided the opportunity to learn something new from each other. The staff in the program were also absolutely amazing persons; ready and willing to help out always.

My experiences after the program: The RSUC master’s program enriched me with better theoretical understanding of educational theories and above all with a solid foundation on executing qualitative research study. Thus, the master’s degree has been a great tool for me to explore areas in education and social welfare and to contribute both theoretically and practically within them. I joined the master’s program to be empowered, in order to empower others, and this goal I have achieved.

“The master degree course has meant a lot to my workplace, the Snellman College.”

Markku Niinivirta

I have been working for 25 years in Steiner Teacher Education at Snellman College. From 2005 to 2007, I attended the first Master Degree Course group at RSUC, and it was a life-changing experience for me personally and professionally.

The master degree course has meant a lot to my workplace, the Snellman College. It opened up new important ways of development: A) the improvements in the institutional level by developing a research and evaluation culture, B) supporting the long-term plan to develop staff competence, and C) strengthening the dialogue between Steiner Waldorf institutions and public Universities.

Some years after my graduation, I applied to undertake PhD-studies at the University of Tampere, and now I am in the final phase of my PhD. Both as a master and PhD-student I have taken part in research conferences, for example in the FERA Conferences on Education (FERA, The Finnish Educational Research Association).

I think research is an important element in professional Waldorf teacher education. I also think that Steiner’s philosophy and Waldorf educational philosophy can be fruitfully studied in relation to current academic educational topics. Through research, I believe, it is possible to gain a deeper understanding of those ideas and bring them forth. Waldorf education can in this way take part in academic discussions in national and international forums, and new knowledge can be shaped and shared.

“My biggest gain from the RSUC Master-program was the critical-reading that I learned there.”

Espen Thveten

I attended the master-program in 2012-2015 with the intention to develop my academic writing und thinking. I had earlier studied to bachelor in Kindergarten-pedagogics also at RSUC. Since the master-program was part-time, I could easily remain in my position as Kindergarten-teacher in Oslo.

I really enjoyed the first-year lectures concerning the philosophical aspects/questions of education, of learning and teaching, and I also appreciated the time that was set of for morning-reflections (this took place in groups) and reflective-writing (individual work).

The biggest challenges was to adapt my mind to an academic style of reading, that demanded great stamina, structured and critical thinking, which in sum later lead to a new way of writing that was, to a certain degree, new and unfamiliar to me.

The amount of work at the master-program was not overwhelming, as long as it did not come in the way of my preparations in the Kindergarten (that happened, of course!).

My biggest gain from the RSUC Master-program was the critical-reading that I learned there. I have also developed an appetite for academic knowledge, which keeps me updated on several of the pedagogical/scientific journals that I got to know during work with the master-thesis.

I am grateful, however, now that I find time again to read the novelists and poets that I missed during my studies for the masters-degree.

“The mentors brought out the best in me, and talents that I knew not I possessed.”

Manorama Kamineni

The master programme and RSUC is a life-time experience for me. To be interested in Waldorf education and to be trained by people who have worked all their life in anthroposophy and pedagogical roles was an energising experience. The mentors brought out the best in me, and talents that I knew not I possessed. They were revealed to me. It helped me to take this knowledge into my job as a teacher in the developmental programmes for the school. Today I spend my time in teacher training. The Sloka Waldorf school in Hyderabad, where I work, has started a teacher training programme. The self-directed learning and research skills I was exposed to in our course at RSUC has made me better at having insights into designing and developing teacher training programmes for my school.

The co- students I interacted with were from different branches of Waldorf education and the seemingly casual conversations have given me a multi faceted learning opportunity. Good food, lovely surroundings, plenty of lively conversations and friendship- what else could one ask for?.

“The RSUC team came with clear demands, but also did their best to support us professionally throughout the whole study.”

Terje Erlandsen


When I was 39 years old, I worked as development consult and personal manager in the anthroposophical curative educational institution Helgeseter in Norway. Unfortunately, I was born with an analytical orientation, never satisfied, always asking why, always looking for improvements of organizational structure, leadership and pedagogical practice. At that time, I considered that a master degree might improve my professional abilities. The motivation was to gain competence, do a better job for my institution and in a lager perspective work for the Rudolf Steiner institutions future sustainability.

