自1919年第一所華德福學校在德國成立以來，全球已有60個國家，設立
950所華德福學校，而其共同的教育理念來自於Rudolf Steiner，也就是「人智
學」及「三元社會秩序」。華德福學校發展出特有的三元組織，形成三大支
柱，最左邊的支柱為精神文化，教師會議是最有能力教師所領導的學習組織；
最右邊的支柱為經濟，代表學校的工作生活或服務文化，也就是家長領導；中
間的支柱代表華德福學校的人際、關係的生活，也就是行政領導，包含家長和
教師。基於三元組織的精神，不同發展階段的華德福學校，其組織架構是有所
不同的。最後，綜合相關文獻探討，本文提出以下評析：(1)華德福學校的三
元組織具有理想的色彩，需要時間的磨合；(2)華德福學校三元組織的運作尚
缺乏實證研究，難以精確論斷其成效；(3)華德福學校家長參與校務的程度並
不明確，容易產生運作上的衝突；(4)華德福學校以教師團、教師會議為運作
核心，有別於傳統的學校科層體制；(5)華德福學校組織以自由、平等與博愛
為精神，富有同僚模式的特色。

Since the fi rst Waldorf School was established in 1919, there have
been 950 Waldorf Schools in 60 countries around the world. Th eir education
ideas originated from Rudolf Steiner-- that is anthroposophy and
threefold social order. Since Waldorf Schools have developed characteristic
threefold organizations, it formed three pillars. Th e left pillar is the
spiritual culture, including teacher leadership. While the right pillar is
the economic culture, parental leadership included. To sum up, the middle
pillar is rights and responsibilities, inclusive of administrative leadership.
Th e development phrases of each Waldorf School are diverse organizational
structures. Th e paper off ered many critics as the following:
First, the threefold organization is full of creativity and takes time into
practice. Second, it still lacks of empirical studies toward the operation
of threefold organizations. Th ird, the extent of parents getting involved
with school aff airs is not so clear. Fourth, the college of teachers and faculty
meetings are the operational cores of Waldorf Schools’ that are different
from traditional school bureaucracies. At last, freedom, equality,
and fraternity are the spirits of Waldorf School, which is characterized by
collegial models.