SNEAKING IT IN


Teaching Anthroposophy
to the Kids




One portion of the Waldorf curriculum is especially guilty of plunging kids directly into Anthroposophical doctrines. Sadly, cruelly, it is a part of the curriculum aimed at the youngest students, those who are least able to think for themselves, the ones who are least able to resist. Many of the stories told to Waldorf students in the lowest grades embody Anthroposophical theology. Indeed, the "Biblical" stories told to young Waldorf students often bear only the most tangential relation to the actual contents of the Bible — the stories are often subtly modified to be Anthroposophical, not Judeo-Christian. Likewise, the myths and legends and fairy tales told to Waldorf students often contain Anthroposophical doctrines.

In some instances, Waldorf teachers make their Anthroposophical messages plain to the students; in other cases, they do not. Sometimes the surprising, occult "content" of the stories exists mainly in the teachers' minds. In these instances, the students may not receive the messages the teachers intend. But in other instances, when the teachers are more forthright, the Anthroposophical belief system makes clear appearances in the classroom, and then the children are clearly subjected to indoctrination.

Overall, an Anthroposophical mood and atmosphere is created in Waldorf classrooms. The intention is not so much to teach young kids specific Anthroposophical concepts (usually), but to plant seeds of Anthroposophical inclinations in the children’s souls (always). The myths and "Bible" stories and legends and fairy tales combine to encourage the kids to feel and dream as their Waldorf teachers wish — they are intended to start the kids down the path toward Rudolf Steiner’s embrace.

Here's a brief survey. 




"BIBLE" STORIES


Here are some quotations from AND THERE WAS LIGHT, a book that revises Bible stories to conform to Anthroposophical belief. We will also dip into other, similar Anthroposophical texts.

Waldorf teachers use such books to guide their class work with the young students. When they recite these stories in class, they are presenting Anthroposophical dogma in only slightly disguised form. We'll begin with a story that may seem unobjectionable, since it stays close to Judeo-Christian tradition. But telltale signs of Anthroposophical occultism begin to intrude, signs that will become more pronounced in subsequent stories. Waldorf teachers who present such material in class are conducting none-too-subtle indoctrination of the youngest, most susceptible children. The process may justifiably be termed brainwashing.





AND THERE WAS LIGHT, by Jakob Streit
(Association of Waldorf Schools of North America, 2006).




Starting at the beginning, let's consider a story that precedes the Creation story, according to Waldorf belief:


“Lucifer stayed with the lesser angels and asked them, ‘Will you help me build a throne? I will sit upon it and be your god’ ... [The archangel] Michael saw what Lucifer was doing. Full of dread, he brought the news to God Father ... God Father spoke, ‘Tell Lucifer to destroy his heart. I will give him a new, shining heart’ ... But Lucifer had stirred up many angels; he did not want a new heart ... [T]he spirits separated into two groups. Michael’s group was above, Lucifer’s below ... Lucifer and his angels fought [against the good angels] desperately ... Their faces became gloomy and ugly. Claws grew out of their fingers ... Lucifer and his followers were cast from heaven ... Since that time there exists a dark, lower world. The evil spirits [of the lower world] forged a throne for Lucifer ... Michael closed the cleft in heaven. A scar remained where it had been.”  — AND THERE WAS LIGHT, pp. 8-9.


• Waldorf schools usually claim to be nonsectarian and nondenominational. Yet Waldorf students are told religious story after religious story. These stories reinforce the spiritual atmosphere in Waldorf classrooms. • In the Waldorf belief system, Lucifer is one of the two great demons who oppose the proper spiritual evolution of humanity. The other is Ahriman. The importance of Lucifer is stressed in many Waldorf stories. [See "Lucifer" and "Ahriman".] • Lucifer has a corrupted heart. In Waldorf belief, the heart is not a pump but a crucial sense organ, the seat of feelings that (unlike the ditherings of the deceitful brain) lead us to spiritual truth. Through stories like this one, Waldorf children are taught the great importance of the heart. [See "Steiner's Specific" and "Reality and Fantasy".] • "God Father" is a unique Anthroposophical formulation. This is not God the Father or Jehovah, but an amorphous ground of being, the Godhead. [See "God" and "Genesis".] According to Steiner, "God the Father" is only a distant ideal, while Jehovah is a lowly god, one of many. [See "Genesis" and "Lunacy".] • Steiner also taught that Michael is the god who rules over the current stage of our evolution. He is the warrior god who serves as the champion of Christ, the Sun God. [See "Michael" and "Sun God".] Michael works to repair the damage caused by Lucifer and Ahriman. Through many stories, Waldorf children are taught the great importance of Michael.


So this story, which stays fairly close to orthodox ideas, nonetheless begins to veer into occult doctrines. Waldorf teachers who tell young students stories such as this are, at a minimum, introducing the kids to a perspective that is compatible with Anthroposophy.







The first day of Creation, as described in Anthroposophy, is rather different from what we find in the Bible.


“As God Father sat upon his throne, he called out seven words through heaven. The seven colors of the rainbow appeared and shone in seven circles around his throne ... Behind the rainbow, majestic fire angels lifted a great cloud curtain, revealing a hall of heaven that had never been seen before. In the hallway were thousands upon thousands of sleeping souls, countless as the stars in heaven ... The fire-angels lowered the curtain and opened the gate of heaven ... Light began to shine, to blaze and sparkle brightly. The darkness withdrew to the depths. Fire-angels stripped flames from their garments, and the new world grew warm. It bubbled and flamed and flashed. Thunder rumbled and rolled so loudly that the evil spirits in the deep huddled in fear. Above them the angels’ eyes, like a thousand suns, sparkled from the bright light of the first day of creation.” — AND THERE WAS LIGHT, p. 13.


• Anthroposophy is a polytheistic faith, with vast numbers of gods, including "fire angels." Many Waldorf stories condition children to accept polytheism. • There are no references to "fire angels" in the Bible, but in Anthroposophical doctrine fire angels or "fire spirits" are gods two levels above man, and they played a major role in the Creation. [See "Polytheism".] Waldorf students receive such lessons in stories like this. • As for the number seven — there are no references to this number in Genesis 1 or 2, save for the seventh day of creation. In Anthroposophy, however, seven is a magic number — Steiner called it the number of perfection. [See "Magic Numbers".] Steiner taught that there will be seven main stages of human evolution, and there are seven planetary spheres (seven circles), and the human constitution has seven members, and children mature in seven-year-long periods, and, and... Here, Waldorf students are introduced to the importance of the number seven. • As for "evil spirits in the deep," both the Bible and Anthroposophy speak of evil spirits. [See "Evil Ones".] In the Bible, their home is Hell. Anthroposophy rejects the Biblical description of Hell. Instead, according to Waldorf belief, evil beings are consigned to the Abyss — the deep chasm separating Earth from the higher worlds. [See "Hell" and "Higher Worlds".] In this story, Waldorf students are told of evil spirits huddled in such a chasm or "deep." • The "great hall" of heaven is at least a glancing reference to Norse mythology with its Valhalla, the court of the gods. In Waldorf belief, Norse myths are true and the Norse gods actually exist. Certainly the description of heaven given here is closer to the myths than to the Bible. [See "The Gods".] • The reference to thunder is at least an oblique reference to the Norse god Thor, whom Steiner identified as playing an important role in human evolution. Waldorf students hear a great deal about Thor. [See "The Gods".] 


Steiner explicitly rejected monotheism, and Waldorf students are encouraged to think that the universe swarms with spiritual powers, gods and demons, spiritual beings both above and below us.





Here is the last day of Creation, according to the Waldorf belief system.


“When everything had been created, God Father looked upon His work and saw that it was good. He gave the angels dominion over the new creation. The Elohim ruled over the sun and the sun light, the moon and stars. The Cherubim held power over lightning and thunder. The rocks, the water, the air and the fire — all were given their rulers.”  — AND THERE WAS LIGHT, p. 29.


• In Anthroposophy, angels are gods. There are many gods and many ranks of gods. The Elohim are gods four levels above man, while the Cherubim are gods eight levels above man. [See “Polytheism”.] • Astrology plays a large role in the Waldorf belief system, with gods dwelling on planets and stars (Jehovah, for instance, is a Moon god, Christ is the Sun God, Lucifer hails from Venus, and so forth). Here we see gods being given dominion over stars and planets. [See “Planetary Spirits”.] • According to Waldorf belief, various gods extend their powers through natural phenomena on Earth. But, in addition, “nature spirits” or "elemental beings" are present in nature. These are invisible presences lower than gods: Gnomes reside in the ground ("rocks"), undines in the water, sylphs in the air, and salamanders in fire. [See “Neutered Nature”.] According to Waldorf belief, such beings really exist, and Waldorf students are told many tales about them. (Gnomes are especially present in Waldorf schools; gnome dolls and figurines can be found in many Waldorf classrooms.)


Comparing the Anthroposophical version of Creation with the Biblical version shows significant differences. Children who are told the sorts of stories found in AND THERE WAS LIGHT are not being given orthodox Bible stories. Here are the ending verses in Genesis 1 and the beginning verses in Genesis 2, telling of the sixth and seventh days of Creation. Note that the gods mentioned in the Anthroposophical version (Elohim, Cherubim) are not mentioned here; also, according to the Bible, earthly dominion is given not to the gods and nature spirits, but to man, whereas dominion over forces beyond the Earth is implicitly retained by God. And, certainly, according to the Bible there is one God, one Creator; the Bible is not polytheistic.


“27 So God created mankind in his own image, in the image of God he created them; male and female he created them.

“28 God blessed them and said to them, ‘Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.’ 

“29 Then God said, ‘I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 

“30 ‘And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground — everything that has the breath of life in it — I give every green plant for food.’ And it was so. 

“31 God saw all that he had made, and it was very good. And there was evening, and there was morning — the sixth day.


“1 Thus the heavens and the earth were completed in all their vast array.

“2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work.

“3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done.’”  — THE HOLY BIBLE, New International Version.





AND THERE WAS LIGHT was written by Anthroposophist Jakob Streit. Another Anthroposophist, Roy Wilkinson, wrote a complementary volume, COMMENTARY ON THE OLD TESTAMENT STORIES (Rudolf Steiner College Press, 2001), which we should dip into from time to time. Here is Wilkinson's discussion of the Creation story in the Bible.


"The Biblical story of the creation is couched in magnificent language which everyone can appreciate. To understand what is implied is not so easy. Fortunately, Rudolf Steiner has given an account of evolution from the spiritual scientific aspect and this, though complicated, clarifies the matter considerably. He describes three so-called planetary conditions of the earth. The first is a huge globe of heat, a manifestation of spiritual beings, in which our whole solar system was included as an undifferentiated mass. There was a development from the heat element into a sort of gaseous substance and light. At a third stage there was a condensation to liquid ...


'In the beginning'

"This refers to the beginning of Earth evolution...an interweaving of the elemental substances of heat, gas and liquid which are really the embodiment or means of expression of spiritual beings.

'God'

"The word in the original Hebrew is Elohim. It is a plural and Elohim are high ranking [sic] spiritual beings, called in Greek the Exusiai, or by other [i.e., Anthroposophical] designation, Spirits of Form. God as a collective term is justified insofar as the Elohim work as a group, combining their individual talents with the aim of creating the human being." — COMMENTARY ON THE OLD TESTAMENT STORIES, pp. 9-11.

The Waldorf meaning of the Creation story is radically unlike anything you will hear in a synagogue, church, or mosque. • "Spiritual science," in Waldorf belief, is Anthroposophy, the occult system created by Rudolf Steiner. It is also sometimes called occult science or esoteric science. • A key concept in Anthroposophy — one not near the hearts of anyone who takes the Bible literally — is evolution. • Evolution as described by Steiner has no connection to the biological process traced by modern science. Steiner taught that we have evolved through "planetary conditions" or "planetary stages" — we began on Old Saturn ("a huge globe of heat"), progressed to the Old Sun (gas and light), and then to the Old Moon (liquid), before coming to Present Earth, the fourth of our planetary stages. Each of the planetary stages encompasses the entire solar system, including the Earth as it exists during that period. • Our evolution is overseen by numerous "spiritual beings" or gods, who have a divine plan for our development to higher and higher forms. • "In the beginning..." Wilkinson explains that this phrase in the Bible refers not to the real beginning of the universe but to the beginning of our current, fourth planetary stage — life on Earth in its present incarnation. • The most shocking part of the Waldorf version of creation entails God. In Waldorf belief as expressed by Wilkinson, God is not Jehovah, God Almighty, the Creator, or Allah. “God” is a committee of high-ranking spiritual beings. Anthroposophists see the Old Testament as a set of stories about the activities of numerous gods of varying ranks. Here, Wilkinson says that the gods called Spirits of Form (aka Elohim or Exusiai) were instrumental in creating us. • Wilkinson's discussion of the word "Elohim" is, at best, debatable. Here is a truer account: "Though Elohim is plural in form, it is understood in the singular sense. Thus, in Genesis the words, 'In the beginning God (Elohim) created the heavens and the earth,' Elohim is monotheistic in connotation, though its grammatical structure seems polytheistic. The Israelites probably borrowed the Canaanite plural noun Elohim and made it singular in meaning in their cultic practices and theological reflections." [ENCYCLOPÆDIA BRITANNICA.] Thus, while Wilkinson argues that "Elohim" connotes a polytheistic universe, in fact the Bible is monotheistic. • The Spirits of Form are equivalent to the angelic order called Powers. See, e.g., Rudolf Steiner, EXCURSUS ON THE GOSPEL ACCORDING TO MARK (Rudolf Steiner Publishing Co., 1937), lecture 4, GA 124.




Here is the meaning of the Waldorf account of Lucifer’s fall and, subsequently, mankind’s fall. Waldorf teachers would use different words than these when addressing young children, but they would seek to convey these concepts. (The words Wilkinson uses are the sorts of terms Waldorf teachers use when holding discussions among themselves.)

"There had been certain beings in the spiritual world who had failed in their normal progress and they had become self-willed. They are known as the Luciferic beings [i.e., Lucifer and his minions]. Ever since human beings had been endowed with astrality, i.e., the possibility of having feelings, passions, desires [sic: interpolation by Wilkinson], they were open to Luciferic influence. For their own purposes these beings made human beings aware of themselves earlier than planned by the creators [sic]; they awakened the senses of humans (opened their eyes) [sic: interpolation by Wilkinson] who began to lose consciousness of the divine in favor of the terrestrial. By becoming conscious of themselves in the world of the senses [i.e., in the physical world], they acquired the ability to choose freely between good and evil." — 
COMMENTARY ON THE OLD TESTAMENT STORIES, p. 20.