In September 2010, I began my studies at the RSUC Master programme, and it was quite a steep learning curve. At first, my high school English where embarrassingly bad. Secondly, it was 18 years since my last university study. Luckily, I was not the only one among the students with this lack of academically self-confidence. The RSUC team came with clear demands, but also did their best to support us professionally throughout the whole study. They also convinced us that we would and could manage it, and in fact, most of us did.

My final master thesis gave me the opportunity to focus deeply at one specific area of my interests; value based leadership in Waldorf schools. However, more importantly: I learned the basic research methodology, how to assemble knowledge and handle questions and problems in a qualified way. Through this master programme, I have learned some basic academic principles that are useful also outside the chosen subject of my master thesis.

The RSUC Master study has opened my horizons and increased my professional opportunities. I’m now working with education, leadership and development at Marjatta Education and Development Centre in Denmark. I will highly recommend the RSUC master programme to people who want to gain academic research competence and through this contribute to improvements in their field of practice.

“I was inspired by the focus on each particular practitioner and by the way our teachers encouraged us to develop as individuals and as professionals.”

Vera Simakova

It is with appreciation and great respect that I am writing this feedback piece on the Masters course that I completed at the Rudolf Steiner University College. The course was a unique opportunity for me to learn about the various approaches to education throughout the world. I had a chance to exchange views and share experiences from people who live and work in different countries. This really broadened my horizons and helped me become part of something that can be called ‘a global mind’.

The course helped me gain new competencies and helped me create an international network of like-minded people to whom I can turn for help. This gave me the confidence that has helped me to set up and develop the day-centre Blagoe delo for people with mental and physical disabilities. Blagoe delo still remains an unprecedented initiative for my country.

I was inspired by the focus on each particular practitioner and by the way our teachers encouraged us to develop as individuals and as professionals. It boosted my skills like no other course I had taken before.

One of the long-term effects of my studies has been the understanding that my colleagues and I have enough will and energy to make the next step in the development of the ‘Congress-movement’ and to conceive, organize and promote an event of a really global scale that will, as we hope, have a really global impact – the first World Congress for Persons with Disabilities that will be hosted in the main city of my region, Ekaterinburg, on 7-10 September 2017.

“I can proudly say that being part of the RSUC master programme was the best choice I could ever have made to propel my research career in education.”

Tayo Paul Adenusi
Nigeria and Ireland

Looking back on my experience as a student on the RSUC master programme, I can proudly say that being part of the RSUC master programme was the best choice I could ever have made to propel my research career in education. The programme is uniquely designed to support the needs of upcoming researchers as they explore the endless possibilities of research in their individual areas of interests within the broad field of both Waldorf and mainstream educational research. The holistic approach to postgraduate education, the unique study environment, the excellent student-staff relationship, and the diverse range of students the RSUC master programme attracts from across the globe makes the programme exceptional.

“The modules were well structured in equipping me to develop well-rounded practical skills such as presenting, working in a team, gaining new skills, dealing with case studies as well as analysing.”

Rosemary Niba

Studying at RSUC has been one of the most important thing that has happened in my entire academic career. As a matter of fact, RSUC has paved a way for future endeavours and a solid foundation in my research skills thus a good preparation for a PhD. Studying at RSUC also gave me the opportunity to meet people from various countries ad cultures thus making it unique in its own approach.

Furthermore, its courses and lecturers have been a source of motivation and its in-depth study in each of the courses fully gave me a broad understanding on educational knowledge.

In a nutshell, my time at RSUC has enriched my life in many ways. It has also provided me with the necessary tools to enhance my skills more, taught me valuable knowledge about this diverse world and people and concepts in general and eventually will enable me to hopefully become more successful in life.

What my master studies have meant to me afterwards: At the beginning of my master study at RSUC, I was a little bit relaxed over the program because I was freshly coming from another master program I had just completed. However, little did I know that this same program would be the one to mark a turning point in my future and professional life. The modules were well structured in equipping me to develop well-rounded practical skills such as presenting, working in a team, gaining new skills, dealing with case studies as well as analysing. The different modules for each year exposed me to various concepts about research with a practical element as we were assessed (assignments, group work, research, and presentations) in ways that ensured we could apply what we were learning.

Being a Former Master Student at RSUC has contributed immensely to my entire life academically, socially and economic achievements. The program has made a great development in my academic life.

