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WALDORF / STEINER 

NEWS ARCHIVE

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August, 2011.

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This site supplements Waldorf Watch.

To go to Waldorf Watch itself, please click here:

Waldorf Watch.

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The news items below are presented in reverse chronological order — newest first, oldest last.

Please excuse a certain amount of repetition in the contents of this archive. Items that now appear close together on the screen may have originally been separated by intervals of several days.

Many of the items in this archive generalize about Waldorf schools, describing them as Rudolf Steiner and leading Waldorf representatives have said they should be and as evidence shows they often are today. Not all Waldorf schools, Waldorf charter schools, and Waldorf-inspired schools conform to this model precisely. 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

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"Hi, There is a Waldorf inspired homeschool group forming in the Cazenovia area [New York, USA]. So far. we are two families with 9 kid (8 and under) between us and are both following Christopherus for the first time. Looking for others who are inspired by the Waldorf philosophy. Ideas are welcome on structure of group."  

[8-31-2011  http://syracuse.craigslist.org/grp/2575806524.html]

Response:

Homeschooling is a growing movement, and while its attractions are clear, the movement also has some obvious drawbacks. Children benefit enormously from the attention of highly qualified, master teachers — if and when these can be found. Many schools have at least a few expert teachers. Most parents do not have real qualifications as educators.

A second possible drawback is isolation, sometimes bordering on escapism. A real education will equip a child to make her way in the real world. It will also expose the child to many points of view and to people of various backgrounds. Staying home with one's parent and a select handful of neighborhood children can confine a child to a highly insular and perhaps unrealistic worldview.

Waldorf homeschooling may only intensify these problems. Waldorf education is almost always escapist, being founded on occult doctrines that have no connection to reality. [See "Occultism".] The Waldorf curriculum and Waldorf methods have meaning only in the context of Rudolf Steiner's occult system, Anthroposophy. [See "Curriculum" and "Methods".] One central goal of Waldorf schooling is to facilitate the incarnation of the children's invisible spiritual bodies. [See "Incarnation".] Trained Waldorf teachers presumably know (or think they know) how to supervise this process; others do not.

Moreover, Steiner said that Waldorf teachers need to be real Anthroposophists. [See "Here's the Answer".] Thus, Waldorf homeschooling truly makes sense only if the parents providing the education are knowledgeable Anthroposophists (and even then the schooling will be irrational, since Anthroposophy is irrational).* [See "The World of Waldorf".] Other parents attempting Waldorf homeschooling may have little idea what they are doing and, as a consequence, chaos may result. In either case, children may be significantly harmed.

Christopherus is an outfit offering homeschooling materials and guidance [http://www.christopherushomeschool.org/home.html]. Another is Oak Meadow. [http://www.oakmeadow.com/].

* Waldorf education, as conceived by Steiner, is intentionally irrational. Why?

“You will injure children if you educate them rationally because you will then utilize their will [power] in something they have already completed — namely, life before birth.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 61.

Note that THE FOUNDATIONS OF HUMAN EXPERIENCE is the central text in which Steiner explains Waldorf education. [See "Oh Humanity".]

Christchurch Rudolf Steiner School

[http://www.ch.steiner.school.nz/about_us.htm]

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"David Mollet talks about his experiences at the Christchurch Rudolf Steiner School, New Zealand

"There were all sorts of different problems going on ... I just didn't agree with the kind of things that were happening in different relationships between teachers and between teachers and parents ... Especially one person, and perhaps I should say it, but I mean he'd had, to my knowledge, at least six affairs with different teachers and parents, and here he was teaching children. But suddenly they were spreading the most vile rumors about me, that all my qualifications were fraudulent, and I'd actually been deported from the USA. I mean, they were all just vile lies. That's why I mention the CV [i.e., his curriculum vitae or résumé], because if you want to check it, you can. So I left the school. I really felt I was dealing, quite honestly, with people who had no integrity, no morality, no conscience. All I could see is they were motivated by self-interest ... It is very hard to forgive the Christchurch Rudolf Steiner School for causing that amount of distress ... It was easily the worst experience that I've ever had on this planet." — David Mollet, former administrator of the Christchurch Rudolf Steiner School 

[8-30-2011 http://www.youtube.com/watch?v=nwot4zToSn8]

"The selected texts and verses by Rudolf Steiner in this booklet are presented as working material for personal use. They lead the way to an ever more enlivened understanding of Michael, a high being in the spiriual [sic] world. His battle with the dragon accompanies the history of humanity through ever more stages of evolution. The understanding of Michael mirrored in certain medieval hymns has been outdated. Since the dawn of the Michaelic age [i.e., the modern age] in the last third of the nineteenth century, it is no longer appropriate to pray or to beseech Michael; instead we are to stand as his comrades in his battle. If we do this in freedom, then we will receive his strength.” 

[8-30-2011 Book review at Waldorf Today.] 

Waldorf Watch Response:

Anthroposophists think they are warriors fighting on the side of the gods. In their belief system, Michael is the god who presides over the current stage of human evolution. When Waldorf schools celebrate Michaelmas, this is the god they are celebrating. [See “Michael”. For the Anthroposophical conception of freedom, see "Freedom". Concerning the war to come, see "All vs. All".]

