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It has been suggested that Transferring between Waldorf and non-Waldorf schools be merged into this article. (Discuss) Proposed since December 2006.

Waldorf education (also called Steiner education) is based on the educational philosophy of Rudolf Steiner. Steiner's theory of child development is based on his anthroposophical view of the human being, which considers child development as a process of the child's soul and spirit incarnating into a developing living, physical organism. spiritual values are central both to the curriculum and to the training of teachers..

The movement gets its name from the Waldorf-Astoria cigarette factory in Stutgart, Germany, where Steiner gave a series of lectures in 1919 ]. The original "Free Waldorf School" was opened under the sponsorship by the corporation and as an employee benefit on September 7, 1919.

Waldorf education is practiced in more than 900 established independent private Waldorf schools located in about sixty different countries; in "Waldorf-method" government-funded schools; in homeschooling environments; and in special education.

Description

Waldorf education is founded on the ideas of Rudolf Steineras extended by the research and work of teachers and pedagogues since Steiner's time. The Waldorf school curriculum focuses on developmental stages articulated by Steiner, who divided childhood into three seven-year phases: early childhood, when he believed learning (language and skill acquisition) is largely experiential, imitative and sensory-based; the middle, elementary school years, when he believed learning naturally occurs through the imagination and feelings and is best aided by creative, especially artistic, activity; and adolescence, when he believed the capacity for abstraction, conceptual judgments and intellectual rigor awakens.

The education of head or Intellect, heart or feeling life, and hands or practical skills is differentiated over the course of schooling as follows: The Waldorf approach to early childhood education (through age 6/7) emphasizes learning through doing (imitation of practical activities); the approach to the elementary years (ages 7-12 or 7-14) emphasizes learning through the feeling life, with the goal of making all of education artistic in these years, and the Waldorf approach to the middle (12-14 years) and high school (14-18 years) emphasizes learning through intellectual understanding. (Schools vary in how distinctly they differentiate a middle school.) There is an attempt to integrate practical, artistic and intellectual approaches into the teaching of all subjects, especially through providing artistic and practical experiences of academic subjects (cf. main lesson books, below).

There are coordinating bodies for Waldorf education at both the national level (e.g. the Association of Waldorf Schools of North America and the Steiner/Waldorf Schools Fellowship in Great Britain) and the international level. These organizations certify schools to use the registered names Waldorf and Steiner school and offer accreditations, often in conjunction with regional independent school associations; some schools are also accredited by governmental authorities. Within these restrictions, the schools are essentially self-governing. Moreover, it is a central tenet of the Waldorf Method that the classroom teacher has almost complete autonomy within his or her own classroom.

Classroom experiences and academic quality may vary widely from one school to another, since in some countries there is no requirement that a teacher in an independent, private school be either certified by a state governing body or a graduate of an accredited institute of higher education. Older Waldorf schools are often less discriminating. Virtually all Waldorf teachers in the United States receive their specialized education from one or more of the following educational institutions:

  • Sunbridge College ] in Chestnut Ridge, New York.
  • Rudolph Steiner College ] in Fair Oaks, California.

or smaller, more informal institutions like:

  • Waldorf Institute of Southern California ]

In some instances, children moving between a Waldorf school and a more traditional setting may need a period of adjustment to the new setting.

Pedagogy

Steiner developed a 3-stage pedagogical model of child development that views a child's physical, emotional, and cognitive development as expressions of the process of incarnation of an immortal soul and spirit in its gradual embodiment in the human body which will be its temporal earthly vehicle. Childhood thus includes but three of the many seven-year cycles of development that Steiner believed define human biography.

Pre-school and kindergarten: birth to age 6 or 7

According to Steiner, the child at this early stage learns through imitation and example,. Steiner also believed that the child was still transitioning from the spirit realm to the physical realm, so in Waldorf it is considered best to surround him with the goodness of the world and caring, practically active adults to emulate. The curriculum attempts to awaken the child's will and initiative; the teacher has the responsibility for providing an environment that stimulates imitation. In Waldorf, Much of the kindergarten time will allow children to play freely in such an environment, which is believed to support the physical and spiritual growth of the child. Formal instruction is absent; learning takes place imitatively.. Oral language development is addressed through circle games (songs, poems and games in movement), daily story time (normally recited from memory) and the range of practical activities.

Waldorf early childhood education emphasizes the importance of children experiencing the rhythms of the year and seasons, including seasonal festivals that have roots in both pagan and Christian traditions. These include festivals at the Winter Solstice (Advent Spiral), as well as celebrations of Sts. Michael and Martin (Michaelmas and Martinmas) and Spring Solstice (Mayday). Children also learn the rhythmic experience of the course of each day.