“…the warm supportive environment in which these capacities could be nurtured alongside the rigorous discipline of the faculty.”

Michael Chase

The experience of doing my masters at RSUC has opened up my capacity to structure my thoughts and writing more coherently and intensify my capacity for educational research.

As I write my second book in the field of therapeutic education, I am aware that this is only possible because of the warm supportive environment in which these capacities could be nurtured alongside the rigorous discipline of the faculty.

I am also grateful to have developed an international network of friends and colleagues through the generosity of the Norwegian government’s educational policy.

“The program gave me an opportunity to reflect on my job as a pre-school teacher and studying different ideas about it.”

Elham Azadpour
Iran and Norway

Imagine yourself waking up to a fairy tale landscape with a group of people from different countries, preparing breakfast together, morning chat and continuing the day with creative lessons and interesting assignments, eating ecological food and enjoying the rest of evening in peace, talking and sharing ideas with your international friends and teachers!

This is exactly what is going on in Vidaråsen where RSUC’s students doing their master programme.

RSUC and people I met within it will be forever something special in my heart, something really unforgettable.

The program gave me an opportunity to reflect on my job as a pre-school teacher and studying different ideas about it. I am still doing the same job after finishing my master program but absolutely in a very different way and level.

“Above all, doing academic research sharpens the mind.”

Anthony Tun
Czech Republic

I have been a Waldorf schoolteacher for sixteen years. In 2012, it became clear, that the local government would pass legislation, which will require all teachers in the country to have attained, by a certain date, a compulsory level of qualification, specifically a master degree in teaching or education. In order to continue doing what I love, I resolved to enter into the appropriate tertiary study. I was looking for a rather specific programme, which would not only further expand my command of the subject, but also deepen my understanding of Waldorf education. I had also hoped to gain qualification which would enable me to participate in setting up a tertiary Waldorf educational programme in my country, as there was at the time and still exists today a dire need for qualified Waldorf teachers. This I found in the shape of Norwegian RSUC master programme in Waldorf education.

The several weeks long face time of the three-year study took place in a beautiful setting of Norwegian Camphill community Vidaraasen Landsby. The weeks spent there, surrounded by tranquil nature, away from my school and family, may best be described as an intensive process of expanding thinking and knowledge through, lectures, reading, discussions, writing and frequent informal conversations with teachers and fellow students. People in my year group came from very different professional and cultural backgrounds and yet we managed to tune in quite fast. We learnt about educational thinkers, Rudolf Steiner among them, their striving, their ideas, methods of research, observation and analysis; shortly, we were given both food for thought and tools to use later in our own attempt to discover truth, expand understanding or shed light at a subject of our choice.

There is something exquisitely unique in freeing oneself from daily routines and applying one’s mind in attempt to comprehend often very complex ideas of educational thinkers. In the evenings between reading and writing, we watched interesting movies, formed a little band, danced, cooked and entertained ourselves with quality time. The final work on master thesis brought together all the knowledge and skills we had learnt and forced us to apply them in real and publishable piece of research.

The RSUC master programme undoubtedly means many things to many people. For me it meant freeing my thinking from the constraints of several Waldorf seminars and programmes I had experienced, at which the personality of Rudolf Steiner inevitably towered over all other thinkers. I discovered through doing research, that there are others, who, with brilliant clarity of thought have much to say. Above all, doing academic research sharpens the mind in a way that can only be compared to prolonged practice of advanced mathematics.

«En filosofisk og språklig reise inn i en rik verden av ideer, refleksjon og gjenkjennelse.»

Anne-Marit Bårdseth

Masterstudiet i steinerpedagogikk ved RSUC ble for meg en filosofisk og språklig reise inn i en rik verden av ideer, refleksjon og gjenkjennelse. Jeg hadde aldri før skrevet en akademisk tekst, men var rikelig skodd på erfaringer gjennom en 25-årig karriere som eurytmipedagog. Jeg var nysgjerrig og ville teste mine egne ferdigheter som akademiker.

Modulsamlingene på Vidaråsen var begivenheter! Gavepakker av gode forelesninger ble gitt oss; fra pedagogikkens historiske utvikling med vektlegging av store tenkere og praktikere, til aktuelle og berømte pedagoger i vår tid, til metode- og forskningsteori og ikke minst: utvikling av nye begreper og erfaring med akademisk skriving.