"Many families simply can't afford private school, but a Bend school [Oregon, USA] is taking drastic measures to increase enrollment. The Waldorf School of Bend is drastically cutting its tuition for students this year. Moe Anderson is the school's Faculty Chair. 'The faculty has agreed to work for minimum wage, we decided not to hire an Administrator and the Board agreed to cut tuition in half for the grades.' The kindergarten through 8th grade school on the south side of Bend usually has about 60 students and has been around for twelve years. Last year teachers worked for free and took on second jobs to keep the doors open. 

[8-29-2011  http://www.kbnd.com/page.php?page_id=60247&article_id=9676]

Waldorf Watch Response:

Waldorf school teachers are often what Steiner said they should be — true Anthroposophists. They are often deeply committed to spreading the "benefits" of Anthroposophy, and they often make considerable personal sacrifices as they pursue what they think is a holy mission.  

“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.

Some very good reasons why Steiner schools shouldn’t have state funding…a parent’s tale

"Why do so many of the uninitiated still believe the hype that Steiner schools are a utopian learning environment in the face of so much evidence to the contrary. As the flow of public money towards Steiner schools continues to grow, the myth that you would probably like to put your children into one, if only you could afford it, has lent the appearance of legitimacy to the [UK] Government’s pro-state funding for Steiner position.

"Reality is something different.

"When employment Judge Martin Warren recently acknowledged ex-Steiner teacher Jo Sawfoot as a 'whistleblower', due to the Norfolk Steiner Kindergarten’s 'failure to investigate' the incident in which her child was hurt by a fellow employee at the school, the judge drew attention to the fact that she had been 'targeted' by the school because of being a whistleblower.

"...Norway, Germany, Sweden, Haiti, New Zealand, The USA, Australia….all have had recent Steiner related scandals. So does Government funding improve the behaviour of Steiner Schools and lead to more openness in the press? Not really.

"The whole scenario – ignoring the complaint, targeting the “irritant”, ejecting them, and then misrepresenting the facts to whoever, including the government – is classic Steiner and it has been for a very long time. And that’s why the movement needs more whistleblowers.

"Our three year old was happy in the kindergarten for over a year, but when our eight year old daughter went into Class three, there was bullying of gang-like proportions. We continually asked the school to follow their own policy on bullying, which claimed that they would not tolerate it. 

"In reality, they continually ignored the problem....

"...[I]f the stark reality of the dark side of Steiner schools were made truly public, it does seem likely that any thin perceived case for chucking Government money at them would simply evaporate." 

[8-29-2011  http://www.localschoolsnetwork.org.uk/2011/08/some-very-good-reasons-why-steiner-schools-shouldnt-have-state-funding/]

In Steiner/Waldorf belief, illness reflects karma and sin.

"Mammon [i.e., Ahriman] is not only the god of money. 

He is much more the leader of all vile black powers. 

And his hordes attack not only human souls, 

but also the physical bodies of humans in order to 

gnaw away at them and ruin them ... 

[P]oor human bodies will waste away, terribly afflicted by diseases and plagues. 

The stigma of sin will be impressed on human bodies visible to everyone." 

— Rudolf Steiner, ESOTERIC LESSONS 1904-1909 (Steiner Books, 2007), pp. 232-233.

[Bust of Ahriman attributed to Steiner; tint added.]

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Here is a follow-up to stories reported here previously: 

“Thousands of California parents not vaccinating their children despite whooping-cough outbreak 

“Thousands of California [USA] parents are choosing not to vaccinate their children, despite last year's record-setting whooping cough outbreak.... 

“Over the past decade, 'personal belief exemptions' have tripled. Signed by parents, PBEs allow children to enter school missing some or all vaccines. Statewide, more than 2 percent of kindergartners have such exemptions. 

“...While most Bay Area counties [i.e., near San Francisco] have exemption rates on par with the state average, certain schools within them have high rates of vaccine refusal, including Contra Costa County's East Bay Waldorf, which closed temporarily in 2008 after at least 16 children came down with whooping cough. Last year, that school reported a 75 percent exemption rate.” 

[8-28-2011 http://www.mercurynews.com/health/ci_18772007?nclick_check=1] 

Response:

Waldorf schools are often centers of contagion. This is due, at least in part, to their belief in the quack medical teachings of Rudolf Steiner. [See “Steiner’s Quackery”.] 

Steiner-influenced doctors generally avoid giving vaccinations or inoculations. Steiner taught that a disease may be part of a patient's “karma.” Interfering with the illness would be unwise because treating only the physical body would require the patient to compensate in a future life (reincarnation is a central Steiner belief). Addressing a group of doctors, Steiner said, 

“If we destroy the susceptibility to smallpox, we are concentrating only on the external side of karmic activity.” — Rudolf Steiner, MANIFESTATIONS OF KARMA (Rudolf Steiner Press, 2000), pp. 165-166. 

Steiner also said that black magicians and other evildoers will create vaccines that deaden people to all things spiritual: 

“Endeavors to achieve this will be made by bringing out remedies to be administered by inoculation...only these inoculations will influence the human body in a way that will make it refuse to give a home to the spiritual inclinations of the soul.” — Rudolf Steiner, SECRET BROTHERHOODS (Rudolf Steiner Press, 2004), pp. 90-91.