Many Waldorf kindergartens and lower grades ask or require that children be sheltered from media influences, including television and recorded music.

Elementary education: age 6 or 7 to puberty

In Waldorf schools, elementary education generally begins when the child is nearing or already seven years of age; this is up to one year older than the entrance age for most schools in English-speaking countries. The curriculum includes two foreign languages from age 6/7 - though not every Waldorf school achieves this - and an unusual emphasis on arts and crafts (weekly subjects include: crafts and handwork, painting and drawing, singing and instrumental music, eurythmy).

Waldorf schools generally strive to have one teacher accompany a class throughout the elementary school years (6-8 years). This teacher is responsible for teaching the main academic lessons and may have responsibilities for some of the artistic and/or practical lessons; specialist teachers generally teach the latter, however. Academic instruction is integrated with arts, craft, music and movement.

Throughout the elementary years, an imaginative approach is encouraged; new material is introduced through stories and images rather than abstractly, and the children create their own "textbooks", known as main lesson books. The day begins with subject block courses known as the main lesson, a one-and-a-half to two hour lesson devoted to a single academic subject over the course of about a month. The main lesson (and thus the school day) generally starts with the children reciting a verse written by Steiner for the start of a school day; singing and playing instruments; reciting poetry; practicing mental mathematics; and doing movement exercises.

Science education in the early years

Until the child is 9-10, nature stories and experiences in nature are the only "science education". A third grade (9-10 year olds) block introduces the human being, animal, plant and mineral world in their interrelationship on a farm. Only after this (11-14 year olds) are biology, botany and mineralogy introduced as separate subjects in successive years. Many Waldorf schools introduce a "building" block at this time which generally involves the students in building a structure of some kind. Steiner recommended introducing at this age each animal as a one-sided development of the unspecialized human being, and the plant world in relationship to the earth's varied climatic zones and soil.

Middle school years (12-14)

In the middle school years, when the child is twelve to fourteen years old, many schools employ specialist teachers for academic subjects including mathematics, science, and literature. These are seen as transitional years when the pupils still need the support of a central teacher, but also the in-depth education possible only through teachers with special competencies in these subjects. The approach to teaching these years is changing in some schools, including shortening the class teacher cycle from the traditional eight years to six-seven years.

Secondary education: after puberty

In most Waldorf schools, pupils enter secondary education (high school (USA) or upper school (UK)) in 9th grade/year nine, when they are about fourteen years old. The education is now wholly carried by specialist teachers. Though the education now focuses much more strongly on academic subjects, students normally continue to take courses in art, music, and crafts. Academic subjects are treated in parallel: three to five-week subject block courses (main lessons) explore the historical evolution, philosophical significance, and social consequences of special themes in depth while track classes focus more on traditional content. Pupils create their own textbook ("main lesson book") in the block classes, depending strongly upon oral learning, while the track classes generally use conventional textbooks.

The education aims to cultivate a combination of highly analytic thinking with idealism in this phase. While the elementary education focuses on the child's experience of the teacher as an authority, the child is now helped to begin a guided, but independent, search for truth. As stated in Education for Adolescents (1922), "The capacity for forming judgments is blossoming at this time and should be directed toward world-interrelationships in every field." In Waldorf, idealism is central to these years, and the education directs pupils to motivating impulses that can stimulate their enthusiasm.

Educational philosophy

Introduction of reading and writing

Waldorf kindergartens approach literacy readiness through movement games, poetry and story. The written language is first introduced at age six or seven. Instruction progresses through writing into reading. It is not unusual however, for children as old as 12-13 to show challenges with reading.

Main lesson books

In both the elementary school and secondary school, most academic subjects are taught in blocks. For these blocks, each pupil writes and illustrates a "main lesson book", a self-created 'textbook' based upon the content learned. Scope for independent creativity in these books progresses rapidly through the elementary years.

Foreign languages

Most Waldorf schools begin teaching two foreign languages from first grade/ class 1 (age six-seven) on. Foreign language instruction in the first years is purely oral; by the end of class 3, the written forms of the languages are introduced. When the pupils are about sixteen years old, exchanges with schools in other countries are encouraged.