Here are some of the Anthroposophical doctrines contained in this narrative. Some can be reconciled with the Bible, others cannot. • Sin, in the Waldorf view, involves the failure to evolve properly. [See “Sin”.] Thus, those spirits who allied themselves with Lucifer “failed in their normal progress.” [See “Abnormal”.] • Evolving in the wrong direction means asserting your own will rather than following the divine plan of the gods. This is what Lucifer and his minions have done — they became “self-willed.” • Lucifer is one of the main demons who threaten man’s own proper evolution. The other is Ahriman. [See “Lucifer” and “Ahriman”.] • As humans have evolved to higher, more spiritually potent levels (we became “endowed with astrality”), we have developed our own capacities for inner existence (“having feelings, passions, desires...”), which has opened us to being influenced by Lucifer. • Lucifer and his minions pushed us to evolve too quickly in one way, derailing the plan of the gods by making us too self-aware (they “made man aware of himself earlier than planned by the creators”). • We became earthly, physical, “terrestrial,” which distanced us from the spirit realm. • This was good, in a sense — we developed the possibility of free choice (we could “choose freely between good and evil"), so in this sense Lucifer helped us. But the potential cost of his influence is extremely threatening: We are increasingly cut off from the intentions of the good gods who created us (we are not doing what was “planned by the creators”). • "Creators" — once again, we are reminded that Anthroposophy is polytheistic.

We should note that Wilkinson’s explanations of Anthroposophical doctrine are sometimes questionable; nonetheless, they represent a view from inside the ranks of Waldorf teachers.





Returning to Streit, let's see what happened to Adam and Eve when they were expelled from Paradise. These are words that a Waldorf teacher might use in addressing young children:


"Michael accompanied Adam and Eve to the earth. In the evening, it grew cold. Shaking with cold, Adam and Eve built a small hut out of bushes and made garments of leaves ... Adam and Eve could no longer hear the heavenly music or the angels' voices ... Michael came to Adam and Eve to comfort them. 'You have not lost heaven completely. Pray to God. Then the thread of light, which binds your souls to heaven, will not tear. At night this thread draws you toward the heavenly light."  — AND THERE WAS LIGHT, p. 34.


• In the Bible, the fall of mankind meant we were cast out of the Garden of Eden. But according to Waldorf belief, mankind's fall meant leaving the spiritual worlds and descending to Earth. (Steiner taught that before life on Earth as we know it now, we passed through evolutionary stages "on" Saturn, the Sun, and the Moon as they existed in previous incarnations of the solar system.  Along the way, although evolving, we became progressively less spiritual and more physical. Likewise, individual humans are born on Earth after descending from the spirit worlds where we lived before birth — we moved from spiritual realms to the physical, earthly realm.) The "fall" is thus our descent into physical existence. • in Waldorf belief, Christ is the Sun God and Michael is the Archangel of the Sun. Michael has special responsibility for overseeing human evolution, so he accompanied us to Earth. • Descending to Earth means being cut off from the spirit worlds ("Adam and Eve could no longer hear the heavenly music or the angels' voices") — but our exile is not absolute. According to Steiner, when we sleep at night, we ascend again into the higher worlds (our astral bodies and our "I"s make this trip, while our physical and etheric bodies stay below). This is what Michael tells Adam and Eve to comfort them: At night, the thread leading back into the heavens “draws you toward the heavenly light." Or, in Steiner’s own words, "[T]he astral body...is outside the human being at night ... [Also] the I. This is how we are at night. We are two people in the night [one above and one below]." — Rudolf Steiner, BLACKBOARD DRAWINGS 1919-1924 (Rudolf Steiner Press, 2003), p. 102. [For more on the etheric and astral bodies and the "I", see "Incarnation".]






Many Anthroposophical texts change the meanings of "myths, stories and legends"
in accordance with the indications provided by Rudolf Steiner.
Here's another such text: 
THE REVELATION OF EVOLUTIONARY EVENTS In Myths, Stories and Legends, by Evelyn B. Debusschere 
(Association of Waldorf Schools of North America, 1997).



Here is yet another Anthroposophical author explaining the "real" meaning of a Bible story. In this case, EveLynn B. Debusschere takes on the story of Cain and Abel:


“The Old Testament story of Cain and Abel reveals the transition from Lemuria to Atlantis ... Cain and Abel do not represent individuals of that time, but rather, they represent humanity at the beginning of Atlantis. Cain, the first born son of Adam and Eve, is the last born of the Lemurian age and the first born of the Atlantean age ... As Cain’s heritage is from before the Fall, he is not aware of the difference between good and evil, but as the world begins to absorb the contrast of good and evil, Cain become capable of doing evil, and 'Cain attacked his brother Abel and murdered him' (Gen. 4:8).” — Evelynn B. Debusschere, THE REVELATION OF EVOLUTIONARY EVENTS (Association of Waldorf Schools of North America, 1997), pp. 22-24. 


• Anthroposophists believe that before our current historical period on the Earth as we know it now, humans lived on two lost continents, first Lemuria and then Atlantis. [See “Prehistory 101“ and “Atlantis and the Aryans”.] • In Waldorf belief, many of the individuals in the Bible are actually composite portraits of humanity at various stages of spiritual evolution. In this case, Cain and Abel stand for human beings as they were when they moved to Atlantis. • Quoting the Bible, the author tries to make her extremely unbiblical narrative seem consistent with orthodox teachings: "
Cain attacked his brother Abel..." But the attempt is facile.  I invite you to look for references to Lemuria and/or Atlantis in the Bible. • Like many tales of all sorts, the story of Cain and Abel can be seen as a conflict between good and evil. But the Anthroposophical take on this battle is essentially pagan, positing a war between gods who are good and other gods who are evil. “[W]e are watching the battle waged by the good gods against the evil gods....” — Rudolf Steiner, KARMIC RELATIONSHIPS, Vol. 2 (Rudolf Steiner Press, 1974), p. 251. [See “Evil” and “Evil Ones”.] The battles between good and evil gods are reflected in strife between good and evil humans here below.

Atlantis, Lemuria, evolution, multiple gods [see "Polytheism"] — this is not the Bible that Jews and Christians revere.





You may not be familiar with the following "Bible" story:


"And it came to pass that an angel of God led Adam into a cave. The angel shows Adam a book in which the seventy-two Signs of Light were written. All the wisdom of the world was written in the book. The angel taught Adam to read the signs in the book and said, 'Before you die, you must give this book to a man whose soul is filled with the light of God, so that the wisdom of the angels may continue to shine on earth' ... The Book of Life was not written on parchment; it was Light written in Light." — AND THERE WAS LIGHT, p. 45.


• In the Book of Revelation, the "Book of Life" is the record kept by God, listing the names of the saved. Some references to such a book may also be inferred from passages in the Old Testament. But the book described in this Anthroposophical story is different. This Book contains "all the wisdom of the world," and it is "Light written in Light." In Waldorf belief, there is a transcendent encyclopedia of all knowledge written on akasha, a universal light or ether. This Book is the Akashic Record, and it can be read by great clairvoyants such as Rudolf Steiner. [See "Akasha".] • The story tells of the Book being passed on to a successor of Adam, a man who has divine wisdom. This savant would be an Initiate, a wise leader who possesses spiritual knowledge hidden from others. Anthroposophy is built on the belief in initiation. Rudolf Steiner is viewed as one of the greatest initiates. [See "Guru".] • In Anthroposophy (a word meaning human wisdom), wisdom is all-important. As a gnostic belief system, Anthroposophy teaches that salvation comes not through faith or good works (even though these are important), but through the possession of secret divine wisdom. Here, children are told of "the wisdom of the angels" which must be preserved and spread among men. [See "Gnosis".] • The wondrous book contains "signs." Waldorf belief contains many references to mystic signs and runes. One Steiner text is called OCCULT SIGNS AND SYMBOLS. Here, Waldorf students are introduced to such ideas. [See "Signs".] • Seventy-two is a magical number, in Waldorf belief. Steiner taught that there are 72 planetary gods,* and the average human life is 72 years, and we breathe about 72 times a minute, and so forth — so everything makes sense, in an occult sense.  And these are the sort of lessons Waldorf schools instill through unbiblical "Bible" stories.


* Steiner attributed this tenet to Iamblichus. See the lecture "Spiritual Wisdom in the Early Christian Centuries", GA 213.





Noah is a different figure in Waldorf belief than in the Bible:


"In heaven God chose a strong soul and said, 'You shall go to earth where your name shall be Noah. On the earth, try to lead men toward the Good. I will be with you.' Then God called the angel of birth and said, 'Lead this soul [i.e., Noah] into a house on earth wherein the good still shines. This soul shall renew my ways on earth.'"  — AND THERE WAS LIGHT, p. 86.


• According to Waldorf belief, Noah was a great spiritual guide, an Initiate, who descended from the higher worlds to live in Atlantis. [See "Old Testament".] Having great clairvoyant powers, he led the most highly evolved humans to safety when Atlantis sank. (In one Waldorf school, a recent visitor spotted a map of the world that included the continent of Atlantis.) God sent Noah to Earth, into a house of righteousness, and Noah subsequently became a great leader. • "The Good," in Anthroposophy, is evolution leading toward spiritual perfection. People who are unable to evolve must be left behind, as so many were when Atlantis was destroyed. The Biblical story of the Ark, then, becomes a metaphor for what Waldorf teachers think really happened in human history — we evolved on Atlantis, then Noah and his followers left that doomed continent while many others were left behind and perished. [See "Evolution, Anyone?" and "Atlantis and the Aryans".] • The story refers to "the angel of birth." In Waldorf belief, angels — that is, gods who stand only a bit higher than humans — have many specific roles and identities. Archangels stand one tier higher, and they have wider responsibilities. In this case, one "angel" has responsibility for overseeing human births on Earth. Many Waldorf stories drive home similar lessons, all of them consistent with Anthroposophical dogma. (To be fully consistent, the story would have to say that the "angel of birth" is an archangel, a god two levels above humans, or a god even higher in the celestial hierarchy. In Waldorf belief, angels have responsibility for individual humans whereas archangels have responsibility for large groups of humans, such as nations and races. Above archangels are spirits of personality, and above spirits of personality are spirits of form, and above spirits of form are... See "Polytheism".)





Here is Waldorf teacher Ray Wilkinson's description of Noah and the Flood:

"Many people, and also giants, now lived on the earth but humanity had become wicked ... The story refers to the sinking of the continent of Atlantis ... Noah, or Manu, as he is known elsewhere [i.e., in other religions and/or mythologies], was the leader of the sun-oracle of Atlantis [i.e., a center of occult knowledge on Atlantis] ... He was the most advanced leader and he was obviously still in touch with the creators of the Earth, the Elohim or Spirits of Form ... Noah gathered together people sufficiently mature [i.e., sufficiently advanced] and, knowing that the catastrophe was coming, emigrated to the center of Asia ... Here he set up a cultural or mystery center from which the early Post-Atlantis civilizations were inspired." — COMMENTARY ON THE OLD TESTAMENT STORIES, pp. 24-25.


• Atlantis, Manu, Spirits of Form — these are Anthroposophical concepts, derived from sources other than the Bible. • Giants are mentioned in the Bible — think of Goliath — but Anthroposophists generally mean a distinct race, the sorts of giants described in Norse myths. The counterparts of such giants are dwarfs, also a distinct race, also described in Norse myths. [See "The Gods".] • In Waldorf belief, Noah was an occult leader, the leader of the "sun-oracle," having connections to Christ, the Sun God. "Oracles," according to Steiner, are prophets/seers or the places where prophets/seers hold forth. [See, e.g., "Vulcan".] • Noah was more "advanced" than other spiritual leaders, and he selected "sufficiently mature" people to accompany him from Atlantis to Asia. These are references to human spiritual evolution, a process that Steiner taught occurs through cultural and other epochs. Higher nations and races develop, displacing earlier, lower peoples. A sad strain of racism runs through Anthroposophy. Thus, in describing what happened after Atlantis was destroyed, Steiner said “[I]t was the normal human beings that were...the most capable of evolving. [Abnormal] peoples whose ego impulse was developed too strongly... became...the Red Indians of America. [Likewise, the abnormal] people whose ego-feeling was too little developed...became the subsequent Negro population of Africa ... The human beings who had developed normally [i.e., ancestors of whites] lent themselves best to progress.” — Rudolf Steiner, THE BEING OF MAN AND HIS FUTURE EVOLUTION (Rudolf Steiner Press, 1981), pp. 118-119. [See "Steiner's Racism".] • In Waldorf belief, the mechanism for evolution is reincarnation, which is tied to karma: We evolve through many, many lives, creating our own karma as we go. [See "Karma".] • Although elsewhere Anthroposophists speak of "God," here we see numerous gods — "Elohim or Spirits of Form" — and these are identified as the "creators of the Earth." [See "Polytheism".]


As you can see, very little of this has a basis in the Biblical account of the Flood. But these are the sorts of concepts that initiated Waldorf teachers have in mind when telling "Bible" stories to their students. How much Anthroposophical doctrine actually registers on the students varies from class to class, depending on the precise wording each teacher chooses when telling these stories.




The following is another "Bible" story about the mysterious book kept in a cave:


"After visiting the [sinful] city, Noah's soul was deeply troubled. The Archangel Raphael helped Noah to understand the acts of life and the meaning of death, to distinguish good and evil spirits. Raphael took Noah to the cave of the Holy Book, which Adam had [seen — see the story we examined, above] ... What did he find in the wisdom of the Holy Book? ... He learned to understand the powers of the sun, moon, and stars. He was able to fathom the past events of the earth, the present, and the future." — AND THERE WAS LIGHT, p. 93.