The lesson? Avoid vaccinations unless you are prepared to damage karma and possibly kill the spiritual inclinations of the soul.

On the other hand, Steiner said vaccinations can be all right if they are supplemented by spiritual education — that is,if they are supplemented by immersion in his teachings. Generally, the solution to all problems, according to Steiner, is immersion in his teachings. 

And yet Waldorf schools, where Steiner's teachings are revered, tend to be centers of vaccine-avoidance. They tend to be centers, that is, of contagion.

“Free schools: Here's the school that Mummy built 

“The first free schools are about to open their doors [in the UK] — but they are still attracting controversy from enthusiasts and detractors. 

“...The Government claims the [free school] programme will change the landscape of English education and provide the parental choice that has so far been an illusion. The idea is that through competition, standards will be raised and pupils will gain the benefits seen in countries like Sweden and the US, where parent-led demand has freed up school systems [in the US, “free” schools are called charter schools]....

“...The range of school styles mirrors the variety already found in the private sector ... Parents are prepared to pay for that choice, hence the success of Montessori and Steiner schools, as well as the longevity of ‘progressive’ schools at the more extreme end of the spectrum....”  

[8-28-2011  http://www.telegraph.co.uk/education/primaryeducation/8727227/Free-schools-Heres-the-school-that-Mummy-built.html] 

Response:

Actually, it’s hard to think of any type of school more extreme than Steiner Waldorfs. They exist to push the “occult science” called Anthroposophy. They do this in service to the gods, of course. Steiner teachers are on a messianic mission. As Rudolf Steiner himself explained to Waldorf teachers: 

◊ “As teachers in the Waldorf School, you will need to find your way more deeply into the insight of the spirit and to find a way of putting all compromises aside ... As Waldorf teachers, we must be true anthroposophists in the deepest sense of the word in our innermost feeling.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 118.

◊ “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.” — Ibid., p. 55.

◊ Hence, "The position of teacher becomes a kind of priestly office, a ritual performed at the altar of universal human life." — Rudolf Steiner, THE ESSENTIALS OF EDUCATION (Anthroposophic Press, 1997), p. 23.

Ahriman lurking in his cave.

[Sculpture attributed to Rudolf Steiner.]

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"I am, and have been for a long time, an anthroposophist, one who follows the teachings of Rudolf Steiner. I thought I would share with everyone the actual truth about some common misconceptions regarding Christ and his counterparts.

"In the history of the world, there have been spiritual movements that have shaped our progress. Civilization first really began when Lucifer was incarnated into a Chinese nobleman around 3000 BC. Lucifer spread the divine spark of creativity into the world, which then spread, and from which we get ancient cultures. Christ is a mean between Lucifer and the Antichrist. He was incarnated into the body of Jesus at around 30 AD. The Antichrist, whose name is Ahriman, has not been incarnated yet. He will be incarnated an equal number of years after Christ as Lucifer came before. Right now, his influence is growing as his time approaches.

"Lucifer and Ahriman both are evil, but in opposite extremes. Lucifer's realm is the creative. He tries to win people over by getting them to think highly of their own abilities. Ahriman's realm is the mechanical. He tries to trap people in the mechanics of everyday life. Things like electricity and digestion are evils from the Ahrimanic realm. However, we can use those evils for the purpose of the good so long as we don't let ourselves get trapped in them...."  

[8-28-2011  http://bmgf.bulbagarden.net/f335/christ-lucifer-antichrist-anthroposophy-44355/]

Response:

It is always instructive to hear Anthroposophists explain their beliefs, since these are the foundation of Waldorf education. Not all Anthroposophists are fully informed about their belief system, however. The Antichrist, according to Rudolf Steiner, is not Ahriman but Sorat. [See "Ahriman" and "Evil Ones".] It is also important to note that the Christ in Anthroposophy is different from the Christian Christ. The Anthroposophical Christ is the Sun God, a pagan deity. [See "Sun God".]Steiner's central text. 

The book has been issued by various publishers 

under various titles, 

including OCCULT SCIENCE - AN OUTLINE 

and OUTLINE OF ESOTERIC SCIENCE. 

[Aziloth Books, 2011.]

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"Rudolf Steiner's life work [sic] can give answers to [humanity's] seeking and asking. He mastered today's exact science; he can reveal to us the spirit which strives hidden behind it and was once concealed in the old names.* Through him we are able to divine the impulsing forces behind the names. Rescue planks for the unavoidable sinking of the ship were offered to us [i.e., he gave us ways to avoid the disasters facing humanity], but we were not mature enough to hold and use them. The souls were not awake enough, were still caught up in the old ideas [i.e., old religions and beliefs]. The attempts at social renewal were met with the hardest opposition from the outer world [i.e., from people outside the circle of occult initiates]. A great pain can engulf us when we see how little we were able to take advantage of what was offered and to be the appropriate instruments for the fire-spirit of the helper sent in the time of need."  