Art

  • Painting is normally a weekly experience in the early years. Art instruction continues through the high school for all students.
  • In the elementary years, drawing is practiced daily and handwork is practiced several times weekly, with projects which may include cushions, socks and gloves. For pedagogical reasons, full-color figures are usually drawn, not outlines. A special discipline called Form Drawing, created by the early Waldorf pedagogue Hermann von Baravalle, focuses on linear forms and is based on the belief that the exercise creates a balance between mind and body.
  • Sculpting with clay is brought into the art curriculum usually during 5th ot 6th grade.
  • In high school, a wider variety of art is taught, including basketry, book-binding, silk painting, mosaics, oil painting, and other things, as well as all the art taught in the elementary grades.

Music

  • The children sing daily with their class teacher. Generally, weekly singing lessons with a specialized music teacher begin at an early age and continue as choral instruction through to age 18.
  • Pentatonic recorders are introduced in first grade/ class 1, the familiar diatonic recorder in third grade / class 3, when the children also take up a string instrument: either violin, viola or cello. Waldorf pupils are generally required to take private music lessons when a class orchestra is formed, usually at age 10. By age 11, the children may switch to (or add) other orchestral instruments such as the woodwind or brass. Orchestral instruction continues through to 18, though in many schools it becomes elective at some point.

Eurythmy

Further information: Eurythmy

A movement art, Eurythmy, is required in most Waldorf schools, generally from kindergarten through twelfth grade. Eurythmy, founded by Rudolf Steiner, is usually performed to poetry or music, and aims to create a unity of the movement, the performer's inner experience and the expressive reality (spiritual content) of the piece.

I speak in all humility when I say that within the Anthroposophical Movement there is a firm conviction that a spiritual impulse of this kind must now, at the present time, enter once more into human evolution. And this spiritual impulse must perforce, among its other means of expression, embody itself in a new form of art. It will increasingly be realised that this particular form of art has been given to the world in Eurythmy.
It is the task of Anthroposophy to bring a greater depth, a wider vision and a more living spirit into the other forms of art. But the art of Eurythmy could only grow up out of the soul of Anthroposophy; could only receive its inspiration through a purely Anthroposophical conception.
Rudolf Steiner, "Lecture on Eurythmy"

Whereas the six or seven-year old children would typically be performing a nursery rhyme, folk tale or simple melody in eurythmy, the eighteen-year olds might perform large-scale musical and/or dramatic pieces to their own choreography.

Other forms of dance (ballet, modern, tap, urban) are discouraged.

Nature and science in the Waldorf School

Waldorf schools' very distinctive phases of education show themselves clearly in the treatment of nature and the natural sciences. In the pre-school, kindergarten and first elementary years, rich, direct experiences of nature are encouraged. Children play outside in all weathers, preferably in gardens that show the seasons through the changing plant (and sometimes animal) life. Inside the classroom, natural materials are preferred for the room, its furnishings and all toys: these include wood, stone, clay (e.g. pottery), wool, cotton, silk, and linen. The emphasis is on materials and toys that "stimulate the children to use their powers of imagination and fantasy", especially working with the materials of nature through planting and harvesting, craft work and creative play. The commonly used dolls are also made of natural materials and have simple expressions and allow natural postures. The beings of nature are personified and even anthropomorphized as active agents. The first years are thus years of ‘nature experience’.

At about nine years of age, children begin to become more conscious of their separation from their environment. From this age, nature is studied in an imaginative (rather than analytical) way, and still in relationship to the human being – but no longer anthropomorphized. The curriculum includes blocks on farming (aged 10), Man and animal (aged 11), Plant and Earth (aged 12) and geology (aged 13). A feeling connection to nature is aimed for, out of which a sense of stewardship can grow.

By twelve, children are entering a newly rational phase (cf. Piaget’s Theory of cognitive development). An experimental approach to science is introduced, beginning with simple but systematic sensory explorations of phenomena of acoustics, light, mechanics and chemistry and progressing through ever more advanced physics, chemistry, biological and ecological studies:

At the secondary school level (fourteen years of age and up), Waldorf schools tend to emphasize the historical origins, cultural background, and philosophical roots and consequences of scientific discoveries. By the end of their secondary school education, students are expected to have a grasp of modern science equivalent to that achieved in other schools. In particular, the following subjects are recommended:

Standardized Testing

Waldorf schools rarely use standardized tests in the elementary grades. High school students take standard college entrance examinations: SAT in the USA, A-levels in England, Abitur in Germany, etc. It is now a requirement of all independent schools in NSW, Australia to use standardized tests in order to receive government funding.

