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Revision as of 13:47, 25 August 2004 by 68.193.197.91 (talk)(diff) ← Previous revision | Latest revision (diff) | Newer revision → (diff)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 for the most part 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. Dan Dugan is a former sound engineer who objects to Waldorf schools because of their spiritual underpinnings. Dugan seems to be a scientific materialist who considers 'spiritual' things illusory, and who therefore formed People for Legal and Non-Sectarian Schools in order to attack Waldorf education. Unfortunately, in criticizing Waldorf, Dugan and his organization use the same McCarthyist smear tactics Dugan employed years ago in another setting (see). Dugan throws whatever mud is to hand and then sees what sticks. He attacks Waldorf Schools on a number of levels, including accusing Rudolf Steiner of racism, because in the 89,000 pages of Steiner's works, a dozen or so remarks have been found that by today's standards would be racially discriminatory. What Dugan doesn't mention, is that this has to be balanced against the far, far greater number of statements by Steiner forcefully against racism. Nor does Dugan mention, for example, that in the 1950s in South Africa, South African schooling was segregated everywhere except in the Steiner school there. Dugan and his organization present a highly distorted picture of Waldorf schools, Rudolf Steiner, and anthroposophy, sometimes complete with mistranslations of Steiner's writings that reverse their actual meaning. The whole thrust of Steiner's teaching emphasizes that the human being is much more than his physical aspect, and that the spiritual individual, who Steiner claims reincarnates in various races, is the most important part of the human being. To get a more objective view of Waldorf schools, make sure to look at all sides. Todd Oppenheimer, a journalist who has won the National Magazine award for public interest reporting, published this article in the September 1999 issue of "Atlantic Monthly." It shows how Waldorf can do great things for minority kids.
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.