Steiners pedagogiske impuls ble på ulike måter ble satt inn i historisk og moderne sammenheng. På den ene siden fikk vi en oversiktlig innføring i steinerpedagogikkens hovedideer og perspektiv, på den andre siden utfordret en professor oss på det skarpeste gjennom den egne tenkningen basert på grunnlinjer i Frihetens filosofi. Spennet var stort, og muligheter for diskusjoner ubegrensede.

I det møysommelige arbeidet med å skrive egne tekster fikk jeg en varsom men tydelig korrektur. Mine egne ideer til tema og forskningsspørsmål ble tatt på alvor, finslipt og speilet slik at de ulike modultekstene fikk en saklig og velbegrunnet, og samtidig individuell utforming.

Bakgrunnen for masterstudiet for meg var flere: Eurytmifaget er lite forsket på og rekrutteringen til faglærerutdannelsen har vært sviktende i mange år. Gjennom arbeidet med masteroppgaven opplever jeg en større faglig sikkerhet i forhold til spørsmål fra elever, foreldre, kollegaer og samfunn. Jeg kan støtte meg på egen og andres forskning, og ikke minst myndighetenes anbefalinger vedrørende styrking av elevenes emosjonelle og sosiale kompetanse i fremtidens skole. Dette er i samsvar med hva elever på ungdomstrinnet selv sier: Alle elever burde ha eurytmi, ikke bare på Steinerskolen!

Til slutt kan jeg si at skrivearbeidet i forbindelse med masterarbeidet har inspirert meg til mer skriving. Mine elevvurderinger har blitt mer nyanserte, og jeg opplever at tekster og fremlegg i ulike fora er mer velbegrunnede enn før.

«Dette var ikke tilbake til skolebenken, dette var å lære ‘luftfartsreglene’. Å fly, måtte jeg gjøre selv.»

Kjell Helge Johansen

Som godt voksen med en lang seksårig universitetsutdanning bak meg, kunne en være fristet til å tro at man var ferdig utdannet. Et godt norsk ordtak sier allikevel at «Når du føler du er ferdig utdannet, er du ikke utdannet, men ferdig…»

Slik kom jeg våren 2009 til Rudolf Steinerhøyskolen for å høre en venn legge frem sin masteroppgave. Underveis i presentasjonen fikk jeg plutselig en innskytelse: «Dette kunne jeg klare også!». Etter presentasjonen var over, gikk jeg en trapp ned og banket på døren til administrasjonen og meldte meg på masterprogrammet. …

Studiet begynte, og mennesker fra hele verden møttes og skapte en sosial ramme rundt studiet som jeg i dag er dypt takknemlig for. Jeg har fått venner som jeg føler jeg har savnet i hele livet. Fremdeles varer dette vennskapet, på tross av landegrenser og store avstander, og vi samarbeider en stor gruppe av medstudenter, både faglig og personlig.

Hvordan var så studiet for meg? Jeg kan ikke få sagt det tydelig nok: En stor personlig glede både faglig og intellektuelt. Jeg følte at jeg fikk samlet trådene i mine faglige erfaringer. Jeg fikk lenket de opp mot forskning og metoder som til sammen skapte en ny plattform som jeg kunne bruke i mitt yrke. Jeg fikk øve meg i å kunne bevege meg mellom det å observere, referere, og det å reflektere. I tillegg til all den kunnskapen jeg fikk ta del i, og den flotte sosiale rammen som studiet bød på, har alt dette medført at jeg fikk mot til å gjennomføre en gammel drøm.

Jeg har startet en ny steinerskole i Trondheim basert på håndverkspedagogikk. Mitt forskningstema var salutogenese og resiliens, eller med enklere ord: helseskapende undervisning og rehabiliteringsdyktighet. Jeg ble konfrontert med ny kunnskap om relasjonen mellom nevroforskning, eller hjerneforskning som mange kaller det, og den sansemotoriske utviklingen. Denne forskningen forteller at til grunn for både intellektuell og emosjonell utvikling, ligger barns, og for så vidt også voksnes, sansemotoriske stimulering. Dette er blitt den forskningsbaserte pedagogiske plattformen for Momo Waldorfskole i Trondheim. Jeg brukte indirekte min masteroppgave til å planlegge denne skolen. Dette er vel aksjonsforskningens egentlige mål: Å skape en livspraksis. Gleden over å se at dialogen mellom forskning og praksis er ytterst fruktbar, er stor.