Celebrations and Festivals

Most private Waldorf schools celebrate festivals. Festivals can be secular in character, combine elements of several religious traditions, as is frequently the case in multi-cultural settings, or represent the dominant local tradition, as is generally the case in parts of Europe (Christian festivals), Egypt (Islamic festivals), Israel (Jewish festivals, but see Intercultural links in socially polarized communities), and India and Thailand (Buddhist festivals). In the kindergarten and earliest elementary schools years, many Waldorf schools also have an advent spiral celebration.

Social mission

Wider social purpose

Besides seeking to foster creative development of the "whole child", Steiner also started the Waldorf movement in order to help fulfill a social purpose: that education, while remaining fully accessible and available to all regardless of economic background, should eventually cease to be controlled by the State, and should instead come to depend on the free choices of families and teachers freely developing a highly pluralistic and diverse range of schools and educational options.

Steiner held that where the State administered education, culture was crippled in its ability to impartially distinguish good from bad in state action and in economic life. Without the capacity to make impartial, independently-based critiques, i.e., critiques not controlled by the state and economic interests, society would proceed relatively blindly. He also held that educators whose methods and work were determined by the State often had their competencies and creativity greatly weakened through the lack of full self-responsibility and independence.

Social health, he believed, required education to be a matter of freedom and pluralism. At the same time Steiner emphasized that compromises with the State would have to be made.

Intercultural links in socially polarized communities

Waldorf schools have linked polarized communities in a variety of settings.

  • Under the apartheid regime in South Africa, the Waldorf school was the only school in which children of both races attended the same classes, and this despite the ensuing loss of state aid. The Waldorf training college in Cape Town, the Novalis Institute, was praised by UNESCO as "an organization of tremendous consequence in the conquest of apartheid".
  • In Ireland, the Holywood Rudolf Steiner School has accepted both Catholics and Protestants since its founding in 1975.
  • In Israel, when the Harduf Waldorf school attempted to include the local Arab community, the educational authorities threatened to withdraw funding; the school responded by beginning a joint project with that community to run parallel schools with rich contacts. A joint Arab-Jewish Waldorf kindergarten has also been founded in Hilf (near Haifa).
  • In Brazil, a Waldorf teacher, Ute Craemer, founded a community service organization providing training and work, health care and Waldorf education in the Favelas (poverty-stricken areas of the city).
  • The Imhoff Waldorf School in Cape Town, South Africa has a programme which offers sponsored education to previously disadvantaged pupils.

Links to UNESCO

The United Nations Educational, Scientific and Cultural Organization, known as UNESCO, has chosen many Waldorf schools to be associated project schools, including at least seven UNESCO Waldorf schools in Germany (out of over 180 UNESCO schools in Germany), as well as schools in Africa and Asia.

UNESCO also sponsored an exhibit about the Waldorf schools at the 44th Session of their International Conference on Education in Geneva. An exhibition catalog was published by UNESCO under the title Waldorf Education Exhibition Catalog On Occasion of the 4th Session of the International Conference on Education of UNESCO in Geneva.

History

See also: History of Waldorf schools

Waldorf education was developed by Rudolf Steiner as an attempt to establish a school system that would facilitate the inclusive, broadly based, balanced development of children. Though he had written a book on education, The Education of the Child in the Light of Anthroposophy, twelve years before, his first opportunity to open such a school came in 1919 in response to a request by Emil Molt, the owner and managing director of the Waldorf-Astoria Cigarette Company in Stuttgart, Germany. The name Waldorf thus comes from the factory which hosted the first school.

The resulting coeducational, comprehensive twelve-year school was open to all children. The teachers had primary control over the pedagogy of the school, with a minimum of interference from the state or from economic sources. For the first year the school was legally a company school and all teachers were listed as workers at Waldorf Astoria; by the second year the school had become an independent legal entity. The Stuttgart school grew rapidly, opening parallel classes, until political interference from the Nazi regime limited and ultimately closed the school.

As of 2005, there were over 900 independent Waldorf schools worldwide, including over 150 in the United States, and 31 in the UK and Ireland. In the United States there are a growing number of Waldorf methods based charter school and public school movements. Many teachers not working in schools committed to Waldorf education have brought aspects of Waldorf education into their classrooms, as well. In Europe, especially in Switzerland, there is much more integration of the Waldorf approach and government-funded education than in the USA or England. There is also a large homeschooling movement utilizing Waldorf pedagogy and methods.