[8-26-2011  http://wn.rsarchive.org/Lectures/GA252/English/eLib2011/ImpFut_index.html]

Response:

His followers — including many Waldorf teachers — look on Rudolf Steiner as a great spiritual master sent to us by the gods. Take this view under advisement. Steiner's followers say that he mastered virtually all fields of knowledge, including modern science. He did not. On most scientific matters, he was plainly ignorant. 

[See, e.g., "Steiner's Blunders", "Materialism U.", and "Science".] 

The only "exact science" Steiner "mastered" is occult science, i.e., his own occult system, which he called Anthroposophy. It consists of using "exact clairvoyance" to study the "higher worlds" of the spirit realm. That there is no such thing as clairvoyance creates a little wrinkle in the fabric of Anthroposophical fallacies. 

[See, e.g., "Clairvoyance", "Exactly", and "Higher Worlds".] 

* That is, the terms used by various old sciences, religions, and philosophies, which were suited to various ancient peoples and races. Anthroposophy almost always associates levels of knowledge with levels of racial evolution. 

"To follow this path and presenting and describing it pictorially according to race and nation, the religions have climbed to ever higher stages of knowledge...." — Ibid.

“Activism lasts longer if it's rooted in analysis and contemplation, says Frank Fromherz, one of the founders of the Pacific Center for Global Justice in Portland [Oregon, USA]. To that end, the center is offering a course, 'Four Engagements on the Way to Global Justice,' which will meet four times from September through December....

“The Center is also offering a seminar on militarism....

“...Both classes will meet at Cedarwood Waldorf School....”  

[8-25-2011  http://www.oregonlive.com/living/index.ssf/2011/08/portland_class_offers_integrat.html]  

Response:

Waldorf schools are sometimes mistaken for progressive institutions. They are not progressive; their underlying ideology — Anthroposophy — is extremely backward, essentially medieval. 

However, that ideology is nonetheless revolutionary. Rudolf Steiner’s followers believe that they possess superior, occult wisdom about virtually every sphere of human activity. Therefore, they are eager to replace today’s social arrangements and institutions with new ones based on the teachings of their guru, Rudolf Steiner. When you join a Waldorf school, you are joining one of the institutions planted in the world by a revolutionary cult. [See, e.g., "Ex-Teacher 7".] Join up only if you truly subscribe to the tenets of the cult. [See, e.g., "Nutshell", "Everything", "Guru", and "Anthropopery".]

For a taste of the political and social views expounded by Rudolf Steiner, see "Freedom" and "Democracy". You may be surprised by what you will find under these headings. For glimpses of Anthroposophical activities beyond the sphere of education, see, e.g., "Biodynamics", "Steiner's Quackery", and "Waldorf Now" (excerpt by Geoffrey Ahern). 

The Anthroposophical vision for the reorganization of human life is called “threefolding.” [See "Threefolding".] Of course, this scheme was drawn up by Rudolf Steiner. It would strictly divide the three primary spheres of human life — economic, political, and cultural/spiritual — and reject the interference of any of these spheres in any of the other spheres. All three spheres would, however, ultimately conform to the precepts of Steiner's "occult science," Anthroposophy. [See, e.g.,THE THREEFOLD SOCIAL ORDER and THE SOCIAL FUTURE, both published by the Anthroposophic Press.]

One of Gerard Wagner’s paintings based on 

Rudolf Steiner's Goetheanum cupola designs. 

[THE GOETHEANUM CUPOLA MOTIFS OF RUDOLF STEINER

(SteinerBooks, 2011). 

This painting was selected for prominent display 

 by SteinerBooks, not by yours truly.] 

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From the Rudolf Steiner Press:

"THE GOETHEANUM CUPOLA MOTIFS OF RUDOLF STEINER points to the historic and spiritual importance of the first Goetheanum building [i.e., the Anthroposophical headquarters]. Rudolf Steiner's lecture on October 25, 1914, and his lecture on the paintings of the small cupola on January 25, 1920, are published in English here for the first [sic: first time], along with color photographs from 1922. Also included are the little-known colored etchings of the Goetheanum window motifs made by by Assya Turgenieff with Rudolf Steiner, as well as other centrally important contributions to an understanding of this new direction in art."  

[8-25,2011  http://steinerbooks.org/detail.html?id=9780880107372]

Response:

Art has a ritualistic, mystical function in Anthroposophy and in Waldorf schools. Anthroposophical art is meant to express the inexpressible, to find forms for the formless, to transport us literally into spirit realms, and to bring spiritual beings from the "higher worlds" into our world. See ART AS SEEN IN THE LIGHT OF MYSTERY WISDOM (Rudolf Steiner Press, 1996), ART AS SPIRITUAL ACTIVITY (Anthroposophic Press, 1998), and THE ARTS AND THEIR MISSION (Anthroposophic Press, 1964), all of which consist primarily of Rudolf Steiner's pronouncements on the arts.

Some Anthroposophical art is lovely; some of it is grotesque. All of it is eerie. [See, e.g., "Magical Arts" and "Anthro Art".] Many people are drawn to Waldorf schools because of the pervasive presence of so much art in the schools, and the attraction they feel is understandable. But look beyond the prismatic surfaces. Consider what this art is meant to be and do. 