Mine viktigste personlig erfaringer med Rudolf Steinerhøyskolen var at denne gangen var det jeg selv som studerte. Det var jeg selv som tok retningen og fikk veiledning på de områder jeg følte jeg måtte styrke ved meg selv. Om man kunne rynke på nesen over en og annen forelesning eller foreleser, var meg egentlig uvesentlig. Jeg måtte selv øve å være mesteren. Dette var ikke tilbake til skolebenken, dette var å lære «luftfartsreglene». Å fly, måtte jeg gjøre selv.

Jeg har en stor personlig tilfredstillelse i å ha gjort dette arbeidet i en periode av livet hvor mange heller foretrekker å telle sin pensjonspoeng. Jeg er nå 64 år, og lurer fremdeles hva jeg skal bli når jeg blir stor. Skapergleden og initiativet er kanskje ennå større med en slik ballast som masterstudiet har gitt meg. Det er aldri for sent å lære, og jeg blir aldri «ferdig»!

«Når jeg leser gjennom masteren på nytt, blir jeg rørt og glad: Det er her det hele startet.»

Synnøve Borge

Jeg startet på masterutdanningen ved Steinerhøyskolen fordi jeg ønsket en fordypning i læringsteorier og en større faglig tyngde som pedagog.

Jeg møtte en teoriformidling som også krevde kroppslig nærvær og kom ut med en annen tyngde; min egen.

De gode møtene med medstudenter og lærere og ravnene. Ubehaget over å bevege seg inn i og gjennom dette akademiske landskapet. Kampen med det akademiske språket for å gjenfinne mitt eget språk. Forståelsen at dette er pedagogikkens innerste vesen: å forene og bygge broer mellom forskjellige virkelighetsforståelser.

Og i siste liten: Lettelsen over å oppdage essayets muligheter: at det finnes en form som forener akademia og meg; der erfaringer kan nære refleksjonene.

Skrev min masteroppgave: «Se vinden stryker meg i håret. Om språk og tilhørighet i levende læringsrom.»

Siden. Når jeg leser gjennom masteren på nytt, blir jeg rørt og glad: Det er her det hele startet. Alt det jeg gjør og alt det jeg er i møte med barn og voksne, både som pedagog eller forfatter, springer ut fra denne oppgavens samlede tanker; vi er en del av det store språket. Vi hører til.

(Har gitt ut Brunlangøre (2014), Kongeøyenstikker (2015) og Steinhumle (2016) på Gyldendal forlag. Ravn kommer i 2017.)

I stor takknemlighet: Synnøve Borge


The RSUC master programme is not a professional training providing basic teaching and educational skills needed for instruction or other pedagogical activities. No teacher qualification is awarded on completion of the programme.

Art and artistic activities are integrated into the daily rhythm of the RSUC master programme, and are dealt with in relation to methods, academic writing, etc. Still, the programme is not providing an artistic training or spending much of the study time on art work. The study of educational theory and research is enacted through lectures, discussions, reading, writing, observing and thinking – which of course can be done with an artistic ‘touch’.

Waldorf education builds on and is informed by Rudolf Steiner’s educational ideas, literature and research produced in the name of Waldorf education, as well as ideas, practices, and research from the wide field of education in general. The RSUC recognises this broad context in the design of its experience based master programme. Theory and didactics directly related to Waldorf education is part of the study content, but the scope of Waldorf education is understood to comprise a broad spectre of educational theories and research methods from the comprehensive area of education.

Being a RSUC master student

The daily program at campus Vidaråsen begins after breakfast, when students meet for a half-hour session in small groups to reflect on the theme of the upcoming two-hour lecture. The lecture itself is focused on various themes in educational theory and research methods, held by lecturers from Norway and abroad.

The morning lecture is followed by a session of artistic activities, usually movement or music. This in turn, is followed by individual or group exercises related to the theme of the module. These exercises allow the student to work through the presented ideas and concepts, digesting new thoughts, and putting them into context. Later in the day, articles and book chapters from the reading list are studied and discussed. Meals, coffee brakes, evenings and weekends are potential arenas for social networking, lively discussions or private reflections.