School organization

Internal self-government

One of Waldorf education's central premises is that all schools should be self-governing; that the people who are practical experts on education — the teachers — should decide issues directly relating to pedagogy. Most Waldorf schools do not have a person acting as principal or headmaster, but rather a group of teachers who decide on pedagogical] issues. This group is often known as the college of teachers. It is usually open to all full-time teachers who have been with the school for a certain period (often two years). Most colleges of teachers decide issues on the basis of consensus. Accordingly, each school is unique in its approach and may act solely on the basis of the decisions of the college of teachers, with respect to setting policy or other actions pertaining to the school and its students.

For more information about school organization and administration, see Waldorf schools' organization and administration

File:Audonicon.jpg
The Audonicon, Waldorf Teacher Training Institute in Skandenborg, Denmark

Teacher education

Waldorf education teaching programs are in operation throughout the world, both in specialized colleges and training centers and as courses in established universities. The course of study normally includes methodologies of teaching, academic training in specialized disciplines, artistic development, and familiarity with child development (especially as researched by Steiner and later Waldorf educators). It also generally aims to develop an understanding of the inner, or spiritual, basis of teaching; of the human being as composed of spirit, soul and body; and that an individual human being reincarnates in a series of lives. The latter implies that children bring certain gifts and challenges with them from previous Earth experiences, and have chosen a future destiny to develop in this life — a destiny which can be supported through the environment of family and school. This spiritual background is intended to enhance teachers' professional, personal and inner development. It is not intended to flow into the actual content taught to children.

Rudolf Steiner's "spiritual science" or Anthroposophy and developmental psychology are normally central courses at any Waldorf teaching college or training. Further specialized courses may draw on research done since Steiner's day by pedagogues such as George Adams, Hermann von Baravalle, Lawrence Edwards, Erich Gabert, Michaela Glöckler, Freya Jaffke, Dennis Klocek, Henning Köhler, Ernst Kranich, Georg Kuhlewind, Audrey McAllen, Martin Rawson, Wolfgang Schad, Ernst Schubert, Jörgen Smit and Olive Whicher. For elementary educators, artistic work will include painting, blackboard drawing, sculpture, singing, recorder playing, speech and drama work and movement (eurythmy and/or gymnastics). Practica in schools vary in length and will include opportunities for observation and for trial teaching.

Much of the education of any Waldorf teacher happens after graduation from the teaching program, however, including through further seminars and conferences (such as those run by the national associations of Waldorf teachers), publications, and on-the-job training in the classroom.

Most states of the United States do not require teachers in a private school to have formal accreditation; this also applies to Waldorf schools in those states. Also in most states, neither teachers in governmental nor those in private schools must be in possession of, or be in pursuit of a college degree or state certification.; this also applies to teachers in Waldorf schools.

Spiritual Foundations

Anthroposophy's role in Waldorf education

Main article: Anthroposophy

Both historically and philosophically, Waldorf education grows out of anthroposophy's view of child development. Some Waldorf schools mention both Rudolf Steiner and anthroposophy in their websites but the extent of information schools provide to prospective parents about these particular topics varies widely. AWSNA, the accrediting organization for all Waldorf Schools in North America, states on their web page:

  • A Waldorf school is not just an alternative to public schools or another independent school; its curriculum and philosophy proceed from the worldview and the insights into the nature of the child that Rudolf Steiner has given us in Anthroposophy. If there is not a core community surrounding the school initiative that is thoroughly familiar with and committed to that philosophy and pedagogy, then it is unlikely that the initiative will prosper.
  • The anthroposophical work in a community is very important because Waldorf Education arises out of the soil of Anthroposophy. It is into this soil that the roots of the school will grow and derive nourishment.
  • The school itself needs to have a healthy fertile relationship with Anthroposophy if it is to grow and thrive as a Waldorf school. For more information about the study of Anthroposophy or to learn of anthroposophical study groups in your area, you may contact the Anthroposophical Society in America.

AWSNA also stresses that although Anthroposophy is a central influence, and study of its inner path and teachings are encouraged for the educational community of teachers, parents, and supporters of the schools, they are never compulsory, stating, "There can be nothing compulsory about the study of Anthroposophy, for it must live in the realm of inner freedom."

Anthroposophy is not taught to pupils as a subject: "The Waldorf School, or any other school which might spring from the anthroposophical movement, would never wish to teach its pupils anthroposophy in the form in which it exists today. This I should consider the very worst thing one could do." Nevertheless, it stands as the basis for Waldorf education's theory of child development, methodology of teaching and curriculum.