Because art is so important in Anthroposophy, you can gain at least a gut-level comprehension of Anthroposophy by studying its art forms. Gaze, for instance, on the painting above, reflecting visions Steiner wanted displayed in his headquarters. Let this painting speak to you. If you would like to have such images on your walls, and in your dreams, and in your child's heart and soul — then perhaps Waldorf is what you are looking for. But if not...

Waldorf education stands on the base called Anthroposophy. [See "Here's the Answer" and "Anthropopery".] And... 

"...[A]nthroposophy is a path of knowledge which gives real results when taken up as a study and a way of life. It works for those who use it to meet its goals."  

[8-23-2011  http://groups.yahoo.com/group/waldorf-critics/message/20534]

Response:

The "path" of knowledge called Anthroposophy uses the psychic power called clairvoyance to "scientifically" examine the higher spirit worlds. Rudolf Steiner laid this out in such books as KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT and AN OUTLINE OF OCCULT SCIENCE.

There are a few problems: 

1) Clairvoyance does not exist. [See "Clairvoyance".] Hence, no "knowledge" attained through the use of clairvoyance is real. It is delusion. 

2) There is nothing scientific about "occult science". [See, e.g., "Is Anthroposophy Science?" Abstract: "Anthroposophy is one of the most successful occult movements in Europe. In this paper, its claim to be a science is examined. Two criteria are used that have both been accepted by the founder of anthroposophy, Rudolf Steiner: (1) intersubjectivity, and (2) confirmation by empirical science. Neither of these criteria is satisfied. The claims that anthroposophy is a science are not justified."]

3) The higher worlds studied by Anthroposophy probably do not exist. The only way to find them is to use the power of clairvoyance, which does not exist, in accordance with the "science" of Anthroposophy, which is not a science.

Anthroposophy is many things, but it is not a path of knowledge. This being the case, Waldorf schools stand on a base that is utterly infirm. Indeed, the base of Waldorf education is delusion. 

Here is the latest in the long-running controversy about the expansion plans of a Steiner school in Australia:

“Sophia Mundi Steiner School expansion plan rejected

“Sophia Mundi Steiner School [Australia] is reeling after its application to expand its facilities at the Abbotsford Convent was rejected last week.

“Yarra Council made the decision on the basis the proposal to build a four-classroom block would damage the convent's heritage value.

"’As noted in its heritage listing, the Abbotsford Convent site is the only existing former monastic or convent farm surviving in a substantial manner within a city in Australia,’ mayor Alison Clarke said.

"’We need to protect what makes the site special even if that means that we are unable to support the school community on this occasion.’

“School representative Leslie Arnott said she was shocked by the decision, and accused the council of rejecting the proposal based on politics, rather than heritage.

"'There were definitely some agendas involved; they don't want a private school here,' Ms Arnott said.

“...The decision will place further strain on the school, which wants to expand to house 40 students currently based at its Nicholson Street, Abbotsford site, which was recently sold to a developer. The school stated earlier this year it faced closure if it couldn't use convent land to expand.”  

[8-22-2011  http://www.melbournetimesweekly.com.au/news/local/news/general/sophia-mundi-steiner-school-expansion-plan-rejected/2267314.aspx] 

"David Colquhoun has posted an excellent series of posts on the Steiner Waldorf schools, 19th century crackpottery that persists even now, by hiding their fundamentally pseudoscientific basis under a fog of fancy invented terms. He discusses their goofy philosophy of anthroposophistry, their devious efforts to get state funding, and their unfortunate buy unsurprising history of racism. It's wild and crazy stuff, and it's been sidling under the radar for a while."  

[8-21-2011  http://scienceblogs.com/pharyngula/2011/08/quacks_everywhere.php]

Some of the material from DC's Improbable Science is available here at Waldorf Watch. [See, e.g., "Coming Undone".]

Referring to a YouTube video, and providing a link to it, a former Waldorf student writes:

"When you look at this video, keep in mind that these are exactly the moves waldorf children are learning in school. This particular ‘session’ is called choreocosmos, and ‘was founded to serve those seeking spiritual awakening, a living experience of the cosmos, and a sense of wholeness and healing.’ But it is the same thing. In a waldorf school, you would see children doing exactly this, although less enthusiastically. I’ve been taught these very movements. Children are supposed to move around just like this, waving their arms like that. And they — the eurythmists — do try to immerse the subject of eurythmy in the same austere atmosphere as in the video (I hope something of that feeling comes through); it is the sacred school subject, the one you can’t mess with (although, of course, we’re talking about children, and they’re never as disciplined and serious as the eurythmists might wish). It’s got an air of horror. I know waldorf schools and proponents like to present eurythmy lessons as playful, healthy sessions of movement. They’re not." 

[8-20-2011 http://zooey.wordpress.com/]

Response:

This is a chance to see eurythmy (Anthroposophical temple dancing) in action. Note the garb, the art on the walls, the propositions expressed, and the movements. When Waldorf students are taught eurythmy, they are being taught the religion of Anthroposophy in motion. 

"[W]e allow this human being [the dancer] 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, which are the part of us where life after death is being shaped in advance. Eurythmy shapes and moves the human organism in a way that furnishes direct external proof of our participation in the supersensible [i.e., invisible, spiritual] 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.  