This story, meant for young Waldorf students, makes fairly clear reference to some Anthroposophical concepts (e.g., the Akashic Record and astrology) while alluding to other concepts that might be made to seem consistent with either Anthroposophy or the Bible, depending on the choices made by individual Waldorf teachers. • The possibility of finding hidden knowledge that confers virtual omniscience is central to Anthroposophy. Indeed, "occult science" — that is, possession of comprehensive hidden knowledge — is precisely what Steiner offered his followers. [See his book AN OUTLINE OF OCCULT SCIENCE; for a summary, see "Everything".] The prospect of acquiring great hidden knowledge is clearly conveyed here. • The "Holy Book" in this story is obviously not the Bible, which is not hidden in a cave. Instead, this "Holy Book" enables Noah to acquire something akin to omniscience: knowledge of the stars, the planets, the earth, the past, and the future. The idea that such a hidden record exists is clearly conveyed in this story. In Anthroposophy, this record is the Akashic Record. [See "Akasha".] • Astrology ("the powers of the sun, moon, and stars") is alien to mainstream Christianity but it looms large in Waldorf belief. [See "Astrology" and "Waldorf Astrology".] The concept of astrological or celestial powers in the stars and planets is clearly conveyed here. • Biblical teachings about prophecy are mixed. The Bible identifies several prophets, and the final book of the New Testament is a work of prophecy. On the other hand, at least some Biblical passages indicate that knowledge of the future is denied to humanity — no one knows the hour of her/his death, for instance, or the hour of Christ's return. Prophecy is more clearly affirmed in Anthroposophy. Anthroposophists believe that Steiner saw the future, and this story affirms the possibility of such prevision (Noah "was able to fathom...the future"). • The "meaning of death" is quite different in Anthroposophy than in Christianity. According to Anthroposophy, we die, spend a while in the spirit realms, and are then reincarnated. According to mainstream Christianity, we die, are judged, and go to our reward or punishment. (The day of judgment may come immediately or, depending on Biblical interpretation, it may be delayed. But Christianity teaches that we live one life on Earth and are then judged, largely on the basis of our faith — or lack of faith — in Christ.) This story at least raises the issue of death's meaning. • Both Christianity and Anthroposophy speak of "good and evil spirits," but again the doctrinal differences are great. In Christianity, God is omnipotent and thus never truly endangered by Satan and his minions. In Anthroposophy, there are many good gods and many evil gods, and the balance between good and evil is precarious. Good should triumph, but there is no guarantee. [See "Evil Ones".] The message conveyed to young Waldorf students on this score will depend on the words and tone adopted by their teacher.




Here is Wilkinson writing about Abraham and the ram:


"In the Platonic year [a period of approximately 26,000 regular years] the earth comes under the influence of a particular sign of the Zodiac every 2160 years. This period marks the duration of a cultural epoch ... The new age of Aries, the ram, began in 747 B.C. ... Abraham saw the ram, i.e. he looked forward to the new age; but the ram's horns were caught in a thicket. Horns are symbols for two centers in the head connected with clairvoyance. When the ram is sacrificed, it means that in the new era men will no longer have the faculty of clairvoyance." — 
COMMENTARY ON THE OLD TESTAMENT STORIES, p. 35.

• Once again, we see astrology being imposed on the Bible: the zodiac, the age of Aries, implicitly the sign of the ram... • Steiner claimed that ancient people had natural clairvoyance: This is what allowed them to create "true" myths, fairy tales, and Old Testament stories.* But later people evolved to a condition in which clairvoyant powers have been lost. Fortunately, however, Steiner himself developed "exact clairvoyance" to learn deep spiritual truths, such as the real meaning of the stories in the Bible. • In Waldorf belief, a "cultural epoch" is a period lasting about 2,160 years — the length of time when a particular sign of the zodiac has its greatest influence. There are also "great epochs" that are much longer. As Wilkinson indicates, the stages of our evolution are closely connected to the astrological powers of the stars. Or so Anthroposophists believe.


The sort of "logic" found in Anthroposophy is reflected here. The Bible includes a story about a ram. There's an astrological sign called the ram. Therefore, the Bible story must be about our evolution through astrologically influenced stages. (For more about the sort of "thinking" encouraged in Waldorf schools, see "Thinking Cap". For the use of clairvoyance by Waldorf faculty, see "The Waldorf Teacher's Consciousness".)


* The idea that the Bible is the inspired Word of God can sometimes be found in Anthroposophical discourse, but generally it is absent. There is no One and Only God in Anthroposophy, and thus the Bible cannot be the Word of this nonexistence monotheistic God.




The surprising Waldorf version of the Exodus:

"The exodus from Egypt is contemporary with the fall of Troy. The ancient world of divinely led humanity gives way to that of the individual, independent personalities with ego characteristics. The Israelites are experiencing homelessness. Homelessness is a step on the path of spiritual development ... The Israelites spent forty years in the wilderness ... [They] had to experience the realities of the harsh physical world. Earth forces were still active. Their god [Jehovah] was drawing near to the earth and he was experienced in the earthly elements ... Between the creator gods (the Elohim [sic]), Jehovah and Christ, there is a close connection. Christ is a manifestation of the Elohim; Jehovah is his servant. Christ was worshipped by many different peoples under a different name as a being of the sun-sphere. He descended to the earth in stages before incarnating in the body of Jesus. During the Moses era the Christ being was in the earth's atmosphere; hence the Jews experienced him in the elements — as a pillar of cloud and a pillar of fire." — 
COMMENTARY ON THE OLD TESTAMENT STORIES, pp. 54-55.

• Many people will be surprised that the story of Moses leading the Israelites out of Egypt is really, to a significant extent, a story about Christ. According to Steiner, Christ is the Sun God, while Jehovah is associated with the Moon — Judaism, hence, is the Moon religion. [See "Sun God" and "RS on Jews".] • Note the reference to Troy. Steiner taught that the Bible is "true" in some ways, but he extended equal credence to many other traditions, myths, legends, and religions. Many different peoples have worshipped many different gods — but under Anthroposophy, large numbers of these gods are rolled up together: They turn out to be the same god(s) seen differently or at different stages of evolution. [See "Altogether".] • According to Steiner, Christ and Jehovah are two of the
 Elohim, the Creators of man ("Between the creator gods (the Elohim), Jehovah and Christ..."). Christ later came to Earth to become the human Prototype. [See "Prototype".] Jehovah moved to the Moon, and from there he exerted special influence on mankind at one time. He is essentially obsolete today, however, just as Judaism is obsolete, according to Steiner. "Judaism as such has long outlived itself and no longer has a legitimate place in the modern life of peoples." — Rudolf Steiner, "Vom Wesen des Judentums" {On the Nature of the Jews}, DIE GESCHICHTE DER MENSCHHEIT UND DIE WELTANSCHAUUNGEN DER KULTURVOLKER, Dornach, 1968. [See "RS on Jews".] • Wilkinson's conception of "homelessness" imposes an Anthroposophical gloss on the desperate desert wanderings of the ancient Hebrews — it was all to the good, since it raised the Hebrews to a higher level of consciousness (before Hebrew consciousness became obsolete). In Anthroposophical doctrine, the purpose of the Jewish nation was to prepare the way for Christ. Jews had to become spiritually conscious enough to fulfill this mission; but once it was fulfilled, the Jewish nation no longer had a reason to exist. [See "Also Forbidden".]




And a Waldorf version of Joshua and the Battle of Jericho:

"Christ, the spirit of the sun, was approaching ... Jericho was situated in a remnant of fertile ground which had all around been destroyed by volcanic activity ... The city was decadent. The spiritual force of the the Israelites may have won the day as did the pope when confronted by Attila ... When the Gibeonites brought stale bread and old wine, they were demonstrating that they recognized that their spiritual resources were outmoded ... Joshua supposedly cried for the sun and moon to stand still. As recorded in the Bible this is a wrong translation. The call was a supplication to the spiritual being of the sun: 'Spirit of the Sun, shine on Gibeon. [sic]'" — 
COMMENTARY ON THE OLD TESTAMENT STORIES, pp. 68-69.

• Again, Christ makes an appearance in the Old Testament, according to Anthroposophists. Remember, however, that the Anthroposophical Christ is the Sun God. Anthroposophy strays as far from the New Testament as it does from the Old. • The Pope also appears here, tangentially. But Steiner considered mainstream Christian denominations — certainly including Catholicism — nearly as obsolete as Judaism. The true faith (which Anthroposophists refer to as "spiritual science") is Anthroposophy.* • Also tangentially: Steiner had many interesting things to say about volcanoes. Humans are at least partially responsible for volcanic eruptions, due to the use and misuse of their willpower and thoughts. [See, e.g., "Past and Future".] Additionally, if you trace lines between volcanoes on the surface of the Earth, you will discover that the Earth is really a sort of rounded pyramid, not a globe — or so Steiner said.** [See "Summing Up".] • Steiner and Wilkinson correct the Bible's assertion that Joshua called for the Sun and Moon to stand still ("
As recorded in the Bible this is a wrong translation"). In fact, they claim, Joshua was calling on Christ, the Sun God ("The call was a supplication to the spiritual being of the sun"). Anthroposophy repeatedly "corrects" the Bible. One of the most stunning "corrections" is Steiner's concoction of a "Fifth Gospel" that presents the "true" meaning of the four gospels of the New Testament. [See Rudolf Steiner, THE FIFTH GOSPEL — From the Akashic Record (Rudolf Steiner Press, 2001). Anthroposophical commentaries on Steiner's "gospel" can be found in such books at Peter Selg's RUDOLF STEINER AND THE FIFTH GOSPEL (SteinerBooks, 2010).]


* Steiner considered himself to be engaged in a battle with at least some portions of Catholicism. "

Catholic clerical factions...are now resorting to a web of lies in order to destroy spiritual science [i.e., Anthroposophy]." — Rudolf Steiner, 

SPIRITUAL SCIENCE AS A FOUNDATION FOR SOCIAL FORMS (Anthroposophic Press, 1986), p. 20.

** 

"[T]he earth stands in the universe, curiously, as a rounded tetrahedron, as a kind of pyramid. That, gentlemen, is actually still the form of the earth!" — Rudolf Steiner, FROM SUNSPOTS TO STRAWBERRIES (Rudolf Steiner Press, 2002), p. 185.







Perhaps this is a sufficient survey of the Waldorf versions of Old Testament stories. Anthroposophical texts twist Bible stories, turning them into Anthroposophical stories. Waldorf teachers who tell the Anthroposophical version of these tales to the young children in their charge are setting the children's feet on the path toward Anthroposophical belief. A young child who has innocently internalized the Anthroposophical perspective may bear it in her/his heart and mind for many succeeding years — possibly until the end of life. [For more on the Waldorf version of the Book of Genesis, see "Genesis" and "Old Testament". For the changes Anthroposophy inflicts on Christianity, see "Was He Christian?", "Sun God", "Christmas", "Prototype", "Sermon", "Gnosis", "Power Words", and "Events".]












MYTHS, LEGENDS, FAIRY TALES



Waldorf schools use myths, legends, and fairy tales much as they use "Bible" stories: as vehicles for implanting Anthroposophical views and attitudes in the students.


The myths given greatest importance at Waldorf schools are those of northern Europe: Norse myths. Steiner taught that Norse myths convey special insights into human evolution and, indeed, he said that they parallel many of his spiritual "discoveries." [See "The Gods".] Waldorf teachers generally believe that virtually all myths and legends are true, at some level, but they are particularly convinced that Norse myths are true. Steiner's taught that the Norse gods really exist and the events described in Norse myths really happened (or will happen). Here is Waldorf educator Charles Kovacs indicating how teachers should introduce Norse myths to Waldorf students. Imagine him standing at the head of a classroom, talking to the children:


“The stories I am going to tell are very special. They are wonderful stories of strange beings called ‘gods’ and of giants and dwarfs ... These stories were not just made up; they came about in a different way ... As long as Adam and Eve were still in paradise they could see God ... Then came the children of Adam and Eve, and their children’s children; they could still see God, but not very often ... The more people became used to living on earth...the less they could see God ... [B]ut very many of them, not just a few, could see the angels ... There were many peoples in the world who worshipped the angel-gods, and they had wonderful stories about them. The most wonderful stories were told among people who are called Norsemen ... When these brave, fierce Norsemen had fought a battle, they came home to celebrate their victory with a great feast ... The most important part of the feast was when a man called a ‘bard’ took a harp and sang or recited a poem ... These bards could see the angel-gods better than the others. This is how the stories I am going to tell you came about. They are stories that these wise bards among the Norsemen heard from the angels, from the angel-gods.” — Charles Kovacs, NORSE MYTHOLOGY, Waldorf Education Resources (Floris Books, 2009), pp. 7-9. 


Kovacs creates a weird blend of pagan myths and Biblical teachings. He goes from gods, giants, and dwarfs to Adam and Eve and then back to the Norse angel-gods. His is not fully faithful to Steiner's teachings (Kovacs suggests that monotheism is the underlying truth, whereas Steiner's doctrines are polytheistic), but generally he follows the Steiner/Waldorf line: Norse gods really exist and Norse myths are true. These are true stories told by gods to ancient wise men. This is how Anthroposophists think of Norse myths; and it is how, far too often, Norse myths — and other myths and legends — are presented to impressionable young children in Waldorf schools.





To the modern, rational mind, the Waldorf belief system is almost inconceivably backward and foolish, but Steiner's followers are perfectly serious. The following is from Anthroposophist Ernst Uehli:


“[The Norse god] Thor, like [the Norse god] Odin, renounced his ascendance and became, therefore, the leader of the Germanic peoples’ experience of the ego-birth. Had he ascended he would have become an archangel being. He stayed at the angel level. Out of this renunciation grew the tremendous power that made him leader of the Germanic ego-birth. Rudolf Steiner...characterizes him as one of the mightiest angels there ever was.” — Ernst Uehli, NORSE MYTHOLOGY AND THE MODERN HUMAN BEING (Association of Waldorf Schools of North America, 1999), p. 69. 


This statement is full of Anthroposophical jargon, but the main thing we should recognize is that Anthroposophists accept the proposition that Thor is a real being. Thor, the angel, the “leader of the Germanic ego-birth,” really exists. And how do we know this? Because Rudolf Steiner said so, designating Thor a mighty angel indeed. (If you want to penetrate the jargon, you could consult the BRIEF WALDORF - STEINER ENCYCLOPEDIA, where you will find this: “According to Steiner: [Thor is] an Angel who renounced further evolution to help mankind. Steiner taught that, like other Norse gods, Thor was known to Germanic/Nordic man. ’German-Nordic man has an interest in an Angel-being who is endowed with special power ... And that Being is Thor ... [Thor is] a Being who could have risen to far higher rank had he followed the normal course of evolution, but who renounced advancement comparatively early and remained at the stage of a [sic] Angel ... Thor plays an active part in the implanting of the individual ego [in human beings] ... [T]he pulsation of the blood [in the human body] corresponds to the thunder and lightning [ruled by Thor] ... Germanic-Nordic man sees this clairvoyantly....’" The quotation comes from Rudolf Steiner, THE MISSION OF THE FOLK SOULS (Rudolf Steiner Press, 2005), pp. 134-135.) 