There is one occasional exception to the exclusion of anthroposophical content; some schools have seen the need to give their graduating twelfth-graders a clear picture of the basis for their education through a course on Child Development. Above and beyond presenting the anthroposophic view of child development, such a course may include a description of some other anthroposophic ideas, introduced to help the students understand the origin and nature of the school's educational approach: the human being as composed of body, soul and spirit; the value of integrating multiple points of view; reincarnation; etc. The purpose is to ensure that pupils understand the background of their educational experience and there is open discussion of the viability of these ideas.

Anthroposophical principles, including the principle that every human being includes a body, soul and immortal spirit; reincarnation and karma; the conviction that everything material has a spiritual nature; esoteric Christianity; and the belief that individual spiritual development will allow perception of spiritual realities are at the heart of the pedagogical understanding of the teachers and are the foundation of the curriculum itself. Steiner emphasized this connection in his public lectures about Waldorf education. For some people, these principles are interpreted as religious, and this reasoning has brought questions about whether public charter schools should receive taxpayer funding.

Racism in Waldorf Schools

Concerns have been raised that latent racism in anthroposophy may flow into Waldorf education today due to the unreserved adherence by some followers to the works of Rudolf Steiner.

According to a study on the use of public Waldorf methods in a public inner city charter school (Milwaukee):

"Some were quick to point to what they thought were unquestionable cases of racism inherent in Waldorf philosophy and practice, and others were as quick to deny the possibility of racism at any level, in any practice. ... Many of the children seemed to have a distorted and negative picture of blackness, an internalized prejudice that runs deep. This is understandable given the ways in which class and color racism, sexism, and the media have informed their lives and their local communities.".

A recent Swedish study contradicts that racism is a notable characteristic of Waldorf education and points to the opposite.

The study compared several hundred Waldorf students there (grade 9 and 12) to corresponding students in Swedish public schools. Among other things the research showed that the majority of the pupils in both types of school repudiated Nazism and racism. However, the proportion of pupils who suggested anti-Nazi and anti-racist solutions, i.e., solutions that involved counteracting or stopping Nazism and racism was considerably greater among the Waldorf pupils (93%) than among pupils at municipal schools (72%).

U.S. Waldorf methods public schools

In 1998, a lawsuit was filed in federal district court by PLANS against two public school districts with Waldorf methods schools in California, charging that publicly-financed Waldorf methods schools are in violation of the "church and state" establishment clause of the First Amendment. When the case was tried in 2005, the district court decided for the Waldorf methods schools, finding that the plaintiffs had no admissible witnesses or evidence to support their claim that anthroposophy is a religion. The plaintiffs are appealing the decision. The defendants are disputing the validity of the appeal.

Religious orientation

Independent Waldorf schools tend to celebrate festivals and otherwise incorporate content that draws on their community's cultural background. However, "no religion, including Christianity, is promulgated in a Waldorf school." In clearly Christian, Jewish, Muslim, Buddhist, or Hindu cultures, the religious traditions of the surrounding culture are often woven into the school's life, and this is generally one of the most appreciated aspects of school life. Challenges may arise in multicultural settings.

In traditionally Christian countries - Europe, the United States, and Australia - there is mixed anecdotal evidence, some individuals complaining that their children's Waldorf schools emphasized Christian festivals, values and/or theology; others emphasizing that they have not found such an emphasis in their school. Two factors seem to be at work here: the schools' tendency to embrace local religious traditions whatever their setting, which can be problematic for those not of the majority religion, and the schools' foundation in Anthroposophy, which, despite its conscious inclusion of all religions, has a strong esoteric Christian thread. Different schools clearly handle these tensions differently, and an engaged parent body or community input can awaken schools to the issue, as has happened on a large scale in various countries.

Comparison with state-run education

In 2005, a UK government-funded study praised the schools' ability to develop students through closer human relationships rather than relying purely on tests, but reported that the state sector could provide guidance to Steiner schools in teacher training and classroom management skills.