“Steiner plots free schools with spiritual ethos

“Group which puts holistic learning ahead of curriculum backs three applications

“The group behind Steiner schools, which shun the national curriculum in favour of children’s emotional and spiritual needs, wants to become a multi-school sponsor [in the UK]....

“The Steiner Waldorf Schools Fellowship (SWSF) is backing three proposals for free schools — currently being considered by the Department for Education — which it hopes will be the first step towards a network across the country. [“Free” schools are what in the USA are called charter schools.]

“...The SWSF already has one school in the state sector, the Steiner Academy Hereford. Two of the three Steiner applications currently in front of civil servants are for entirely new schools — the Frome Steiner Academy in Somerset and the Leeds Steiner School, both of which hope to offer provision from primary up to 16.

“The third is an existing fee-paying school, the Meadow Steiner School, also in Somerset, which is hoping to make the switch to the state sector.

“...The news of Steiner schools being considered by the Government to become free schools comes just a week after The TES [i.e., The Times Education Supplement] reported that an evangelical church was progressing through the selection process, despite previously stating it would teach creationism in science lessons.

“The Steiner approach emphasises the importance of practical crafts such as woodwork, book-binding and knitting, while students spend less time learning ICT [i.e., information and communications technology] skills.

“Such free-school proposals appear to undermine the Government’s stance that schools should be teaching a more traditional ‘knowledge-based’ curriculum.

“...The British Humanist Association* said it had ‘serious concerns’ over what would be taught in the Steiner schools, given that free schools have considerable freedoms over their curriculum.”  

[8-19-2011  http://www.tes.co.uk/article.aspx?storycode=6109281  

* From the BHA:

"Over 300 'faith schools' register their interest in academy status

“The BHA [British Humanist Association] has expressed alarm at the number of 'faith schools' registering their interest in converting to academies, warning that academy status would give religious groups greater control over schools.

“Over 300 schools run by religious groups have formally registered their interest in converting to academy status with the Department for Education. In addition to 200 Church of England and 100 Roman Catholic schools, the list includes Buddhist, Jewish, Muslim, Sikh, Steiner and ‘Sathya Sai’ schools. Many of the schools run by the minority religions, and some Christian schools, are currently independent fee-paying institutions.

“Andrew Copson, BHA Chief Executive, commented:

“'All state-funded faith schools becoming academies will automatically become religious academies, meaning that in addition to complete powers over the curriculum, their discriminatory admissions and employments policies will not only be preserved intact but will be enlarged.

“'This religious discrimination and privilege will be permanently locked into a system which makes no allowance and has no scope for consultation with parents and local people. The effect of the changes will be to increase control by religious groups even further in these schools and remove the moderating influence of the state and the local community ... It is no wonder academy status is so appealing to religious groups currently running fee-paying schools — it would give them complete powers over the curriculum while unburdening them from the need to raise their own funds.’”  

[6-28-2010 http://www.humanism.org.uk/news/view/582]

Paintings by students at the 

Summerfield Waldorf School & Farm 

[http://www.summerfieldws.org/]. 

There is usually great uniformity in Waldorf student art, 

since Waldorf students all strive to copy images 

created or presented by their teachers. 

Waldorf schools often say that they value 

freedom and individuality, 

but these virtues are often not 

in evidence in Waldorf student work. 

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“RSF Social Finance (RSF), a non-profit financial services organization providing capital to non-profit and for-profit social enterprises, announced today that it has made a loan to the Summerfield Waldorf School & Farm (SWSF).

“RSF Social Finance has a long-standing relationship with the school. SWSF has had three previous loans from RSF which were used to finance the construction of the high school building and the performing arts hall.

"...Located in San Francisco, CA, RSF Social Finance (RSF) is a non-profit financial services organization dedicated to transforming the way the world works with money. Since 1984 the organization has made over $230 million in loans throughout the U.S. and Canada to non-profit and for-profit social enterprises.”  

[8-19-2011  http://3blmedia.com/theCSRfeed/RSF-Social-Finance-Announces-Loan-Summerfield-Waldorf-School-Farm]

Response:

Waldorf schools exist within a web of Anthroposophical enterprises. All are dedicated to fulfilling the vision of Rudolf Steiner. RSF is the Rudolf Steiner Foundation.

“Established in 1936 and reorganized in 1984, RSF is an innovative charitable service organization that uses several financial vehicles to fulfill its charitable purposes. RSF has no endowment, and its ability to accomplish its mission rests on the generosity of those who make loans to RSF - our "investors" - and those who make gifts through RSF – our donor advisors. By investing in and donating through RSF, you share in the accomplishment of our charitable mission and help expand its impact.” 

[http://www.anthromedia.com/articles/anthroposophy/rudolf-steiner-life-work/rudolf-steiner-in-context/rudolf-steiner-today/rudolf-steiner-foundation-usa/]

“The Sun with loving light

Makes bright for me each day; 

The soul with spirit power

Gives strength unto my limbs; 

In sunlight shining clear 

I reverence, O God,

The strength of humankind,

That thou so graciously 

Hast planted in my soul, 

That I with all my might 

May love to work and learn.

From Thee come light and strength, 

To Thee rise love and thanks.”