It is almost unnecessary to describe the Waldorf versions of specific Norse myths, which Waldorf teachers usually tell with at least a suggestion that they are literally true. Thus, the Waldorf "meaning" of a Norse myth is the myth itself, its literal description of the actions of gods, giants, dwarfs, and other beings thought to really exist. Overall, Norse myths and Anthroposophy share at least these concepts:

 polytheism

 immaterial beings aside from the gods themselves (e.g., dwarfs, giants)

 contending bands of gods (in a manner of speaking, good gods and bad gods)

 gods that are imperfect, that may need to evolve or to be replaced

 a hierarchy of states of consciousness (Odin’s quest)

 a hierarchy of being (the world of the dwarfs is below the world of men — 
above the world of men is the world of the old gods —
above the world of the old gods is the world of the new gods;
and the old world of men is replaced by a new world of men)

 a creation story without a Creator*

 a Christlike god who dies but is reborn
(Baldur, god of the dying spring, returns with each new spring;
in Anthroposophy, Christ is the Sun God, crucified on Earth)

 an apocalypse that paves the way not for the Kingdom of God
but for a new human realm under a new heaven

 the primacy of mankind (in the myths, the first man is born before the first gods;
in Anthroposophy, humans are the original Earthly life)

 celebration of Aryan qualities (in the myths, the first man is blond
and the guardian of the spirit realm is the whitest god;
in Anthroposophy white Aryans are the most advanced race)

 the search for gnostic or occult wisdom,
e.g., the mystic runes (think celestial script, think Akashic Record)

 association of art with spiritual contact

 derogation of commerce and its gods

 dead humans who are still active, still able to be contacted

 a duality of forces hostile to mankind (in the myths, the land of fire and the land of fog;
in Anthroposophy, Ahriman and Lucifer)

 the production of good out of evil

 magic, sorcery

 evil souls in animal form (wolf, serpent;
in Anthroposophy, the animal forms of the "evil race")

 divination, knowledge of the future

◊ [fill in the blank — I have undoubtedly missed some
parallels between the myths and Steiner's doctrines]




* Anthroposophy rejects the Biblical account of Creation. There is no One and Only God who created the universe. However, Anthroposophy recognizes the Godhead — a rather amorphous creative force — and within it the Christ being (the logos, the Word), the divinity that became the Sun God.




We will return to Norse myths after a few short excursions in other directions.



 


Norse myths are not, by any means, the only myths told at Waldorf schools.  Myths, legends, and fables from many lands are sprinkled throughout the Waldorf curriculum. And these tales are often told as if they were historical accounts, not fabulous inventions. A fundamental confusion between fantasy and reality can result in the students’ minds. Two quick examples:


One of the books in the Waldorf Resources series is ANCIENT GREECE by Charles Kovacs (Floris Books, 2004). It consists of Waldorf retellings of ancient Greek mythology. Children listening to these tales as told in Waldorf schools will quickly enter a mental space in which myth and history blur (and this is intentional: Waldorf teachers generally believe that myths are true).*


In relating the myth of Prometheus bringing fire to mankind, Kovacs says “A race of giants, called Titans, had been masters of the world until [the gods] defeated them in a terrible battle ...  At that time, life on earth was difficult. There were many wild animals around but people had no weapons to fight them with and lived in fear and dread ... Today we take fire for granted ... But in those days people ate their food raw and huddled together in the cold and dark....” [p. 14] Giants, gods, man, fire. And where is the line between fantasy and reality? There is none. Today we have fire, but in those days we didn’t. What days are we talking about? The days before a giant stole fire from the gods and gave it to us. The phrasing of the story makes this sound like an historical event.


Next Kovacs tells is about Pandora and her box. “[S]he lifted the lid. As soon as the lid was open...hundreds of little winged creatures came out ... [T]hey were nothing other than hundreds of illnesses and worries ... Pandora opened the lid again and out came something that was like a great shining white butterfly, and that was Hope. And so, when we are sick or have worries, it is Hope that can help us overcome our difficulties.” [p. 17] Kovacs shifts subtly from the myth to reality, again blurring the difference. Pandora let Hope out of the box, “and so” we now have Hope to help us. Why do we have it? Because of Pandora’s actions. Once again, the phrasing of the story makes this sound like an historical report.**



“Myths...are the memories of the visions people perceived in olden times ... At night they were really surrounded by the world of the Nordic gods of which the legends tell. Odin, Freya, and all the other figures in Nordic mythology were...experienced in the spiritual world with as much reality as we experience our fellow human beings around us today.” — Rudolf Steiner, THE FESTIVALS AND THEIR MEANING (Rudolf Steiner Press, 1998), p. 198.


**“One [Waldorf grad] told me that in her teens she was surprised to learn that the Greek gods were not historical figures, so thoroughly did the [Waldorf] curriculum meld myth and history.” — A former Steiner dorm parent. [See "Dorm Dad".]


 



The legends of King Arthur and his knights are often emphasized in Waldorf schools. If you dig just slightly beneath the surface, the reason become evident.


"As Galahad, Percivale, and Sir Bors travel together to the castle where the Holy Grail is kept, cosmic events in the evolution of humanity are revealed ... [The knights receive] a revelation of the transition from Lemuria to Atlantis ... Rudolf Steiner explains that in the evolution of the human form, [one by one] the physical body, the etheric body, the astral body, or the ego could work especially strongly [at one phase or another], dominating over the other three members. Through this, four human types developed ... [T]he human shape gradually constructed itself out of the eagle, lion, and bull natures. These transmuted themselves into the human form." — THE REVELATION OF EVOLUTIONARY EVENTS, pp. 71-72.


These are all Anthroposophical doctrines: • Lemuria and Atlantis existed. • Humans have four bodies (physical, etheric, astral, and ego). • Proto-humans had four different physical/soul natures. Steiner taught that, early in our evolution on Earth, the beings who would become humans exemplified four natures: There was the bull race, the eagle race, the lion race, and "man" — these last being the proto-humans who were the most harmoniously developed. Each type of proto-human shared a single collective or "group" soul. The effects of that period remain today: The modern female body comes largely from the lion race, the modern male body from the bull race. [See "Four Group Souls".] • According to Waldorf belief, the transition from Lemuria to Atlantis was momentous, marking significant evolutionary progress. Having been four different types sharing four different group souls, we became individual humans possessing individual souls — although we retain some forms of group souls even today. "Low" or unevolved humans are still largely characterized by group souls, and the distinction between such low humans and animals is slim. ”You must realise clearly that certain higher animals, particularly animals that live much in the company of man, such as domestic animals, have a kind of self-consciousness, resembling that of the lower savages of to-day.” — Rudolf Steiner, “Man's Relationship with the Surrounding World” (General Anthroposophical Society, 1941), GA 98. • In Waldorf belief, the human form is nearly ideal. It is the temple in which resides the human soul, which is considered the microcosm of the cosmos. [See "The Center".]




The legend of the search for the Holy Grail has particular meaning in Waldorf schools. For Anthroposophists, the Grail signifies occult or mystery knowledge. “[I]n this arising of the Holy Grail there stands before us everything that went into the post-Christian renewal of the principle of the ancient Mysteries. Fundamentally speaking, the phrase the 'Holy Grail', with all that belongs to it, involves a reappearing of the essence of the Eastern Mysteries.” — Rudolf Steiner, THE MYSTERIES OF THE EAST AND OF CHRISTIANITY (Rudolf Steiner Press, 1972), lecture 4, GA 144. Also see Rudolf Steiner, THE HOLY GRAIL (Rudolf Steiner Press, 2001), p. 11. Taking this a step further, the Grail becomes Anthroposophy itself, the mystery knowledge that Waldorf teachers think they possess. [See "Grail".] Or, as we will see momentarily, the Grail becomes an emblem for the spirit realm in general.

The quest for the Grail is told in many forms in Waldorf schools. The most central version concerns the knight Parsifal. One book in the Waldorf Education Resources series is devoted to Parsifal and his efforts to find the Grail: PARSIFAL AND THE SEARCH FOR THE GRAIL (Floris Books, 2002), by Charles Kovacs.





PARSIFAL and the Search for the Grail, by Charles Kovacs,
Waldorf Education Resources
(Floris Books, 2002).


Although the story of Grail quest builds on wisdom from the ancient East, it is deemed a distinctly European or "Christian" (i.e., Anthroposophical) tale, representing the pursuit of a form of spiritual wisdom that can be obtained only by highly evolved humans — people who have felt the "Christ Impulse" (i.e., the impetus given evolution by the Sun God's ministry on Earth): "Here in Europe there was a deep understanding of these things. I have often told you of the great stimulus given to the evolution of man by the Christ Impulse ... The seeking soul finds the spiritual world; the soul finds the Holy Grail which has now become the symbol of the spiritual world. Individual Initiates have experienced what is here described. They have gone the way of Parsifal, have become as kings looking down on the three bodies [i.e., the physical, etheric, and astral bodies]. The Initiate says to himself: ‘I am king over my purified astral body which can only be purified when I strive to emulate Christ.’ [sic]" — Rudolf Steiner, "The European Mysteries and Their Initiates", ANTHROPOSOPHY QUARTERLY, volume IV, no. 3, GA 57.

Clearly, in Waldorf schools, the Grail myth is not merely an adventure story about a brave knight undergoing trials as he seeks a lost treasure. It is a deeply important spiritual account. Individual Waldorf teachers make their own decisions about how to present the Grail myth to young students, but the story is considered so crucial that — like some Norse myths — it recurs later in the Waldorf curriculum, when older students can give it more mature consideration. Young students are exposed to these stories, and older students are required to study them again at a more advanced level. Waldorf teachers hope to launch the students on their own quest for the Grail: "Rudolf Steiner recommended this story for pupils of Class 11 (age 16-17 years) as a way of introducing them to...one of the central problems of our time — the journey of the consciousness soul* ... Like Parsifal they will go through their own individual way of finding the Grail...." — PARSIFAL AND THE SEARCH FOR THE GRAIL, p. 7.


* The "consciousness soul" is a member of the human spiritual constitution that bestows and mirrors mature conscious reflection. It does not fully incarnate until age 42. [See "What We're Made Of".]





From the great seriousness of a holy parable studied by high school students, let's return to the simple atmosphere of preschool. Even simple fairy tales are used, in Waldorf kindergartens and nursery classes, to teach Anthroposophy. Here is "Hansel and Gretel":


“The story portrays spirit and soul descending into a physical body and ascending again, enriched, to the spiritual world ... The story could also be looked upon as an initiation process. Soul and spirit are engaged in developing higher organs ... Yet another interpretation would be to consider the story as one of human evolution. With the expulsion from Paradise the human being enters the material world. Through his experiences he regains the faculty of spiritual perception in a new way and regains his spiritual home enriched.”  — Roy Wilkinson, THE INTERPRETATION OF FAIRY TALES (Rudolf Steiner College Press, 1997), pp. 13-14.


Wilkinson provides his colleagues with various interpretations of "Hansel and Gretel," all of which embody Anthroposophical doctrines. • Anthroposophists believe that we have both spirits and souls. • They also believe that we descended to life on Earth from spiritual worlds, and we will ascend again. • Initiation — the process of gaining access to hidden spiritual knowledge — is near the heart of Anthroposophy. [See “Inside Scoop”.] • “Higher organs” are nonphysical, invisible organs, predominantly organs of clairvoyance. (“[O]rgans of clairvoyance build themselves...” — Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Anthroposophic Press, 1944), p. 28.) • Evolution is another central concept in Anthroposophy — we have evolved from Old Saturn and are on our way to Future Vulcan. • We lost “paradise” by coming to Earth (a sadly material place), but we will move on. [See “Matters of Form”.] • The “faculty of spiritual perception” is clairvoyance. Ancient people had it; we tend not to have it now — but we can regain it, in an improved form, by following Anthroposophy.


Such are some of the Waldorf beliefs hidden below the happy surface of “Hansel and Gretel” — according to Waldorf belief. Individual teachers will choose their own words in framing the story, and — as Wilkinson indicates — they can elect their own (Anthroposophical) interpretation of the story. Non-Anthroposophical interpretations are not considered and presumably would not be presented in class.





Here is "Snow White", Waldorf-style: “In human development there are certain obvious stages of development. For the first seven years of its life the child is, so to speak, carried by heavenly powers. Then a change takes place ... [W]hen Snow White is seven, it is she who is the most beautiful. She has grown into her own being to a certain extent. The significance is that a new type of human being is coming into existence ... When the queen thinks she is eating Snow White's lungs and liver, she aims at acquiring the new powers ... Snow White...wanders alone in the woods and comes to a little hut which is the home of the seven dwarfs. The significance here is that the child's soul (and the human soul in general at a certain stage) is still in connection with the elemental powers ... The negative powers now attack the developing soul ... The elemental beings can assist humans to some degree but some things are beyond their powers ... [A] higher power is needed to awaken [Snow White]. The power of the higher self, in the form of the prince, arrives ... [T]he old magical powers must die. It is the beginning of a new era."  — THE INTERPRETATION OF FAIRY TALES, pp. 16-17.