Notes and References

  1. Rudolf Steiner, Study of Man, Lecture 1
  2. European Council for Steiner Waldorf Education
  3. Rudolf Steiner, "Education Seen as a Problem Involving the Training of Teachers"
  4. World List of Rudolf Steiner (Waldorf) Schools and Teacher Training Centers
  5. TRESD Waldorf methods charter school site
  6. An introduction to Waldorf education in home schooling
  7. Beaver Run, a Camphill special school
  8. Some especially influential figures in its early development are Hermann von Baravalle, Caroline von Heydebrand, Heinz Müller and Karl Schubert. A substantial record of contributions of many more recent teachers is found in Helmut Neuffer's Zum Unterricht des Klassenlehrers an der Waldorfschule (Stuttgart:1997) and the Steiner Schools Fellowship's Child and Man Extracts (Forest Row: 1975).
  9. A. C. Harwood, The Recovery of Man in Childhood, ISBN 0-88010-001-X, p. 171
  10. Rudolf Steiner, Study of Man, lecture 9
  11. A. C. Harwood, The Recovery of Man in Childhood, ISBN 0-88010-001-X, pp. 50-53
  12. Rudolf Steiner, The Kingdom of Childhood, ISBN 0-85440-284-5, p. 40
  13. A. C. Harwood, The Recovery of Man in Childhood, ISBN 0-88010-001-X, pp. 170-1
  14. AWSNA accreditation information
  15. WASC Accrediting commission for schools
  16. Rhode Island accreditation
  17. Bernard Lievegoed, Phases, ISBN 0-85440-353-1. "The Course of Life", Chap. 2, pp. 43ff.
  18. Ginsburg and Opper, Piaget's Theory of Intellectual Development, ISBN 0-13-675140-7, pp. 39-40
  19. Bryant Furlow, "Reflections on Child's Play", pp. 13-17
  20. Roberto Trostli, Rhythms of Learning, "The Waldorf Kindergarten: The World of the Young Child"
  21. Rudolf Steiner, Study of Man, lecture 9
  22. A. C. Harwood, The Recovery of Man in Childhood, ISBN 0-88010-001-X, p. 67
  23. Bryant Furlow,"Reflections on Child’s Play"
  24. Sally Jenkinson, "As Ye Sow, So Shall Ye Reap"
  25. Roberto Trostli, Rhythms of Learning, "The Waldorf Kindergarten: The World of the Young Child"
  26. Caroline von Heydebrand, Childhood, Garden City Press 1970, Chapter V, "Rhythm in the Child's Life" pp. 107ff
  27. Roberto Trostli, Rhythms of Learning, ISBN 0-88010-451-1, Chap. 3, "The Waldorf kindergarten", esp. pp128f
  28. E. A. Stockmeyer, Rudolf Steiner's Curriculum for the Waldorf Schools, "About the time-table", pp. 24ff
  29. Rudolf Steiner, The Renewal of Education, ISBN 0-906492-40-8, p. 72
  30. Rudolf Steiner, The Renewal of Education, ISBN 0-906492-40-8, pp. 67-71, 77f
  31. Rudolf Steiner, Study of Man, lecture 14
  32. TRESD Waldorf methods charter schools
  33. Roberto Trostli, "Main Lesson Block Teaching in the Waldorf School: Questions and Considerations"
  34. E. A. Stockmeyer, Rudolf Steiner's Curriculum for the Waldorf Schools, "Nature Study", pp. 121ff
  35. Lecture by Michaela Glockler
  36. Michaela Glockler
  37. Rudolf Steiner, "Teaching Children to Write", reprinted in Roberto Trostli, Rhythms of Learning, ISBN 0-88010-451-1, pp. 144ff
  38. A.C. Harwood, "The Main Lesson", Child and Man Extracts, Forest Row 1975, pp. 198-9
  39. E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship Publications 1985, pp. 64-5
  40. E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship Publications 1985, p. 50, p. 193
  41. ^ E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship Publications 1985, p. 162, 174 Cite error: The named reference "Curriculum" was defined multiple times with different content (see the help page).
  42. E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship Publications 1985, pp. 191-3.
  43. Roberto Trostli, Rhythms of Learning, ISBN 0-88010-451-1, p.95
  44. Hermann Koepke, Encountering the Self, Anthroposophic Press, 1989
  45. ^ E.A. Karl Stockmeyer, Rudolf Steiner's Curriculum for Waldorf Schools, Steiner Schools Fellowship Publications 1985, p. 135 Cite error: The named reference "science" was defined multiple times with different content (see the help page).
  46. Steve Talbot, "On Forgetting to Wear Boots", p. 9
  47. Stephen Spitalny, Festivals
  48. Tolerance: The Threshold of Peace., UNESCO, 1994.
  49. Peter Normann Waage, Humanism and Polemical Populism, Humanist 3/2000
  50. When Ahmed met Avshalom, Israel21c, May 28, 2006. See the online version of article.
  51. Ute Craemer et. al, Rich in Spirit, EBook/Southern Cross Review, 2005
  52. Ronald E. Koetzsch, "Waldorf:What's in a Name", Renewal v. 15 nr. 2, pp. 20-22
  53. List of schools
  54. List of worldwide training centers for Waldorf education by country
  55. ^ Teacher accreditation in the USA Cite error: The named reference "training" was defined multiple times with different content (see the help page).
  56. Preschoolers Today tells you all about the Waldorf Method.
  57. AWSNA: Teachers
  58. AWSNA FAQs - Become Teacher
  59. Steiner, Rudolf: Soul Economy in Waldorf Education, pp. 127-128]
  60. Steiner, Rudolf, Waldorf Education and Anthroposophy 2: 12 public talks, 1923-1924 ISBN 0-88010-388-4
  61. Ahern G: Sun at Midnight: The Rudolf Steiner Movement and the Western Esoteric Tradition. Wellingborough, Northamptonshire: The Aquarian Press, 1984
  62. Dermott R. et al: Waldorf education in an inner-city public school. The Urban Review, Volume 28, Number 2 / June, 1996
  63. Dahlin B et al: Waldorfskolor och medborgerligt moralisk kompetens. En jämförelse mellan Waldorfelever och elever i den kommunala skolan. (Rapport 2004:2). Karlstad: Institutionen för Utbildningsvetenskap, Karlstads universitet. (Waldorf schools and civic moral competency. A comparison of Waldorf pupils with pupils in public schools. Karlstad: Institution for educational science, University of Karlstad.
  64. "Is Waldorf Education Christian", a statement by the Association of Waldorf Schools of North America
  65. "Three People Reflect on Waldorf Education", Natural Jewish Parenting, Spring 1999, pp. 44-45
  66. UK government-funded study (2005)

External links

Waldorf Resources

Further Discussion, Outside Views and Reviews of Waldorf Schools

  • "Schooling the Imagination" by Todd Oppenheimer (a winner of the National Magazine Award for public interest reporting). Atlantic Monthly, September 1999.

Critical Review

Research journals

Steiner's educational philosophy is continually being developed further. Journals of note publishing such material include

Associations of Waldorf Schools

Finding a Waldorf School

Teacher training programs

Homeschooling

Special Education

  • Camphill Communities Intentional communities of people with disabilities that recognize the potential, dignity, spiritual integrity, and contributions of each individual.

Bibliography

Works by Rudolf Steiner

See also: list of Rudolf Steiner's works on education
  • Education: An Introductory Reader (Christopher Clouder, ed.), Sophia Books (March 2004), ISBN 1-85584-118-5. Collection of relevant works by Steiner on education.
  • The Education of the Child, and early Lectures on Education (Foundations of Waldorf Education, 25), ISBN 0-88010-414-7. Includes Steiner's first descriptions of child development, originally published as a small booklet.
  • The Foundations of Human Experience, ISBN 0-88010-392-2, these fundamental lectures on education were given to the teachers just before the opening of the first Waldorf school in Stuttgart in 1919.

Note: all of Steiner's lectures on Waldorf education are available in PDF form at this research site

Works by other authors

See also: list of works on Waldorf education
  • Aeppli, W., The Developing Child ISBN 0-88010-491-0
  • Armon J: The Waldorf Curriculum as a Framework for Moral Education: One dimension of a fourfold system. Annual Meeting of American Educational Research Association (AERA), Chicago, 1997.
  • Bärtges, C. and Lyons, N.: Educating as an Art, NY 2003 ISBN 0-88010-531-3
  • Clouder, C. and Rawson, M., Waldorf Education ISBN 0-86315-396-8
  • Cusick, L, Waldorf Parenting Handbook ISBN 0-916786-75-7
  • Edmonds, Francis, An Introduction to Steiner Education ISBN 1-85584-172-X
  • Gardner, John F., Education in Search of the Spirit: Essays on American Education ISBN 0-88010-439-2
  • Gloeckler, Michaela: A Healing Education, Rudolf Steiner College Press, Fair Oaks, 1989
  • Harwood, A. C.: The Recovery of Man in Childhood ISBN 0-913098-53-1
  • Masters, Brien, Adventures in Steiner Education ISBN 1-85584-153-3
  • Nobel, Agnes, Educating through Art: The Steiner School Approach
  • Petrash, Jack, (2002): Understanding Waldorf Education: Teaching from the Inside Out ISBN 0-87659-246-9
  • Querido, René, Creativity in Education ISBN 0-930420-05-5
  • Querido, René, The Esoteric Background of Waldorf Education
  • Spock, Marjorie, Teaching as a Lively Art ISBN 0-88010-127-X
  • Wilkinson, R. (1996): The Spiritual Basis of Steiner Education. London: Sophia Books ISBN 1-85584-065-0
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