For many students, it is important to be able to spend the course session weeks away from daily obligations, allowing for in-depth study, as well as practice in the challenging task of becoming an educational researcher.

We recommend this article for an introduction to how it is to be a RSUC master student:

A Collection of Master Theses


Maria Linden: Relationens betydelse. Eurytmilärare reflekterar över sin undervisning i klass 7 – 9

Johan Green: Berättande undervisning. Ordens, lyssnandets och blickarnas samspråk


Dag Balavoine: Et studentliv i overgangen fra ung til voksen. Et bidrag til pedagogikk for unge voksne med utviklingshemming etter obligatorisk skolegang.

Kirsi Neuvonen: Experiences on peer observation How do class teachers and subject teachers experience visiting a colleague’s lesson in a Waldorf school

Satu Soutolahti: Unelma vapaudesta. Vapaa henkisyyttä vaaliva ilmapiiri ja muita steinerkoulun opettajakuntaa ohjaavia ihanteita

Helena Selsfors: Som en spindel i ett intrikat nät – beskrivning av den betydelsefulla läraren ur ett elevperspektiv

Surya Prasad Subedi: Perspectives of teachers on disruptive behaviors of students in Norwegian Waldorf schools

Loka Nath Sharma: An exploration on inequality (Through teachers’ perceptions) Existing in the secondary level classroom in Nepal

Katarina de Voto: Att skapa en eurytmiföreställning med gymnasie-elever på en waldorfskola


Marius Wahl Gran: Den svarte tavlens performative og unike materialitet

Gry H Storsve Hundsnes: Musikk som livsinnhold – livet som musikkinnhold.

Frode Barkved: Historieoppfatning og historieundervisning i Steinerskolen

Anita Hjelte Björklund: Att göra en dygd av nödvendigheten. En jämnförande studie av pedagogiska ideer och metoder hos Emauel Swedenborg och Rudolf Steiner.

Deborah Seh Beng: Guidance counselling and career develpoment in Cameroon_Post secondary school students experiences

Bengt Ahlin: Vilka erfarenheter och reflektioner har könstnärer och Waldorfläreare omkring de fargade rummens betydelse

Anne Marit Baardseth: Hva er vitsen med eurytmi på ungdomstrinnet?

Nicole Schreyeck: Professional care in Waldorf nurseries


Vera Hoffmann: Annual Festivals in Waldorf schools in multi-religious or non-Christian cultural settings

Espen Tveten: Fra innsiden og ut.reistad_ingrid_master-thesis_nar_barn_etterligner_bevegelser

Turid Mathisen: Ungdom som skapende aktører i et landartprosjekt – ders erfaringer i berøring med kunst og natur.

Frode Thorjussen: Den musikalske rollemodell – om musikalitet som basis for menneskelig kommunikasjon i steinerbarnehagen.

Ingrid Reistad: Når barnet etterligner bevegelse. En kvalitativ undersøkelse av ringleken i steinerbarnehagen.

Erik Greger Marstrander: Steinerpedagogikk og reformpedagogikk.frode-thorjussen_master-thesis_den-musikalske-rollemodell

Marja-Leena Ilmonen: Yksilön laajennettu luontosuhde. Taidekasvattajaopiskelijoiden kokemukset ja reflektiot laadullisesta luonnonhavainnoinnista


Tayo Paul Adenusi: West-Asfrican Pre-colonial Education.

Morten Stene: Hva står på spill i samspill?

Anthony Tun: Taking a child out of Waldorf school.


Corinna Balavoine: The felicity of a kitchen table

Terje Erlandsen: Fra flat struktur til verdibasert ledelse


Fergus Andersen: Life in mind. The role of Steiner’s symbolic picturing exercises in the development of imaginative cognition.

Jonathan MichaelCode: Three-in-one: Foundation for a theory of learning and teaching in biodynamics.

Helge Resell: Organisasjon og ledelse i Steinerskolen.

Marinka Špodnjak: Seaching for the treasures of love.

Vera Simakova and Petter Holm: The trinal method as a tool for social inclusion of persons with disabilities in Sverdlovsk region


Synnøve Borge: «Se, vinden stryker meg i håret». Språk og tilhørighet i levende læringsrom.

Olivier Ifill: Künstnerliche Menschenkunde auf dem Schulungsweg von Sprachgestaltung und Schauspiel.