A quick gloss: • Anthroposophists believe in many gods: There are many "heavenly powers" above us. • The universe also includes "elemental beings" or nature spirits, invisible creatures such as gnomes and sylphs that dwell inside nature; they help humans, to some degree, but they can also be hostile. [See "Neutered Nature".] • The "higher powers" (i.e., gods) assist us to evolve so that we become "a new type of human being." • Individual humans evolve through a series of seven-year-long phases. [See "Incarnation" and "Most Significant".] • Until age seven, a child is in touch with the spirit world from which s/he so recently descended — s/he is still "carried by heavenly powers." • After the seventh birthday, a child becomes significantly different — "a change takes place" and the child becomes more earthly — hence the earthly elemental beings loom larger in her/his life. • Incarnating more fully on earth means becoming more autonomous. "[W]hen Snow White is seven...she has grown into her own being to a certain extent." • Humans acquire "new powers" at each stage of life and during each future life (reincarnation). • Our evolution takes us forward into new historical epochs — so, time and again, "It is the beginning of a new era." • The death of the Queen/witch shows human spiritual evolution, as we set aside old powers ("the old magical powers must die") and move toward our new, higher powers. • The handsome prince who awakens Snow White embodies the "higher power" of the evolved human spiritual ego, the transformed Self. (In Anthroposophy, Christ the Sun God is our Prototype: We evolve to become like Him. He is our ultimate handsome prince. See "Prototype".) • There are beneficent powers but also "negative powers." Some of these are evil gods, demons, black magicians and witches, and perverse elemental beings. [See "Evil Ones".] • The descent to Earth is a descent toward an unspiritual existence — a necessary step but a hazardous one, akin to wandering "alone in the woods."




Earlier, I said that it is almost unnecessary for us to look at specific Norse myths. Nevertheless, poking around through the Waldorf versions of various Norse myths can be illuminating. Here is the meaning of the myth sometimes called "The Treasure of the Gods":


"The story deals with the Luciferic influence (the Fall in the Bible) which brought the human being into physical existence and to consciousness of self as an individual earlier than the creator gods had intended. The result was separation from the divine, separation into races, different languages and dissension.


"...[G]olden hair signifies innocent wisdom, direct communication with the divine. When Sif's golden hair is replaced by that manufactured by the dwarfs, it symbolizes replacement of heavenly wisdom by that of the earth.


"...Thor represents the ego power. The union of Thor and Sif therefore signifies group consciousness, a group ego." — Roy Wilkinson, THE NORSE STORIES AND THEIR SIGNIFICANCE (Rudolf Steiner College Press, 1999), p. 43.


Thor is the Norse god of thunder; Sif is a goddess, Thor's wife. • Lucifer (who is not mentioned in Norse myths, at least by this name) is described by Steiner as one of the two arch-demons who threaten humanity. The other is Ahriman. It is partly through the influence of Lucifer ("the Luciferic influence") that we descended to our present condition in the physical universe. [See "Lucifer" and "Ahriman".] • The idea that blond people are purer, more highly evolved, and closer to the gods runs through much of Anthroposophical lore. [See "Atlantis and the Aryans".] • The multiplicity of gods is a basic Waldorf belief, as is the idea that there are many "creator gods" — that is, many gods helped bring us into existence and have contributed to our subsequent evolution. [See "Polytheism".] • Here we see the god Thor identified with the human spiritual ego — i.e., the spiritual part of ourselves that incarnates at about age 21, giving each mature individual a unique identity. [See "Incarnation".] • Group souls, according to Steiner, are souls that all members of a group (such as a species, a nation, or a race) share. Animals do not have individual egos, but they share group souls. Humans have individual egos, but they also share various group souls. (This idea reached Steiner through Theosophy. See "Basics".) • The most appalling Anthroposophical tenet reflected here concerns race ("separation into races"). As Wilkinson says, evil gods or demons are thought to have interfered in human evolution, thus producing — among other things — humanity's division into different races. “Lucifer and Ahriman...fought against this harmonious tendency of development in the evolution of humanity, and they managed to change the whole process so that various developments were shifted and displaced. While there should have been basically only one form of human being...Lucifer and Ahriman preserved [earlier human types] ... Thus, forms that should have disappeared remained. Instead of racial diversities developing consecutively, older racial forms remained unchanged and newer ones began to evolve at the same time. Instead of the intended consecutive development of races, there was a coexistence of races. That is how it came about that physically different races inhabited the earth and are still there in our time although evolution should really have proceeded [unimpeded].” — Rudolf Steiner, THE UNIVERSAL HUMAN (Anthroposophic Press, 1990), p. 75. [See "Steiner's Racism".]

Consider what it means for such ideas to seep into Waldorf classrooms, even in the form of entertaining stories from long ago.





Here is the Waldorf take on the Norse myth sometimes called "Loki's Punishment":


"The story is one of the suffering of humanity brought about by the influence of Lucifer.


"Lucifer brought human beings to the physical world and Luciferic forces are at work in them ... The ego forces prevail but suffering is involved.


"...Loki was tied to a rock in a cave with bands that turned to iron... on [his] neck, loins and round the legs ... These are parts of the body where the Lucifer influence has been strong — speech, reproduction and will impulses....


"In the picture of Loki's suffering is reflected what men and women experience through his influence." — THE NORSE STORIES AND THEIR SIGNIFICANCE, p. 71.


• In Norse myths, Loki is a prankster god, sometimes depicted as a humourous figure despite being fundamentally evil. In general, according to Waldorf belief, Loki represents Lucifer. Steiner taught that Lucifer is evil yet he also brings us gifts having real value. [See "Lucifer".] • As we have seen, mankind's fall, according to Waldorf belief, is the descent to the physical Earth. Lucifer/Loki is the agent who caused this descent. • In Waldorf belief, "Luciferic" forces and beings or influences reflecting the power of Lucifer. • Steiner taught that the ego* is wicked when it leads to egoism, but "ego forces" are good when they allow us to develop our divine spiritual identities. [See "Ego".] • Steiner taught that Lucifer and Ahriman — the two great demons — affect us in very particular ways, with this influence centered in particular parts of our bodies. We see this doctrine here ("these are parts of the body where the Lucifer influence has been strong"). • Although Anthroposophists often like to say that Lucifer ultimately serves the good gods, we see this myth presented as a cautionary tale — in effect, a sermon, warning of the suffering we will endure if we follow Lucifer. When told in a Waldorf class, this myth becomes one of the many religious lessons given to the students. [See, e.g., "Prayers".] 



* Here he was speaking of "ego" in a more or less normal sense, as a part of our psyche. More typically, Steiner spoke of "ego" as a spiritual member of our constitution, the "ego body" that is the fourth of our bodies, higher even than the astral body. The spiritual ego conveys spiritual selfhood.








NORSE MYTHOLOGY AND THE MODERN HUMAN BEING, by Ernst Uehli
(Association of Waldorf Schools of North America, 1999).


It is hard to overstate the importance Waldorf schools attach to Norse myths. While recognizing that myths are not precisely equivalent to objectively verifiable statements of fact, the schools usually accept Steiner's assurance that Norse myths are essentially true and they teach children crucial lessons. Telling children these myths is meant to inculcate Anthroposophy in an easily absorbed form.

"Rudolf Steiner once remarked that he could find no other mythology that spoke to the human condition in the way Norse myths do ... These pictures create an important, imaginative basis for children to more deeply understand human development and human consciousness. Especially in the inexorable move toward the twilight of the gods in these myths, we find a picture which speaks to the journey of every child who passes through the portal of the 'nine-year change.'" — James Pewtherer, editor's preface in Ernst Uehli's NORSE MYTHOLOGY AND THE MODERN HUMAN BEING (Association of Waldorf Schools of North America, 1999), pp. 5-6.

• In Anthroposophy, and specifically in Waldorf schools, imagination is not considered simple inventiveness, fantasizing, or picturing things in the mind. Imagination, in the Waldorf view, starts with these but grows to become a form of clairvoyance. [See "Steiner's 'Science'".] • Occult conceptions of human development and human consciousness are central to both Anthroposophy and Waldorf education. We "develop" ourselves as we incarnate additional bodies and as we evolve upward spiritually. We improve our consciousness not by becoming more rational or intellectual, but by drawing closer to clairvoyance. (Intellect has some value in our present, extremely physical stage of evolution, but not much beyond this stage.) • In Norse myths, "the twilight of the gods" is the ultimate battle of gods and giants in which all are destroyed — but a basis is created for further evolution in a new universe. Rudolf Steiner incorporated this vision into his own doctrines. Waldorf students are led toward a vision of humanity evolving through a long, sometimes tortuous series of stages in which the entire universe itself undergoes cyclical changes. [See "All vs. All" and "Everything".] • The "nine-year change," in Waldorf belief, is a crucial development occurring around the ninth year of a child's life: The child leaves the dreamlike consciousness of early childhood and awakens to the existence of the self as a separate entity present in a universe of other beings and phenomena. [See "Crossing the Rubicon" in THE BRIEF WALDORF / STEINER ENCYCLOPEDIA.]


"[T]here is in the Norse stories a great depth of knowledge...relics of the old Mystery wisdom. They present a picture of evolution, of the creation and development of the human being and his connection with higher beings, the fading of the old world conception, and the birth of the ego which leads to new powers of perception ... The stories hint at the coming of Christ but they also show that humanity must suffer before the Christ impulse can take hold." — James Pewtherer, THE NORSE STORIES AND THEIR SIGNIFICANCE, p. 5. 

• "Mystery" wisdom or knowledge is hidden, occult knowledge — which Anthroposophists think is found predominantly in their own system, Anthroposophy, which combines and reconciles occult wisdom from various spiritual traditions. [See, e.g., "Best".] Anthroposophy is thus occult knowledge revealed to grown initiates, but in Waldorf schools such knowledge is indeed often kept more or less hidden — it is conveyed or hinted at primarily through covert methods. • In the Waldorf worldview, the "higher beings" are the hierarchies of gods; the "adverse powers" are demons and other evil spirits. [See "Polytheism" and "Evil Ones"] • "[T]he fading of the old world conception" refers to the evolution of humanity's comprehension of the spirit worlds and spiritual truths. This evolution led from prior, partially mistaken world conceptions to the current pinnacle of spiritual wisdom, found in Anthroposophy. • The "ego" is the fourth human body, the spark of divine individual identity. • "[N]ew powers of perception" are what Anthroposophy theoretically enables: in sum, clairvoyance. • Christ, or the Sun God, stands at the center of Waldorf beliefs. Steiner and his followers think they perceive Christ in virtually everything, including ancient, non-Christian myths. Waldorf students are always led toward this vision of Christ. (Certainly Anthroposophists always work toward this vision. "[E]verything we strive for, every line we read of our anthroposophical science, is an entering into a relationship with Christ. In a certain sense, we really do nothing else." — Rudolf Steiner, TOWARD IMAGINATION (SteinerBooks, 1990), p. 36.)



The god Baldur is the primary Christ figure in Norse myths, or so Anthroposophists believe. Steiner taught that Baldur — like the other Norse gods — really exists, and the stories of his life and death both reflect real events in Baldur's experience and they provide symbolic representations of the life and death of Christ. "At the time of Baldur, the human organization [i.e., constitution] was different. The astral and the formative [i.e., etheric] bodies were free and more in motion. They were not tightly bound to the physical body as later. The ego, therefore, worked more deeply into the physical organization ... The killing of Baldur at the behest of Loki is...an evolutionary happening. It came about slowly through the effect of the poisoning that changed the blood due to changes in nourishment." — Ernst Uehli, NORSE MYTHOLOGY AND THE MODERN HUMAN BEING, pp. 37-40. 


Such elaborate interpretations bend Norse myths out of shape. (In the story of Baldur's death, a dart hits and kills Baldur. This is a quick process, not at all a gradual evolution.) But such interpretations are central to the Waldorf approach, and they are what Waldorf teachers try to convey, if only indirectly. Thus, for instance, Waldorf schools try to lead families toward the Anthroposophical conception of health and medicine. [See, e.g., "Steiner's Quackery". For Anthroposophical beliefs about blood, see "Blood".] Children who absorb the essence of Waldorf-told Norse myths become — the schools hope — more inclined to open themselves to Anthroposophical approaches in all spheres of life. 









Many, many other myths are told to Waldorf students. In most cases, the Waldorf versions of these myths are crafted to convey Anthroposophical messages of the sort we have discussed here. 


We can end our survey at this point, but I encourage you to get a hold of Anthroposophical books like the ones I have quoted and check them for yourself. Waldorf teachers smuggle Anthroposophy into the classroom in many ways. The teachings about myths, legends, and Bible stories form just one of these methods, but perhaps a particularly potent one.


Students who attend Waldorf schools for only a few years — and particularly students who enter in the higher grades — may emerge largely unscathed. They almost certainly will detect a strange, spiritual vibe in the school, but it may not penetrate their consciousness very deeply. But children who enter in an early grade — and particularly students who remain in the school for most or all of their school years — will almost always be deeply affected. By the end, they will have undergone a long, orchestrated conditioning process. The process is especially insidious in the earliest years, when visions and feelings are implanted that may last a lifetime. 


To further examine the ways that Anthroposophy suffuses Waldorf education, see, e.g., "Magical Arts", "Spiritual Agenda", "Soul School", "Curriculum", "Eurythmy", "Mystic Math", "Lesson Books", "Foundations", "Methods", etc.


"Anthroposophy will be in the school." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 495.









For additional examples of Waldorf texts that subtly indoctrinate students,

see "Clearing House".


For a further survey of Norse myths as told in Waldorf schools, 

see "The Gods".


For more on Bible stories as told in Waldorf schools,

see "Old Testament".


For more on fairy tales as told in Waldorf schools,

see "Fairy Tales".


For more on Anthroposophical indoctrination in Waldorf schools, 

see "Indoctrination".


For a look at Waldorf education as it exists

when the teachers bring Anthroposophy openly into the classroom,

see "Out in the Open".


For a summary of Anthroposophical teachings that I absorbed

as a Waldorf student,

see "Help 5".























Impression of a detail from a painting intended for the ceiling of the 
Anthroposophical headquarters.
See THE GOETHEANUM CUPOLA MOTIFS OF RUDOLF STEINER 
(SteinerBooks, 2011), p. 93.




















TEACHING HISTORY, Vol. 1, Ancient Civilizations - Greece and Rome, by Roy Wilkinson
(Rudolf Steiner College Press, 2000).


Although Anthroposophy is often conveyed to Waldorf students in subtle, indirect form, as through the sorts of stories and myths we have been examining, Anthroposophy is sometimes conveyed more directly in the study of ordinary academic subjects such as history. The following is from the description of a Waldorf teacher's guide, published by the Rudolf Steiner College PressThe subject is history. The subtext is clairvoyance. 

