FAITH
(And No Compromises!)
Waldorf schools are the outreach arm of Anthroposophy — they are intended to spread Rudolf Steiner’s new-age religion. If the schools did not exist, Anthroposophy would be what it should have been, a minor cult on the fringes of Western consciousness, of little interest or concern. But the schools do exist, and because their effect on students can be damaging, we need to be both informed and concerned about the schools and the occultism that lies behind them.
When speaking in public about Waldorf education, Steiner usually denied that his educational policies contain a religious agenda. Yet if we look just a little below the surface, we can find the truth. Consider the following remark made by Steiner: “Imagine that we wanted to convey a simple religious concept — for instance, the immortality of the human soul — to a class of young children. [Steiner suggests using the analogy of a caterpillar that doesn’t die but becomes a butterfly.] ... A Waldorf teacher, an anthroposophically oriented spiritual researcher, would not feel, ‘I am the intelligent adult who makes up a story for the children’s benefit,’ but rather: ‘The eternal beings and powers, acting as the spiritual in nature, have placed before my eyes a picture of the immortal human soul, objectively, in the form of the emerging butterfly. Believing in the truth of this picture with every fibre of my being, and bringing it to my pupils through my own conviction, I will awaken in them a truly religious concept.’” [1]
This is quite interesting. Steiner proposes instilling a religious concept in young children — a task that, in the USA, would normally be reserved for a church, a religious school, or a family in the privacy of their own faith. Steiner considers it proper for a Waldorf school. Moreover, he identifies Waldorf teachers as “anthroposophically oriented spiritual researcher[s]” and gives us a glimpse inside their mental processes: “‘The eternal beings and powers...’” In sum, what we have here is a picture of a Waldorf school as a religious institution, staffed by devotees of the religion.
Bear in mind, Steiner denied that Anthroposophy is a religion — it is a science, he claimed, and for this reason he calls Anthroposophists spiritual researchers. But this is a denial similar to, and even more fundamental than, the denial that Waldorf schools push Anthroposophy. Note that the Anthroposophical researchers “believe” the picture given them by the gods. This is religion, not science. [2]
Steiner identified Waldorf teachers as Anthroposophists even more clearly when he addressed them directly: “As teachers in the Waldorf School, you will need to find your way more deeply into the insight of the spirit and to find a way of putting all compromises aside ... As Waldorf teachers, we must be true anthroposophists in the deepest sense of the word in our innermost feeling.” [3]
In practice, not all Waldorf teachers are uncompromising Anthroposophists, but Steiner here tells us what sorts of teachers he wanted. Focus on the question of compromise. A true scientist or researcher will always “compromise” in the sense of changing her/his mind when presented with new information. Only a religious zealot refuses all compromise. But this is Steiner’s requirement: “[P]utting all compromises aside ... we must be true anthroposophists in the deepest sense of the word in our innermost feeling.” This is the language of religion, not science. A scientist never has to say to another scientist, “We must be true physicists in the deepest sense of the word in our innermost feeling.”
Despite his denials, Steiner clearly wanted Waldorf teachers to usher students toward Anthroposophy. Even more remarkably, he wanted Waldorf teachers to move the students from one state of being to another: “The task of Anthroposophy is not simply to replace a false view of the world with a correct one. That is a purely theoretical requirement. The nature of Anthroposophy is to strive not only toward another idea, but toward other deeds, namely, to tear the spirit and soul from the physical body [people have souls, individual spiritual identities, and spirits, transcendent spiritual essences]. The task is to raise the spirit-soul into the realm of the spiritual, so that the human being is no longer a thinking and feeling automaton ... Such things as the pedagogy of the Waldorf School can arise from a recognition that humanity must turn toward spiritual activity, and not simply from a change in theory. We should work out of that spirit.” [4]
In other words, Steiner told Waldorf teachers that non-Anthroposophists are fleshly robots (i.e., beings who think with their brains rather than employing clairvoyance [5]). Inferentially, the students are such “automatons.” But Waldorf teachers are supposed to fix this by moving the kids toward “spiritual activity.” The teachers are not to think of this as a theoretical matter, but a practical requirement. “We should work out of that spirit.”
Steiner’s intentions may have been good, just as most Waldorf teachers today undoubtedly have good intentions. But even when he was speaking most sympathetically and caringly, Steiner often revealed the occult roots of his educational aims. He said, for instance, that Waldorf school promote a child’s health. The physical body receives benefits from the spiritualistic content of Waldorf instruction, which places minimal demands on a child’s memory or brain: “[W]hen we strain the child’s powers of memory, the effect will bear right through the organism, so that in the forties or fifties [i.e., when the child becomes a middle-aged adult] metabolic illnesses will appear that the physical organization [i.e., the body] can no longer correct. [paragraph break] When I suggest these interconnections [between mind, spirit, body], you may believe me that in the Waldorf school we make every effort to ensure that the soul and spiritual aspect will have a beneficial effect on the student’s physical constitution.” [6] This is an admirable goal, but it is tied to quack medicine — the occult doctrines of Anthroposophy.
Consider the educational implications of making minimal demands on a student’s mind. “We need to direct our teaching entirely toward working with the children so that the teacher, through a relationship to the children developed by standing alongside them, provides nothing but an opportunity for the children to develop themselves. [paragraph break] You can accomplish this between the ages of seven and fourteen — that is, during elementary school — by refraining completely from appealing to the intellect, focusing instead on the artistic.” [7]
Steiner said that children don’t develop intellectual abilities until after age fourteen — and before that age, he considered all students to be in “elementary school.” This is breathtaking. It means that high school freshmen and even some sophomores cannot use their intellects — they are still elementary school children.