— A prayer written by Rudolf Steiner and usually recited aloud, in unison, by Waldorf school students and teachers at the start of each school day. (This prayer is for the first four grades; a different Steiner-written prayer is used in the higher grades.)

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"[T]he Believers Learning and Day Care Center celebrated their grand opening with an open house/ribbon cutting on Aug. 13. Located in Glenwood on Vernon Crossing Road, the center, owned and directed by Catherine Stone, has a heartwarming reason why she chose that name for her center. ‘It comes from the song ‘Believers,’* by songwriter Joe Nichols,’ Stone said ... The center, offering the Waldorf style of education, may be the only such learning center in Sussex County [New Jersey, USA].” 

[8-19-2011 http://www.northjersey.com/news/128055158_Believers_Learning_Center_in_Vernon_celebrates_grand_opening.html] 

Response:

The name of the Believers Learning and Day Care Center is well chosen — perhaps more than the organizers realize. Although Rudolf Steiner called his teachings “spiritual science,” in fact they comprise a religion, requiring belief. Sometimes his followers admit as much, and sometimes — even while they deny that Anthroposophy is a religion — they imply admission by their actions. [See, e.g., “Serving the Gods”, “Prayers”, and “Faith”.] 

* “They got a little more faith than the world has doubt/ The earth might shake, but they stand their ground/ And God only knows where we'd be without/ Believers.” 

“[O]f the U.S.A. Rudolf Steiner says that free thinking will have come to an end in the year 2000. Of this there can be no doubt. It will then become apparent that not only the Russians, with their inclination to slavery, and the eternal militarists (the Germans), are capable of creating Imperiums of evil, but the freedom-loving Anglo-Saxons have this capacity too.” 

— Russian Anthroposophist Gennady Bondarev, quoted 8-17-2011 at http://www.abovetopsecret.com/forum/thread741436/pg1.

[To delve into some of Steiner's predictions for the end of the 20th century, see "Millennium".]

The first Waldorf School.

[Public domain photo.]

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From the webpage of the Waldorf School of Garden City [Long Island, New York]:

"HISTORY OF WALDORF EDUCATION

"Waldorf education developed in the end of the 19th century by Rudolf Steiner, an Austrian philosopher and teacher [1] who sought to apply a new way of thinking to different aspects of humanity ... The first Waldorf School opened its doors in September 1919 in Stuttgart, Germany, under the sponsorship of the Waldorf-Astoria Company. The first Waldorf School was revolutionary for its time — a co-educational school open to children from all social, religious, racial, and economic backgrounds ... By 1928 the premiere Waldorf School had grown to become the largest non-denominational school in Germany, serving as a model for other Waldorf Schools in other countries. Following the Second World War, the Waldorf Schools rapidly spread through Europe, North and South America, Asia, Africa, Australia, and New Zealand Today, there are over 2,500 Waldorf Schools worldwide. [2]"  

[8-17-2011  http://www.waldorfgarden.org/page.cfm?p=601]

Response:

Waldorf and Steiner schools, striving to attract new families, often provide such histories. Often, these narratives are quite incomplete. The account above was posted by the Waldorf School of Garden City [New York, USA]. Parents considering this school might want to know of an event that is has been swept under the rug: a scandal that erupted when the school's occult underpinnings were exposed. THE NEW YORK TIMES reported the scandal in a story titled "'Psychic' Ex-Student's Influence Shakes Waldorf School."  [See "The Waldorf Scandal" and "Reality and Fantasy".] At the very least, families considering this school may want to know whether occultism still resides within. If the teachers are true devotees of Rudolf Steiner, it does. [See "Occultism" and "Here's the Answer".]

When looking into a Waldorf or Steiner school, you would do well to look carefully and deep. Among the points you might care to investigate: 

• Are Waldorf schools really "non-denominational"? Not if they embody Anthroposophy, as they almost inevitably do. [See "Is Anthroposophy a Religion?", "Prayers", and "Soul School".] 

• Are Waldorf schools healthy environments for children from "all social, religious, racial, and economic backgrounds"? Not if the racist and anti-Semitic teachings of Rudolf Steiner are embraced by the faculty. [See "Steiner's Racism", "RS on Jews", "Forbidden", and "Also Forbidden".]

[1] Whenever Steiner is described in such terms, you know that much is being concealed. Steiner was a self-proclaimed clairvoyant and occultist whose books bear such titles as AN OUTLINE OF OCCULT SCIENCE. [See "What a Guy" and "Occultism".]

[2] This is an extreme exaggeration — although perhaps an honest one. What is a "Waldorf school"? Do we include play groups, daycare services, and other such small activities hosted by one or two Waldorf proponents? The total rises to something like 2500 only if we count these minor assemblies. A more authoritative source lists 998 Waldorf schools worldwide. [See http://waldorfschule.info/upload/pdf/schulliste.pdf.] One related point is worth underscoring: Many Waldorf schools are extremely small, with only a handful of students. Thus, even the figure 998 is less impressive than it may seem.

Full disclosure: I attended the Waldorf School of Garden City in the 1950's and 1960's. Back then, the school had a different name. Because of institutional links with a nearby university, it was named the Waldorf School of Adelphi University. The name was changed after the scandal erupted and the university broke its ties to the school. — R.R.