"The History curriculum for fifth and sixth grades in a Waldorf school follows the thread of development of cultures through Ancient India, Persia, Egypt and Chaldea, Greece, and Rome. This provides a picture of the changing human consciousness from ancient clairvoyance to the loss of spiritual vision and, with it, the awakening of independent ego awareness and materialism. The teacher is guided to a deeper understanding of the spiritual significance of mythologies and great epics, and shows how the ancient world points the way to the future." TEACHING HISTORY, Vol. 1 (Rudolf Steiner College Press, 2000).

Students taught history in this way are being fed Anthroposophy, which considers itself the "way to the future." "Changing human consciousness." "ancient clairvoyance," "the loss of spiritual vision," "independent ego awareness," "the spiritual significance of mythologies and great epics" — these are all terms and concepts that have special importance in Anthroposophy, and we have touched on these concepts on this page. Clearly, if a child is taught that human history has involved the loss of an ancient form of clairvoyance, that child is being taught Anthroposophical belief. The same holds for the other Anthroposophical concepts enumerated here.













Steiner asserted, many times, that Waldorf students are not taught Anthroposophy — at least not openly, not in its entirety. But he also indicated, many times, that Waldorf students are taught various Anthroposophical concepts and beliefs. Thus, at the first Waldorf school, he inaugurated the school year by telling students the following:


"[T]hose of you [students] who have been here longer will have noticed that we [teachers] are really trying with all our might to help you become people with a feeling for true human devotion, people who can look up to a spiritual, supersensible world. You will learn to understand the words 'spirit' and 'supersensible world' better and better as you move up from one grade to the next."  — Rudolf Steiner, RUDOLF STEINER IN THE WALDORF SCHOOL - Foundations of Waldorf Education VI (Anthroposophic Press, 1996), p. 106.


“Supersensible” is a term that is found almost exclusively in Anthroposophy — it refers to the realm, undetectable by ordinary senses, that Anthroposophists believe exists below, around, within, and above us. “Spirit,” in Anthroposophical belief, is the immortal supersensible essence that dwells in the spirit realm above; it is different from “soul,” which is the temporary supersensible identity that one assumes during an earthly incarnation.


Steiner was telling the students that, as they proceed through Waldorf education, they will be brought to deeper and clearer understanding of such things. In other words, they will learn — “better and better” — to see such things as Anthroposophy sees them.
















Much of the literature studied in Waldorf schools in unobjectionable;
indeed, it usually includes great literary classics.
But other works are included in the curriculum despite their lack of literary merit.
Examples can be found in such volumes as THE WALDORF BOOK OF POETRY 
(Living Arts Books, 2012), edited by David Kennedy.
This anthology includes works by Shakespeare, Robert Frost, William Butler Yeats, and other great poets. 
But it also features works by people who are not poets at all — 
people whose only qualification is that they are Anthroposophists.
Thus., the book includes "poems" by such Anthroposophists as
Dorothy Harrer, Eugene Schwartz, A. C. Harwood, Eileen Hutchins, and (who else?) Rudolf Steiner.
The poems by these authors are generally doggerel having, as you might expect, a distinctly esoteric tilt.
Their overall import is to introduce Waldorf students to Anthroposophical beliefs.
As Waldorf teacher Eugene Schwartz has written,
“Read through these carefully selected and artfully categorized poems and you will receive the better part of a Waldorf education.” 


Here are a few excerpts.



"At the Ringing of the Bells"
by Rudolf Steiner

"To wonder at beauty,
Stand guard over truth,
Look up to the noble,
Resolve on the good:
This leadeth man truly
To purpose in living...."
[THE WALDORF BOOK OF POETRY, p. 256.]


◊◊◊


"Five Verses for Michaelmas"*
Unattributed

"Sword of Micha-el brightly gleaming,
Down to earth its light is streaming;—
May we see its shining rays
In winter's darkest days.

St. Micha-el, brave and bright
Who loves to live in the light,
The fierce foe to fight...."
[THE WALDORF BOOK OF POETRY, p. 105.]

*Michaelmas is the mass of St. Michael. In Anthroposophy, Michael is the Archangel of the Sun.
"St Michael and anthroposophy are connected in a special way ... 
Michael inspires all human beings who wish to connect the human spirit with the spirit of the cosmos. 
Anthroposophy is also called the School of Michael. 
Rudolf Steiner sought to establish a new festival of Michaelmas, at the end of September...." 
— Henk van Oort, ANTHROPOSOPHY A-Z (East Sussex: Sophia Books, 2011), p. 78.


◊◊◊


"St. George"
by Eugene Schwartz
("For Michaelmas")

"...Oh St. George, Come! Advance!
'Gainst the Dragon to fight...*

St. George battled the beast
Till the rays of the sun
As it rose in the east
Showed our knight to have won!"
[THE WALDORF BOOK OF POETRY, p. 106.]

*In Anthroposophy, Michael is a warrior god fighting on behalf of the Sun God, Christ, to protect and strengthen humanity. 
Michael's chief foe is the great demon Ahriman, symbolized as a dragon. 
St. George, a pious knight and dragon-slayer, is Michael's representative on Earth.


◊◊◊


"The Sun Is in My Heart"
by A. C. Harwood

"The Sun is in my heart,
He warms me with his power,
And wakens, wakens life and love
In bird and beast and flower,
In bird and beast and flower...."
[THE WALDORF BOOK OF POETRY, p. 44.]


◊◊◊


"A Sun Like Thee"
by Eileen Hutchins

"May our eyes shine
With light like thine,
May our hearts know
Thy warming glow,
May our hands give
Such strength to live,
That we may be
A sun like thee."
[THE WALDORF BOOK OF POETRY, p. 45.]


◊◊◊


"Ancient Persia"
by Dorothy Harrer

"In the flaming fire we worship thee,
Master of Wisdom,
Lord of Light,
AHURA-MAZDA...

From the regions of the North.
From the regions of the South,
Forth rushed Ahriman the deadly,
And the demons of darkness...." *
[THE WALDORF BOOK OF POETRY, p. 174.]

*Waldorf students study many world religions, which may be laudable, but this study usually stresses Anthroposophical beliefs.
In Anthroposophy, Ahura Mazda is the Sun God, Christ, as perceived by the ancient Persians.
Steiner also taught that Ahriman, the devil in Persian belief, is one of the arch-demons who fight against proper human evolution.


◊◊◊


"Number Rhyme"
by Joan Marcus

"We dance around the fir tree
in every kind of weather,
Twelve little gnomes dancing together.*
We dance around the fir tree
in every kind of weather,
Twelve little gnomes dancing together."
[THE WALDORF BOOK OF POETRY, p. 291.]

*Parents are often charmed by the gnome images and figurines found in Waldorf classrooms.
They should realize that, in Anthroposophical belief, gnomes really exist:
They are "nature spirits" or "elemental beings" who live within the Earth.


◊◊◊


"Coming Forth into the Day"
by Dorothy Harrer

"Homage to thee, O Ra, at thy tremendous rising!
Thou risest! Thou shinest! the heavens are rolled aside!
Thou art the King of Gods, thou art the All-comprising,
From thee we come, in thee are deified."*
[THE WALDORF BOOK OF POETRY, p. 175.]

*In Anthroposophy, any prayer to the Sun is a prayer to Christ, the Sun God.
Anthroposophists believe that Ra, the ancient Egyptian god of the Sun, is Christ as recognized by the ancient Egyptians.
We should also be note that Anthroposophy is a polytheistic faith, so phrases like "King of Gods" are meant literally.


◊◊◊


"The Forging of Thor's Hammer"
by S. M. Ryan

"Blow bellows, blow,
Set the sparks aglow!

...Thunderer Thor
Needs weapons of War!"
[THE WALDORF BOOK OF POETRY, p. 167.]







Numerous other poems by Anthroposophists, as well as poems that can be interpreted as supporting Anthroposophy,
are spread throughout THE WALDORF BOOK OF POETRY.
Waldorf students who are required to study such stuff are not, 
as a result, automatically flung into a lifelong commitment to Anthroposophy.
But they are undeniably, if subtly, introduced to Anthroposophical perspectives and attitudes.
Far more than most of their parents ever intended, they are led toward the labyrinths
of Rudolf Steiner's occultism.







THE WALDORF BOOK OF POETRY, edited by David Kennedy
(Living Arts Books, 2012).


The cover of THE WALDORF BOOK OF POETRY
shows a lance-wielding Michael flying among seven stars,
slaying a dragon above a peaceful, church-centered earthly community.
See, e.g., "Michael", "Sun God", "Ahriman", "Astrology", "Polytheism",
To explore some of the Anthroposophical doctrines hidden in this book's poems,













The songs and hymns sung in Waldorf schools 
often contain Anthroposophical tenets.
Thus, for instance, Anthroposophists believe that the archangel Michael (or Saint Michael)
is Christ's warrior, battling mankind's terrible foe, the arch-demon Ahriman. 
Michael has particular responsibility for overseeing human evolution in our time.
Thus, Michael is our hero as well as Christ's champion.
[See "Michael" and "Ahriman".]

Here are the lyrics of a song included in THE WALDORF SONG BOOK (Floris Books, 1992).
A note says the song should be performed "with firmess."


"UNCONQUERED HERO OF THE SKIES
"Michaelmas Song

"1. Unconquered hero of the skies, Saint Michael;
"Against the foe with us arise,
Thine aid we pray the foe to slay, Saint Michael.

"2. The heavenly banner thou dost bear, Saint Michael;
"The angels do thine armour wear;
Thine aid we pray the foe to slay, Saint Michael.

"3. Great is thy might, strong is thy hand, Saint Michael;
"Great o'er the sea, great o'er the land;
Thine aid we pray the foe to slay, Saint Michael."


[For more, see the section devoted to hymns
on the page titled "Prayers".]



 















Items from the Waldorf Watch "news" page:



“When...love of fairy tales is coupled with an understanding on the part of the story teller, doors are opened to the whole realm of life in which fairy tales are true and live forever.” — Joan Almon, WHAT IS A WALDORF KINDERGARTEN? (SteinerBooks, 2007), p. 53. Almon is a Waldorf teacher and co-general secretary of the Anthroposophical Society of America.


Everyone loves fairy tales. And what could be more natural and pleasant than for Waldorf teachers to tell fairy tales to their young students? But as always, we need to look beneath the Waldorf surface for the mysticism that guides Waldorf teachers. What do Waldorf teachers mean when they say that “fairy tales are true and live forever”? They mean that fairy tales are trustworthy clairvoyant reports about the spirit realm. They mean that ancient people had powers of clairvoyance, which they used to see into the invisible realms beyond Earth, and they reported what they saw by telling these stories to one another. Fairy tales, to put this simply, are true. 


“Fairy tales are never thought out [i.e., invented]; they are the final remains of ancient clairvoyance, experienced in dreams by human beings who still had the power ... All the fairy tales in existence are thus the remnants of the original clairvoyance.” — Rudolf Steiner, ON THE MYSTERY DRAMAS (Rudolf Steiner Press, 1983), p. 93.


Waldorf teachers tell their students fairy tales in order to convey their occult beliefs to the children.




◊◊◊◊



"'The Stones Cry Out' at Waldorf event Nov. 17

“Imagine that stones could talk! Where do they come from? How were they made? Join the sixth grade students of the White Mountain Waldorf School [New Hampshire, USA] — a ‘star-studded cast’ — for a musical rendition of this age-old question [sic] ... Explore the woes of being a common sedimentary rock when metamorphic and igneous rocks (the local bullies) laugh at your expense ... Witness Obsidian, the great illusionist, wow the crowds ... All this and more is happening on Thursday evening, Nov. 17, at 6:30 p.m. at The Salyards in Conway Village. This short performance arises out of the student's study of mineralogy. Donations, to cover the cost of the venue, will be accepted at the door.” [11-11-2011 http://www.conwaydailysun.com/node/477377/18672

This sounds cute. You might bear in mind, however, that in Waldorf belief stones really are alive and have emotions. Indeed, the various strata of the Earth are all alive, much evil radiates from them, and they are quite sensitive pain (their own, not yours). Anthroposophical beliefs such as these are usually not taught to Waldorf students directly, but Anthroposophy is often conveyed to the students through indirect methods. "The Stones Cry Out" seems to give us a clear example of Waldorf students beings taught Anthroposophy at least indirectly. 

Here is a glimpse at Rudolf Steiner's wisdom about rocks. He said that one stratum of the earth is the Fire Earth. “The Fire Earth is made essentially of feeling and will. It is sensitive to pain and would cry out if stepped on. It consists entirely of passions." [Rudolf Steiner, THE INTERIOR OF THE EARTH (Rudolf Steiner Press, 2006), p. 31.]  Deeper down, Steiner said, is the Splintering Earth. “The essential thing is that this layer shatters moral qualities ... Through the power it radiates up to the earth’s surface, it is responsible for the fact that strife and disharmony exist....” [Ibid., p. 31.]



◊◊◊◊



Anthroposophy also makes its presence felt in Waldorf events
that occur outside of normal school hours, such as festivals.






"In the autumn, at harvest season, we celebrate Michaelmas (pronounced Mick-el-mas). 
Michaelmas is September 29th and celebrates the forces of the Archangel Michael (usually pronounced Myk-i-el), 
the time-spirit of this epoch. ... The Michaelic forces [i.e., soul forces provided by Michael] imbue us with the confidence and courage
 to look to the spiritual world ... Michael represents the unconquered hero, fighting against evil and the powers of darkness ...
We celebrate with a play about St. George, the human counterpart of Michael, taming the dragon."
The school isn't playing around. It affirms Anthroposophical doctrine.
[For more on the "powers of darkness", see "Evil Ones".]