Manorama Karmineni: Waldorf school and parent involvment in Sloka.

Mikko Taskinen: Pushing the boundaries!


Daniel Ritter: Lernschwierigkeiten bei Jungen. Einfluss von Bewegung und Bildschirmmedien

Henrik Thaulow: Formtegning som førgrepslig tenkning

Kent Härström: Hva innebærer den digitale samfunnsforandringen for skolen med fokus på Steinerskolen


Uwe Battenberg: Dimension des Unscheinbaren Naturstimmungen Neun Schulungsskizzen für Maler Von Rudolf Steiner Eine Geschichte ihrer Aktualität

Helge Godager: Waldorf Educational Concepts Related to the Developing Child and (Neuro-) Biological Research.
Interpretations of basic concepts used in Waldorf teaching and their ability to explain findings of biological research

German-Michael Hahn: To shape the future of forests – an activity-oriented ecological educational work with pupils

Kari Marstrander Bové: Från ord till handlingskompetens. En verklighetsbaserad pedagogisk teori om lärande i hållbar utveckling

Ulrike Garrido Mendoza: Das Denken Iin der Waldorfpädagogik. In welchem Zusammenhang stehen die Grundlagen von Rudolf Steiners Erkenntnistheorie, Menschenkunde und Didaktik in Bezug auf die Entwicklung des Denkens des Kindes?

Eeva Raunela: “It tells me who I am and where I come from.” How to teach Finnish language and literature concentrating not only on language use but also on what language is?

Johannes Schumacher: Bærekraft i læring


Jorun Barane: Å bli til staden, dialogen og forteljinga

Charles LeRoy Ford: Constructing the Novel: Teacher Education

Axel Föller-Mancini: Fallanalysen zur methodischen Gestaltung pädagogischer Arbeitsbündnisse

Rigmor Haugen Jensen: LOGOS OG BABEL. Et filosofisk grunnlag for språkundervisningen


Samuli Patjas: HJÄRTATS VANOR. En studie om lärarens tysta väg

Astrid Helga Sundt: Etterligningens rolle i utviklingen mot frihet. Speiling og tilpasning i menneskelig samspill

Gerd Eva Valøen: Veiledning sett i lys av musikalske begreper

Geir Øyen: Nærvær i undervisningen: Et aksjonsforskningsprosjekt

Norwegian Higher Education and RSUC International Students

The Norwegian higher educational system consists of universities, specialised university institutions, university colleges and two national institutes of the arts. The RSUC is a small, private actor within the Norwegian higher education sector and comprises approximately 200 students and 30 employees.

All institutions of higher education are subject to the authority of the Ministry of Education and Research. The independent government body NOKUT, Norwegian Agency for Quality Assurance in Education is responsible for assessing the quality of programmes and institutions.

Degree structure

The RSUC offers bachelor and master programmes, art studies and courses in continuing and further education. The Bachelor’s degree is obtained after three years of study, totalling 180 ECTS credits.

The Master’s degree is awarded on completion of the equivalent of two additional years of study beyond the undergraduate level and includes independent research and a thesis, totalling 120 ECTS credits. The RSUC master programme is delivered part time over three years.

Credit point system

The credit system corresponds to European Credit Transfer and Accumulation System (ECTS). The full-time workload is 30 credits per semester (60 credits per academic year).

Grading scale

Grades for undergraduate and postgraduate examinations are awarded according to a graded scale from A (highest) to F (lowest), with E as the minimum pass grade. A pass/fail mark is given for some examinations.

Diploma Supplement

The Diploma Supplement model is developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended.

RSUC issue a Diploma Supplement free of charge to students who are awarded a master degree.

Visa regulations

EU students

Nationals that do not require a student visa should register online and report to the police within 3 months. See for more information.

Non-EU students

Student residence permits to Non-EU citizens are only given to full-time students. The RSUC Master Programme is part-time. This means that nationals from outside the EU can reside in their home-countries and travel on a tourist visa to the RSUC course sessions. Students from USA, Asia and Africa have attended the RSUC Master Programme while living at home. It will turn out less expensive to travel to and from Norway, compared to living in Norway.

Applicants must figure out the visa requirements from their respective countries. RSUC will not be able to assist students arriving in Norway without a valid visa. Read more about the Norwegian study residence permit: