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| The Waldorf approach to schooling, and the ] movement behind it, have been criticized by a few as sectarian, and cultish. Others dismiss this criticism and cite the rapid growth, strong cultural values and character building of the education as an exemplar of human values that are often lacking in mainstream and government driven educational systems. Defenders of Waldorf schools claim that the critics often come across as xenophobic, with strong reactions to any cultural pluralism or any system that might recognize the spiritual values that make humans truly human. | The Waldorf approach to schooling, and the ] movement behind it, have been criticized by a few as sectarian, and cultish. Others dismiss this criticism and cite the rapid growth, strong cultural values and character building of the education as an exemplar of human values that are often lacking in mainstream and government driven educational systems. Defenders of Waldorf schools claim that the critics often come across as xenophobic, with strong reactions to any cultural pluralism or any system that might recognize the spiritual values that make humans truly human. | ||
| In the context of criticism, it needs to be said that one U.S.-based organization (formed by a man who believes strongly in quantitative science as a guide to living, and who thinks spirituality is nonsense) uses McCarthyist smear tactics against Waldorf education. Any mud at hand is thrown, to see what sticks. Various half- and quarter-truths are stated, so as to create the worst possible impression. Mistranslations of Steiner's words are deliberately offered to reverse Steiner's intended meaning. | |||
| Example: Rudolf Steiner, who died in 1925, is accused of being a racist to the core, because in the 89,000 pages of his works, a dozen or so sentences have been found that by today's standards are racially discriminatory. What the McCarthyist critics fail to mention is the far, far greater number of statements Steiner made forcefully ''condemning'' racism, expressing disgust toward racism, and the fact that the whole thrust of Steiner's teaching is in an anti-racist direction. Nor is it mentioned that Steiner repeatedly said the anthroposophical society had to strip off all racial divisions and be a place for the universally human, or that Steiner strongly emphasized that if not resisted, ideologies based on race would destroy civilization. Steiner also said there was no need for prejudice, because individual spirits reincarnate in the various races. According to Steiner, since the time of Christ, racial divisions are more and more a thing of the past, and should not be clung to. Also, the actual ''practice'' of Waldorf should be kept in view. For example, Waldorf had a pretty decent record in South Africa for bucking apartheid when it was very rare to buck apartheid. Steiner's whole teaching emphasizes that the human being is much more than her or his physical aspect, and that the spiritual individual is the most important part of the human being. While Steiner certainly should not be excused for the few discriminatory sentences he spoke, this should not be permitted to obscure the overall anti-racist thrust of his work. Also, some statements, when presented out of context, or mistranslated from the German, appear to be racist but are nothing of the sort. | |||
| Todd Oppenheimer, a winner of the National Magazine award for public interest reporting, published this in the September 1999 issue of "The Atlantic Monthly." It presents a colorful picture of Waldorf education while showing that minority kids thrive in Waldorf. | Todd Oppenheimer, a winner of the National Magazine award for public interest reporting, published this in the September 1999 issue of "The Atlantic Monthly." It presents a colorful picture of Waldorf education while showing that minority kids thrive in Waldorf. | ||
Revision as of 15:56, 25 August 2004
Waldorf Schools were developed for Emit Molt of the Waldorf Astoria Tobacco Company in 1919 by Rudolf Steiner. They employ a curriculum that addresses subjects on three levels: the intellect (as in lectures), the heart (as in the artistic and feeling aspects of the subject), and the hands (the practical application). The attempt is made to integrate art into all aspects of the curriculum, including the teaching of science. Waldorf schools' pedagogy and practice have often been widely hailed for their creativity and intelligent design, not only by satisfied parents, but by independent educational experts.
The Waldorf approach to schooling, and the Anthroposophy movement behind it, have been criticized by a few as sectarian, and cultish. Others dismiss this criticism and cite the rapid growth, strong cultural values and character building of the education as an exemplar of human values that are often lacking in mainstream and government driven educational systems. Defenders of Waldorf schools claim that the critics often come across as xenophobic, with strong reactions to any cultural pluralism or any system that might recognize the spiritual values that make humans truly human.
Todd Oppenheimer, a winner of the National Magazine award for public interest reporting, published this article in the September 1999 issue of "The Atlantic Monthly." It presents a colorful picture of Waldorf education while showing that minority kids thrive in Waldorf.
From the Association of Waldorf Schools of North America (AWSNA),
Waldorf Education ... An Introduction By Henry Barnes
When children relate what they learn to their own experience, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning.
Waldorf Education has its roots in the spiritual-scientific research of the Austrian scientist and thinker Rudolf Steiner (1861-1925). According to Steiner's philosophy, man is a threefold being of spirit, soul, and body whose capacities unfold in three developmental stages on the path to adulthood: early childhood, middle childhood, and adolescence.
In April of 1919, Rudolf Steiner visited the Waldorf Astoria cigarette factory in Stuttgart, Germany. The German nation, defeated in war, was teetering on the brink of economic, social, and political chaos. Steiner spoke to the workers about the need for social renewal, for a new way of organizing society and its political and cultural life.
Emil Molt, the owner of the factory, asked Steiner if he would undertake to establish and lead a school for the children of the employees of the company. Steiner agreed but set four conditions, each of which went against common practice of the day: 1) that the school be open to all children; 2) that it be coeducational; 3) that it be a unified twelve-year school; 4) that the teachers, those individuals actually in contact with the children, have primary control of the school, with a minimum interference from the state or from economic sources. Steiner's conditions were radical for the day, but Molt gladly agreed to them. On September 7,1919, the independent Waldorf School (Die Freie Waldorfschule) opened its doors.
Today there are more than 800 Waldorf schools in over 40 countries. In North America there are over 150 schools affiliated with the Association of Waldorf Schools of North America, and several public schools using Waldorf methods to enrich their teaching. There are also over 50 full-time Waldorf teacher-training institutes around the world; of these eight are in the United States and one in Canada. No two schools are identical; each is administratively independent. Nevertheless, a visitor would recognize many characteristics common to them all.
Revised for this publication, this article by Henry Barnes, former Chairman of the Board, Association of Waldorf Schools of North America, originally appeared in the October, 1991 issue of Educational Leadership Magazine.
External links
- A list of Waldorf Schools in the US
- A list of Waldorf Schools Worldwide
- Starting a Waldorf School
- Waldorf Education Discussion List
- Six page article about Dan Dugan, Waldorf critic
- Waldorf Critics
- Waldorf-Survivors
- Bob and Nancy
- Steiner College
- Waldorf Resources