"The Eugene Waldorf School [Oregon, USA] will present an outdoor medieval play at 11:15 a.m. Thursday. Grades one through eight will perform a pageant with gnomes, farmers, villagers, royalty, St. George and a dragon. The play celebrates Michaelmas, which takes place near the autumnal equinox. Bring a picnic for after the play."  [9-26-2011  http://www.registerguard.com/web/newslocalnews/26908940-41/eugene-call-library-springfield-www.html.csp]

Waldorf schools use colorful events like this to recruit new families and to charm the parents of current students. Such festivals can be fun. But they are also significant in ways that may not be immediately apparent. Michaelmas is a religious holiday, the celebration of the archangel Michael. In Waldorf belief, Michael is the warrior-god who oversees the current stage of human evolution — as the Eugene Waldorf School says, he is the "time-spirit of this epoch." [See "Michael".] From the Waldorf perspective, a play about Michael's earthly representative slaying a dragon (the embodiment of demonic evil) is not merely a play — it is an enactment of Waldorf religious belief. If a Waldorf school presents itself as a nondenominational institution, you might ask why it celebrates Michaelmas. ("Founded in Europe in 1919, Waldorf Education now includes schools on every continent and has grown to become the world's largest independent, nondenominational school system...." http://www.eugenewaldorf.org/ourschool/philosophy/)

Things get stranger the more you inquire. According to Rudolf Steiner, beings such as gnomes ("a pageant with gnomes...") really exist. Gnomes are "nature spirits" who live underground. [See "Gnomes".] In the Waldorf belief system, there are several other kinds of nature spirits, including sylphs (who live in the air), undines (who live in water), and "salamanders" (who live in fire). I kid you not. [See "Neutered Nature".] Michael represents one of the high spiritual powers recognized in the Waldorf religion, and nature spirits represent lowly spiritual powers recognized in the same belief system, called Anthroposophy. Waldorf schools exist to promote Anthroposophy. They usually go about this task quietly, indirectly, subtly. But go about it they do. [See "Here's the Answer" and "Spiritual Agenda".]

Much of what I have relayed here seems ridiculous. It is ridiculous. But I have not invented these things. These are beliefs that genuinely lurk below the colorful, pleasing surface of Waldorf schooling. [See, e.g., "Magical Arts - A Look at Festivals" and "Is Anthroposophy a Religion?"]



—————



In responding to news items, and elsewhere, I often generalize about Waldorf schools. There are fundamental similarities among Waldorf schools; I describe the schools based on the evidence concerning their structure and operations in the past and — more importantly — in the present. But not all Waldorf schools, Waldorf charter schools, and Waldorf-inspired schools are wholly alike. To evaluate an individual school, you should carefully examine its stated purposes, its practices (which may or may not be consistent with its stated purposes), and the composition of its faculty.

— Roger Rawlings












Students in Waldorf schools usually start each day be reciting in unison, along with their teachers, prayers written by Rudolf Steiner. These prayers contain many Anthroposophical beliefs, which the teachers may or may not explain to the students. Here is the prayer _ often disguised as a "morning verse" — written for students in the lower grades. I have appended notes that explain the Anthroposophical concepts embedded in the prayer. [For more, see "Prayers".]



“The Sun with loving light [1]

Makes bright for me each day; 

The soul with spirit power [2]

Gives strength unto my limbs; 

In sunlight shining clear 

I reverence, O God, [3] 

The strength of humankind, [4]

That thou so graciously 

Hast planted in my soul, 

That I with all my might 

May love to work and learn. [5]

From Thee come light and strength, 

To Thee rise love and thanks.” [6]


◊◊◊


[1] How can the Sun, a ball of flaming gases, send “loving” light? Steiner taught that Christ is the Sun God who came to Earth. In this sense, the Sun has sent us the loving light of Christ's spirit. The Sun's loving beneficence is the great spiritual truth enabling human evolution, according to Steiner. (A grace often used in Waldorf schools addresses "Father Sun." This is the Sun God, although the kids may not be told so. In general, Anthroposophy portrays the Sun as the embodiment of Christ and the home of various Sun spirits, including the archangel Michael.)


[2] Why is there reference to both soul and spirit? In Anthroposophy, these are not the same. The soul is an inner spiritual element of each human, revised and altered during the process of reincarnation. The spirit, on the other hand, is an unchanging spiritual essence that is carried into all the lives one experiences through reincarnation.


[3] Note that the children address God. They are praying. In particular, they are reciting an Anthroposophical prayer that may serve as a model for the other, personal prayers the children may address to one god or another in private. Anthroposophy is polytheistic. [See "Polytheism".] In Anthroposophical worship, one may address God or the Godhead, but one may also address gods in any or all of the nine ranks of gods.


[4] What is the strength of humankind? It is our spiritual capacity to rise into the spirit realm (Steiner said we can do this through eurythmy, for instance — most Waldorf schools require eurythmy). The strength of humankind is also our ability to reincarnate and evolve to higher and higher states of consciousness. No other creature on or in the Earth can do this — we have a spiritual ego, an “I”, whereas animals and such beings as gnomes (which Steiner said live in the earth — really) do not have "I"s.


[5] The main forms of work and learning stressed by Steiner entail the arduous tasks of spiritual “science” — Steiner's new religion, which he called Anthroposophy (meaning human wisdom). Waldorf schools are often weak academically, in part because they focus on implanting Anthroposophical attitudes and beliefs rather than academic knowledge, which Steiner disparaged as the product of dead materialistic thinking. Here, the children evidently ask for strength to do their class work, but what they are learning distinctly includes various tenets of Anthroposophy.


[6] The importance of light (the “loving” light of the Sun, i.e., Christ) is reinforced here, and the prayerful nature of this “verse” is underscored by the love and thanks offered to God. Proponents of Waldorf education usually deny that Waldorf schools are religious institutions, yet here we see Waldorf students being led in prayer, a practice that is repeated every day before the first class of the day. The prayer, written by the father of Anthroposophy, includes several Anthroposophical beliefs, as we might expect. (The "light," in Anthroposophy, is the "mystery wisdom" made available through Anthroposophy itself, especially the mystery wisdom conveyed through the Sun God. [See, e.g., "Gnosis".] The "strength" Anthroposophists seek is the "Christ impulse" — the evolutionary impetus provided by the Sun God, enabling humans to rise to new heights of spiritual consciousness.)













Anthroposophy is often injected into the Waldorf curriculum in nonverbal form. This occurs especially in the style of dance called eurythmy. Steiner said that eurythmy establishes links to the spirit realm. Thus, eurythmy is Anthroposophy in action, a physical discipline that seeks to achieve on the level of movement the same soul-molding effects that Waldorf classroom work aims at through other means. 

in most Waldorf schools, eurythmy is a required subject. A child in a eurythmy class is meant to feel physically the spiritual lessons that Anthroposophy tries to impart at all levels, verbal and nonverbal. The child should sense the presence of invisible gods as well as the effects of previous lives (reincarnation) — basic Anthroposophical lessons — without needing to find words to express these things. Eurythmy "proves" to the student the truth of Anthroposophical doctrines, and this "proof" is all the stronger for occurring below the level of conscious thought or verbal speech. In Waldorf belief, emotion and feeling are far more important and "true" than brainwork. 

"Consider the art of eurythmy ... We are moving the human organism ... [W]e allow this human being to make manifest what we study inwardly, what is already prepared in us as a result of previous lives; we transfer this to our limbs ... Eurythmy shapes and moves the human organism in a way that furnishes direct external proof of our participation in the supersensible [i.e., supernatural] world. In having people do eurythmy, we link them directly to the supersensible world." — Rudolf Steiner, ART AS SPIRITUAL ACTIVITY (Anthroposophic Press, 1998), p. 246-247.

You may not believe that eurythmy can have these effects, but Waldorf teachers believe it, and their belief can rub off on the kids. Eurythmy classes are often the most solemn and "spiritual" activities in Waldorf schools. These classes embody the ideas at the heart of Waldorf education. Thus, for instance, the Rudolf Steiner College sells DVDs that present eurythmy as an extremely important and powerful discipline. In effect, the entire Waldorf curriculum is conveyed to children through eurythmy. A child who comes out of eurythmy lessons feeling exalted, more spiritual, transported, in touch with "higher worlds," dazed, removed from humdrum ordinary life, unfocused, cloudy, enraptured by the mythic and magical and mysterious — that child has received Anthroposophy.*






"Waldorf Curriculum Through Eurythmy DVD


"Eurythmy is an art of movement developed by Rudolf Steiner and often called 'visible speech' and 'visible tone.' This lively workshop session offers a kinesthetic introduction to the evolution of consciousness at the heart of the Waldorf curriculum, highlighting the key stages of child development through fourth grade."[http://www.steinercollege.edu/store/product.php?productid=18643&cat=0&page=1]  

The "evolution of consciousness" is a concept at the center of Anthroposophy — the belief that we are evolving toward higher and higher forms of spiritual consciousness (clairvoyance and super-clairvoyance) that lead us to greater and greater wisdom and divinity. [See "Everything".] The "key stages of child development" are seven-year long phases during which various invisible "bodies" incarnate. [See "Most Important" and "Incarnation".] Eurythmy teachers are often deeply devoted Anthroposophists who believe these doctrines with every fiber of their being, and they strive to convey these beliefs — as felt realities, if not as thoughts — to their students.






Impression of eurythmy.
[R. R., 2010, based on a photograph on p. 31 of 
THE GOETHEANUM: School of Spiritual Science
(Philosophical-Anthroposophical Press, 1961).]




* It is uncommon, of course, for students to feel all of these things simultaneously. But a fair proportion of students feel at least some of these things at least some of the time, which means that eurythmy classes have at least some of their intended effect. On the other hand, many students hate eurythmy, which is a fairly weird discipline offering few of the pleasures of ordinary forms of dance. (Eurythmy movements tend to be stylized, somewhat stiff, generally rather slow, and self-consciously regal.) Kids who are bored by eurythmy or who actively rebel against it escape most of the conditioning that their teachers want to put them through — and they may be expelled as a result. "Eurythmy is obligatory. The children must participate.  Those who do not participate in eurythmy will be removed from the school." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 65.]













Plays, pageants, and other activities staged in Waldorf schools often embody Anthroposophical teachings.

Thus, for instance, a play written for Waldorf third graders — "Noah and the Flood," by Waldorf teacher Eugene Schwartz — conveys a number of Anthroposophical beliefs. Among these: Mankind was divided into races around the time of the Flood (i.e., the deluge survived by Noah and his family, and/or the catastrophe that sank Atlantis); the differences between races are more than skin-deep; archangels are connected to the races, sending them to different homelands and assigning different missions to them.

Here is part of the concluding scene from the play. After the floodwaters retreat, archangels (Michel, Gabriel, and Raphael) address Noah's sons (Shem, Japheth, and Ham):


"MICHAEL: 'Shem, go to the North and West ... You and your race shall become those who know.'

"GABRIEL: 'Japheth ... Go to the East ... You and your race shall become those who do.'

"RAPHAEL: 'Ham ... Go to the South ... You and your race shall become those who love.'"


— "Noah and the Flood", Waldorf Clearing House Newsletter, Vol. 2, No. 5, p. 9.


The archangels — who, in Anthroposophical belief, are gods two levels higher than humanity — send one race to the north and west, one to the east, and one to the south. These gods also assign a particular mission to each race: One race will specialize in acquiring knowledge ("your race shall become those who know"), one will specialize in perfecting practical skills ("your race shall become those who do"), and one will specialize in spreading the emotional/spiritual condition of love ("your race shall become those who love").

To compare the play's Anthroposophical vision with the Biblical account of events following the Flood, see Genesis 9:18-19: "18 And the sons of Noah, that went forth of the ark, were Shem, and Ham, and Japheth: and Ham is the father of Canaan. 19 These are the three sons of Noah: and of them was the whole earth overspread." In these Biblical passages, there are no references to archangels or races, simply the statement that the progeny of Noah's sons overspread the earth.

To get the full import and impact of a play such as this, you should imagine third-grade children — kids about nine years old — speaking the lines I have quoted.
















 [Rudolf Steiner College, http://www.steinercollege.edu/,
September, 2011.]


Training for new Waldorf or Steiner teachers takes place in special institutions where the trainees are immersed in the teachings of Rudolf Steiner and enlisted in the task of bringing Anthroposophy to their students. This image shows a class at the Rudolf Steiner College in California, USA. The photos on the wall depict Rudolf Steiner and the Anthroposophical headquarters, the Goetheanum. (The original Goetheanum, seen in these photos, burned; it was replaced by a second, equally massive structure.) The drawing on the blackboard includes the 12 signs of the zodiac — astrology is basic to the Waldorf belief system. The well-thumbed book on the student's desk (center, bottom) is Steiner's OUTLINE OF ESOTERIC SCIENCE (original title: OUTLINE OF OCCULT SCIENCE) — 
Steiner's main exposition of his esoteric or occult teachings.

Teacher trainees like these undergo preparation to fulfill the divine tasks described by Steiner and laid out by the gods. “Among the faculty, we must certainly carry within us the knowledge that we are not here for our own sakes, but to carry out the divine cosmic plan. We should always remember that when we do something, we are actually carrying out the intentions of the gods, that we are, in a certain sense, the means by which that streaming down from above will go out into the world.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 55.

Note that if Waldorf teachers are fulfilling the intentions of the gods — if they are the conduits for "that streaming down from above," divine beneficence — then the primary recipients of their attentions will be their students. This is what their work as Waldorf teachers means. Waldorf teachers work to fulfill the "divine cosmic plan" for the people to whom they minister, their students.

But Waldorf teachers are also instructed to keep quiet about their activities. "We should be quiet about how we handle things in the school, we should maintain a kind of school confidentiality." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER, p. 10. The most important kinds of knowledge — the kinds of knowledge possessed by people who serve the gods and fulfill the divine plan — are secret, hidden, occult. Inner truths must not be revealed to outsiders or the uninitiated. "In a certain sense, all teachers must be in possession of truths that they cannot directly pass on to the world." — Rudolf Steiner, THE CHILD'S CHANGING CONSCIOUSNESS AS THE BASIS OF PEDAGOGICAL PRACTICE, Foundations of Waldorf Education (Anthroposophic Press, 1996), p. 84.

Waldorf teachers use various techniques for passing their secretive knowledge to their students while concealing it from the outside world. But, then again, sometimes they speak openly with their students. Steiner said that older Waldorf students should sometimes be given direct, clear knowledge of Anthroposophical doctrines. For instance, while young students should not be instructed about reincarnation and karma, older students should receive such instruction. "In the younger group, we must omit everything related to reincarnation and karma. We can deal with that only in the second group, but there we must address it. From ten years of age on, we should go through those things. It is particularly important in this instruction that we pay attention to the student’s own activity from the very beginning. We should not just speak of reincarnation and karma theoretically, but practically." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER, p. 18. 