This is an “educational” system that keeps kids from thinking too much. Is there really any medical, psychological, or educational justification for this? It is nothing but more Anthroposophical voodoo. Such an approach retards the children’s mental growth while steering them into an occult system where belief, refusal to compromise, and commitment in one’s “innermost feeling” are required.
This is religious indoctrination, not education.
Steiner wrote mystery plays — a medieval art form conveying religious teachings in
pageants. Steiner's plays, of course, convey his own teachings.
AFTERWORD
Steiner taught that faith is essential. He didn't mean that we need to believe specific ideas, precisely. He meant that we need the power of faith to fill our souls. But in practice, this meant believing specific ideas — specifically, his ideas.
Anthroposophy is supposedly a science: It discovers "truths" about the spirit realm. In theory, we don't need to believe these truths, he know them. But actually, since these truths are not supported by any objective evidence, in the end we do need to believe (or not believe), as Steiner essentially admitted:
“[T]he forces expressed in the word ‘faith’ are necessary to the soul. For the soul incapable of faith become withered, dried-up as the desert ... If we do not possess forces such as are expressed in the word ‘faith’, something in us goes to waste." [8]
We can see what Steiner meant by "faith" by observing the reverence and uncritical acceptance that Steiner expected from his followers:
"In Spiritual Science this fundamental attitude is called the path of veneration." [9] Like little children, Steiner's followers should not "harbour any thoughts of criticism or opposition." [10] Don't think; believe. Specifically, believe Steiner.
The loss of faith would wreck our evolution:
"Were men in reality to lose all faith, they would soon see what it means for evolution. By losing the forces of faith they would be incapacitated for finding their way about in life; their very existence would be undermined by fear, care, and anxiety.” [11]
You might think that loss of faith would damage all sorts of religious attitudes and ideas, but Steiner focuses on a central concept of his own teachings, evolution. His concern is quite specifically tied to his own doctrines and movement.
Steiner said that we have within us spiritual intuitions that are utterly reliable, as long as we understand them in the same way he understood them:
"If we stand on this firm support, we base upon it, not a blind belief, but a belief permeated by wisdom, truth and knowledge, and we may say: What must, will come; and nothing prevents us from throwing our best energies into what we believe to be inevitable. Belief is the real fruit of the cross.” [12]
The "wisdom, truth and knowledge" he meant is the content of his own teachings. These come from what he called "exact" clairvoyance. All other spiritual teachings are, to one degree or another, false; all other faiths are, to one degree or another, "blind belief."
Steiner claimed that Anthroposophy is based on real knowledge, thus the faith it requires is not "blind." But it is. The "cross" he mentioned is, of course, Christ's cross. But Steiner taught that Christ is not the being described in the Bible. Christ, according to Steiner, is the Sun God. [13] And how can we know this? What is required of us to "know" this? We can develop "exact" clairvoyance like Steiner's (except that this is impossible). [14] Or we can fall back on faith — specifically, blind belief in Steiner's words. — Roger Rawlings
Waldorf student artwork.
One of the most popular images ever created of the Creation — by William Blake. It was often displayed, in various manners, in the "nondenominational" Waldorf school I attended.
Anthroposophists often pore over Steiner texts almost like monks elaborating manuscripts. Their faith, their mission, are deeply involved.
Steiner's attempt to revive a medieval art form is just one indication of the importance medieval thinking has for Anthroposophists.
[1] Rudolf Steiner, WALDORF EDUCATION AND ANTHROPOSOPHY (Anthroposophic Press, 1995), vol. 1, pp. 49-50 - Feb. 27, 1921.
[2] I discuss these matters in “Steiner’s ‘Science’” and “Is Anthroposophy a Religion?”
[3] Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 118 - July 24, 1920.
[4] Ibid., p. 115 - July 24, 1920.
[5] Steiner consistently downplayed the importance of the brain and rational thought.“[T]he brain and nerve system have nothing to do with actual cognition....” [Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 60 - Aug. 22, 1919.] According to Steiner, “actual cognition” is clairvoyance, which he said works not from the brain but from nonphysical “organs of clairvoyance”: “You see, the organs of clairvoyance must be developed from within....” [Rudolf Steiner, INTRODUCING ANTHROPOSOPHICAL MEDICINE (Anthroposophic Press, 1999), p. 198 - April 3, 1920.] “[J]ust as natural forces build out of living matter the eyes and ears of the physical body, so will organs of clairvoyance build themselves....” [Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Anthroposophic Press, 1944), p. 28 - first published in 1904.] This is the caliber of thinking that underlies Waldorf schooling. If you believe in organs of clairvoyance, you might want to send your kids to a Waldorf school. But if not...
[6] WALDORF EDUCATION AND ANTHROPOSOPHY (Anthroposophic Press, 1995), vol. 2, p. 139 - Aug. 10, 1923.
[7] Ibid., pp. 37-38 - Nov. 20, 1922.
[8] Rudolf Steiner, ESOTERIC CHRISTIANITY AND THE MISSION OF CHRISTIAN ROSENKREUTZ (Rudolf Steiner Press, 2000), p. 162.
[9] Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Anthroposophic Press, 1944). HOW TO KNOW HIGHER WORLDS (Anthroposophic Press, 1994), p. 10.
[10] Ibid., p. 10.
[11] ESOTERIC CHRISTIANITY AND THE MISSION OF CHRISTIAN ROSENKREUTZ, p. 162.
[12] Rudolf Steiner, THE EAST IN THE LIOGHT OF THE WEST (Kessinger Publishing, 1999), pp. 2-3.
True faith. [2009 cat calendar, Workman Publishing.]
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