Note that Steiner was not prescribing academic discussions; he was not saying that the students should learn that some people in foreign lands believe in reincarnation and karma. He was talking about "practical" knowledge of reincarnation and karma. What does this mean? It means that Anthroposophists believe in reincarnation and karma, and they think that after a certain age students should know about these phenomena in order to make the correct, practical decisions in their lives. And, of course, the teachers should lend a hand, helping the students to fulfill their karmas. "We [should] pay attention to the student’s own activity." Or, as Waldorf teacher Roy Wilkinson wrote, “[T]he purpose of [Waldorf] education is to help the individual fulfill his karma.” — Waldorf teacher Roy Wilkinson, THE SPIRITUAL BASIS OF STEINER EDUCATION (Rudolf Steiner Press, 1996), p. 52.

And thus we see, once again, that Steiner was correct when he said "Anthroposophy will be in the school." Often Anthroposophy will be present in disguised form. Sometimes Anthroposophy will be present in open form. But either way, it will be present.










More items from the Waldorf Watch "news" page:




October, 2011.]



From the Center for Anthroposophy — New Hampshire, USA — which offers Waldorf teacher training:

"The Foundation Studies Program comprises three distinct but interrelated elements:

"1) study of the basic books of Rudolf Steiner, including How to Know Higher Worlds, Theosophy, An Outline of Esoteric Science, and Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom

"2) cultivation of artistic activities that are transformative in nature, such as speech, drama, music, eurythmy, painting, drawing, woodwork, sculpture, and more

"3) some experience of life in a Waldorf school as well as other cultural initiatives arising from the work of Rudolf Steiner."  [10-15-2011  http://www.centerforanthroposophy.org/programs/foundation-studies/overview/]

The primary component of Waldorf teacher training is study of the occult works of Rudolf Steiner (see item #1, above). The four books named by the Center for Anthroposophy lay the foundation for Steiner's occult teachings. As the Rudolf Steiner Press has said, “[F]our titles form an indispensable introduction to [Steiner's] later teaching: Knowledge of the Higher Worlds, Theosophy, Occult Science, and The Philosophy of Freedom.” [http://www.rudolfsteinerpress.com/pages/viewbook.php?isbn_in=9781855841369]*

A few notes are in order.

1) HOW TO KNOW HIGHER WORLDS is a guide to the development of clairvoyance, which Waldorf teachers use to study the spirit worlds as well as to understand the souls of their students. That there is no such thing as clairvoyance should, perhaps, give us pause. Indeed, because Waldorf schools depend so heavily on a nonexistent "power," we are justified in concluding that there is in fact no rational basis for Waldorf education. [See
 "Clairvoyance", "The Waldorf Teacher's Consciousness", "Foundations", etc. For an introduction to HOW TO KNOW HIGHER WORLDS, see "Knowing the Worlds".]

2) THEOSOPHY lays out many of Steiner's occult teachings. When Steiner first became an occultist, he joined the Theosophical Society and soon became head of the German branch. Later, he broke away to create his own movement, which he named Anthroposophy. (Theosophy places God — theos — at its center; Anthroposophy places man — anthropo — at the center.) In reality, Steiner's teachings changed very little after the switch. Even while a Theosophist, Steiner referred to his own teachings as Anthroposophy, and the Theosophy his followers now study is Steiner's version, which departs significantly from standard Theosophy. It is, in a word, Anthroposophy. [To examine Theosophy, visit, for instance, The Theosophical Society. Also see "Basics".]

3) AN OUTLINE OF ESOTERIC SCIENCE is Steiner's magnum opus, in which he describes the spiritual realities he claims to have ascertained through clairvoyance. The original English title of the book was AN OUTLINE OF OCCULT SCIENCE, but his followers belatedly realized that the word "occult" worries most people, so they made the change for PR purposes. Nonetheless, occultism is the core of the Waldorf belief system. Other Steiner books bear such titles as OCCULT HISTORY, THE OCCULT SIGNIFICANCE OF BLOOD, AN OCCULT PHYSIOLOGY, OCCULT SEALS AND SIGNS, and so forth. Even if we define "occult" as merely meaning "secret" or "hidden," we might want to reflect. Waldorf education is based on "secret" or "hidden" spiritual knowledge gained through the use of clairvoyance. How comfortable are you with this? [See "Occultism", "Exactly", "Occult Lodges", "Everything", etc.]

4) INTUITIVE THINKING AS A SPIRITUAL PATH: A Philosophy of Freedom: In the Waldorf belief system, intuition is a high form of clairvoyance that we will perfect when we live "on" Vulcan (a future stage of our evolution). Waldorf schools emphasize intuition along with lower forms of clairvoyance: inspiration and imagination. Most people use these words without reference to clairvoyance; but in the Waldorf belief system, even such a simple statement as "We encourage imaginative thinking" is actually a reference to clairvoyance. [See, e.g., "Thinking", "Thinking Cap", "Steiner's 'Science'", and "Vulcan".] 

Originally, INTUITIVE THINKING AS A SPIRITUAL PATH — published in 1893 as THE PHILOSOPHY OF FREEDOM — was straightforward philosophy, not an occult text. Steiner was, at that time, a more or less conventional secular intellectual. He thought the book would establish him as the next great German philosopher. This did not happen, and soon after his disappointment, Steiner astonished his family and friends by announcing that he was now an occultist (previously, he had mocked occultism). Thereafter, he revised THE PHILOSOPHY OF FREEDOM to make it consistent with his new, mystical beliefs. The "freedom" available to Anthroposophists is severely limited. Steiner's followers seek to free themselves of worldly illusions and attachments, but to do so they have just one correct option, in their view: It is to embrace Anthroposophy. [See "What a Guy", "Freedom", and "Philosophy".] Waldorf schools still like to refer to Steiner as a philosopher (it sounds so much better than "occultist"), but Steiner wrote no further philosophical texts after switching to occultism.

Today it almost seems unfair to label someone an occultist, but Steiner embraced the term. He said such things as "In occultism we call the Moon the ‘Cosmos of Wisdom’", "We have been equipped for our task by the methods of occult science", "Recently in my occult research the following question arose...", "[W]e must turn to occult science and ask what is that which is to be discovered in the spiritual world...", and so forth. He was an occultist, and Waldorf education is built on the foundation of his occult teachings. [See "Occultism".] Be forewarned.

[For more on Waldorf teacher training, see "Teacher Training".]


* I have changed the order of the titles named by the Press to be consistent with the list given by the Center; I have made no other changes. HOW TO KNOW HIGHER WORLDS is the same book as KNOWLEDGE OF THE HIGHER WORLDS in a different translation; likewise AN OUTLINE OF ESOTERIC SCIENCE is the same book as OCCULT SCIENCE - AN OUTLINE (also known as AN OUTLINE OF OCCULT SCIENCE); and INTUITIVE THINKING AS A SPIRITUAL PATH: A PHILOSOPHY OF FREEDOM is the same book as THE PHILOSOPHY OF FREEDOM.



◊◊◊◊




"In 1919, after the devastation of the First World War, a visionary scientist named Dr. Rudolf Steiner was asked by a colleague, 'What can we possibly do in our society to prevent a repeat of this most horrific event?' Dr. Steiner replied, 'We need a new way of thinking.' This conversation led to the development of the Waldorf curriculum. One of the ways Waldorf education develops this new way of thinking is through a curriculum that nurtures and develops not only the mind, but the whole human being."  [2-16-2011  http://www.nsnews.com/travel/Private+Schools/4293559/story.html]


Much of the "news" coming out of Waldorf schools is — not to put too fine a point on it — propaganda. Waldorf supporters often provide slanted, starry-eyed statements, and reporters pressed for time often accept these uncritically.

Let's look through the passage quoted here. 

• Rudolf Steiner was indeed a "visionary" — he claimed to be a clairvoyant. See "Exactly".

• Steiner was not, however, a "scientist" — despite his own claims and the claims of his followers. Steiner's "science" consisted of his professed use of clairvoyance to study the spirit realm. Steiner performed no actual scientific work in any scientific laboratory or elsewhere. See "Everything" and "Steiner's 'Science'".

• The "new way of thinking" proposed by Steiner is the irrational, imaginative, proto-clairvoyance promoted in Waldorf schools. See "Thinking Cap".

• The Waldorf curriculum (geared especially to the spiritual needs of Germans, as comprehended by Steiner) is meant to foster irrational, imaginative, proto-clairvoyance and lead children toward the occult, pagan religion created by Steiner, Anthroposophy. See "Curriculum", "The Good Wars", "Here's the Answer", and "Is Anthroposophy a Religion?"


◊◊◊


Why, aside from spreading propaganda, are so many "news" accounts about Waldorf schools so far off the mark? Imagine a cub reporter who rushes up to an overworked editor and shouts, "Chief! I've got a hot one! I've learned that Waldorf schools are based on occultism! Let's crack this wide open!" After giving the kid a calming shot of bourbon and the rest of the day off — or perhaps a pink slip — the editor would start the process of hiring a new cub reporter.

The truth about Waldorf schools is almost incredible. Yet it is the truth. Waldorf schools, otherwise known as Steiner schools, follow the directions laid out by Rudolf Steiner. He was a good man, Rudolf Steiner. Or at least he meant well. He hoped to remake the world, suffusing it with loving kindness. And what was the tactic he meant to employ? Spreading occultism. “There is no other means of bringing about a universal human brotherhood than the spreading of occult knowledge through the world.” — Rudolf Steiner, THEOSOPHY OF THE ROSICRUCIAN (Rudolf Steiner Press, 1953), p. 143.

OK? Take a deep breath and remind yourself that Waldorf schools, otherwise known as Steiner schools, follow the directions laid out by Rudolf Steiner, who was an avowed occultist. His most important book is titled AN OUTLINE OF OCCULT SCIENCE. Some of his other books are OCCULT SIGNS AND SYMBOLS, AN OCCULT PHYSIOLOGY, OCCULT HISTORY, and so on. See "Occultism".


But surely Steiner's occultism doesn't find its way into Waldorf schools themselves, right? Actually, sadly, it does. Steiner said that Waldorf teachers need to develop a special clairvoyant form of consciousness, the "Waldorf teacher's consciousness": “[W]e must work to develop this consciousness, the Waldorf teacher’s consciousness, if I may so express it. This is only possible, however, when in the field of education we come to an actual experience of the spiritual ... [We need] what humanity has lost in this respect, has lost just in the last three or four centuries. It is this that we must find again.” — Rudolf Steiner, DEEPER INSIGHTS INTO EDUCATION (Anthroposophical Press, 1983), p. 21. What have people lost? According to Steiner, clairvoyance. But Steiner promised his followers a new, higher form of clairvoyance — and he explicitly told Waldorf teachers that they should strive to develop such clairvoyance.

At a minimum, Steiner said, Waldorf teachers should accept the teachings of people like himself who are clairvoyant. "Not every Waldorf teacher has the gift of clairvoyance, but every one of them has accepted wholeheartedly and with full understanding the results of [clairvoyant] spiritual-scientific investigation concerning the human being. And each Waldorf teacher applies this knowledge with heart and soul ... In educating the child, in the daily lessons, and in the daily social life at school, the teachers find the confirmation for what spiritual science [i.e., Steiner's occult teachings, Anthroposophy] can tell them about practical teaching."  — Rudolf Steiner, WALDORF EDUCATION AND ANTHROPOSOPHY (Anthroposophic Press, 1995), Vol. 2, pp. 224-225.
 
For more on the way occultism pervades Waldorf consciousness, see "The Waldorf Teacher's Consciousness".

The truth about Waldorf schools is almost incredible. Yet it is the truth. 

(Oh. I almost forgot. • About nurturing "the whole human being" — the Waldorf concept of the whole human being is occult. In Waldorf belief, whole humans have twelve senses, three invisible bodies, both souls and spirits, karmas, doppelgängers or doubles, spiritual connections to the zodiac, and other good occult stuff. The Waldorf curriculum focuses on these and on the all-important process of reincarnation. See, e.g., "What We Are", "Holistic Education", "Astrology", and "Incarnation". The truth about Waldorf schools is almost incredible. Yet it is the truth.)
















Some Waldorf teachers do not smuggle Anthroposophy into the lessons they teach their students.
Instead, they put Anthroposophy at the clear center of their lessons,
preaching Anthroposophy directly to the students.
Alan Whitehead, who led a Waldorf teacher-training program, is one such teacher.




GAZE BOTH WAYS, Social Studies Class 7 & 8, by Alan Whitehead
Spiritual Syllabus Series
(Golden Beetle Books, 2005).


Here are a few passages from GAZE BOTH WAYS,
the fifteenth volume in Whitehead's "Spiritual Syllabus Series",
which Whitehead characterizes as
"A Creative Approach to the Rudolf Steiner Educational Impulse":







"Class 7 Continental Geography Main Lesson

"In the beginning of the 4th planetary 'globe', Earth, the latest incarnation of our telluric home, there was only fire — Polaria, as it was known in occult circles. Fire condensed to gas in Ancient Hyperborea; then to liquid in Lemuria. Here, in the early stages at least, the world was all ocean; but with the advent of Atlantis, mighty Shiva, a compendium of the Spirits of Form, danced on the surface of the earth, dividing the waters from the land." [p. 3.]

◊◊◊


"Class 7 Seven Races Main Lesson

"...In the racial evolution of the post-Atlantean age, of the 7 sub-races, the physical form gradually mirrored [soul differences], leading to the clearly recognizable physiognomic variations we see today in the 7 racial types." [p. 12.]


◊◊◊


"Class 7 Age of Chivalry Main Lesson

"...Rudolf Steiner tells us that the path of Exoteric Christianity was born on the Norse of Germanic [spiritual] stream ... Esoteric Christianity, as the Master also informs us, and of which he is the most important modern advocate, was and is cultivated by the Celts ... The Esoteric Church is Camelot itself!" [p. 24.]




Whitehead is a controversial figure.
Not many Waldorf teachers follow his example.
But some do.











To visit other pages in this section of Waldorf Watch, use the underlined links, below.


◊◊◊ 1. WALDORF EDUCATION: AN OVERVIEW ◊◊◊



A short, direct answer to the question, "What are Waldorf schools all about?"


Best foot forward

The bright side


A pictorial overview


Waldorf's goals

Waldorf's reality

Teachers as priests

SNEAKING IT IN

Words of warning


The key to Waldorf


The use of "clairvoyance" by Waldorf teachers

Developing our invisible bodies

Steiner, trying to make Waldorf education seem sensible

The memoir of a former Waldorf student and teacher