Here is a tabulation of Waldorf schools worldwide as of March, 2011, taken from an apparently reliable source. I have translated the list from German and realphabetized it according to English spellings.

Africa:

   Egypt: 1, Kenya: 2; Namibia: 1; South Africa: 17; Tanzania: 1. 

   Total for Africa: 22.

The Americas:

   Argentina: 10; Brazil: 32; Chili: 5; Canada: 21; Columbia: 4; Mexico: 5; Peru: 13; USA: 130. 

   Total for the Americas: 211.

Asia:

   Armenia: 1; China: 1; Georgia: 1; India: 5; Israel: 7; Japan: 6; Kazakhstan: 2; Kirgistan: 1; 

   Korea: 2; Nepal: 2; Philippines: 3; Taiwan: 3; Tajikistan: 1; Thailand: 2. 

   Total for Asia: 36. 

Europe:

   Austria: 15; Belgium: 22; Czech Republic: 13; Croatia: 2; Denmark: 16; Estonia: 6; Finland: 24; France: 11; 

   Germany: 222; Great Britain: 32; Hungary: 25; Iceland: 2; Ireland: 3; Italy: 32; Latvia: 2; Liechtenstein: 1; Lithuania: 3;

   Luxembourg: 1; Moldavia: 1; Netherlands: 92; Norway: 34; Poland: 5; Romania: 13; Russia: 18; Slovakia: 1; 

   Slovenia: 2; Spain: 7; Sweden: 41; Switzerland: 35; Ukraine: 5. 

   Total for Europe: 686.

Oceania:

   Australia: 33; New Zealand: 10. 

   Total for Oceania: 43.

Number of Waldorf schools worldwide:   998

[3-2011  http://waldorfschule.info/upload/pdf/schulliste.pdf]  

Response:

The Waldorf movement claims to be international, and — in at least a technical sense — it is. But Waldorf schools are clustered in specific areas, particularly areas dominated by whites who derive from northern and central Europe. [1] Of the total number of Waldorf schools, 70% are in Europe, approximately 55% are in northerly Europe [2], and approximately 22% are in Germany alone (24% if we include Austria).

The nation having the largest concentration of Waldorf schools outside Germany is the USA: Approximately 13% of all Waldorf schools are in the United States. If we add the other predominantly white former colonies of Great Britain (Canada, Australia, New Zealand, and South Africa [3]), the resulting group — predominantly white former British colonies — accounts for 21% of Waldorf schools worldwide.

If we add European Waldorf schools (70%) to Waldorf schools in predominantly white former British possessions (21%), the total is more than 90% of all Waldorf schools. Thus, fewer than 10% of Waldorf schools exist in regions that are not predominantly white.

Only 4% of Waldorf schools are found on the most populous continent, Asia. And less than 1% of Waldorf schools operate in the world’s most heavily populated countries, China and India. (If we include Taiwan with China, the total climbs only marginally, from .6% to .9%  We should also note that the totals for Asia include countries that are not usually considered Asian, such as Israel. If we subtract these countries, the Asian totals fall.)

Just 2% of Waldorf schools are in Africa. If we exclude Egypt (which is Middle Eastern) and South Africa (counting it among former British possessions), this drops to 0.4%.

There is one Waldorf school (0.1% of the total) in Arab or predominantly Muslin countries (i.e., this solitary school exists in Egypt).

[1] Racial distinctions are important in Anthroposophy. [See, e.g., "Steiner's Racism" and "Races".] Steiner created Waldorf education for German children — white "Aryans" whom he deemed members of the most highly evolved and spiritual national/racial group.

[2] This is an amorphous region, extending more or less from the middle of Europe to its most northern countries. For this list, I have counted Belgium, the Czech Republic. Denmark, Estonia, Finland, Germany, Great Britain, Iceland, Ireland, Latvia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Russia, Slovakia, Sweden, Switzerland, and Ukraine.

[3] South Africa is anomalous. It is a majority black nation, but power was held by the white minority until 1994. There are 17 Waldorf schools in South Africa, accounting for most of the Waldorf schools in Africa. Zambia and Zimbabwe have histories similar South Africa’s, but there are no Waldorf schools in those countries.

Many seers today are predicting doomsdays of various kinds just around the corner. One way or other, mankind will soon endure a colossal, obliterating disaster. 

“In case you’re having trouble keeping all these doomsdays straight, the website at www.rowdydow.co.uk/eotw/ lists them all and will even send you an e-mail warning each time that the world is scheduled to come to an end.” — Robert Sheaffer, SKEPTICAL INQUIRER, Sept./Oct. 2011, p. 33. 

Mystics often love catastrophes, horrific events in which the righteous are vindicated and the unrighteous meet their doom. Rudolf Steiner taught that before our current stage of earthly evolution, we lived on the continent of Atlantis, and he said that before we lived on Atlantis we lived on the continent of Lemuria. [See "Atlantis" and "Lemuria".] Life on both Lemuria and Atlantis ended in a cataclysms, Steiner said, and our epoch will also end in a cataclysm. Our doomsday will be the War of All Against All: 

“[O]ur epoch will come to an end through...the war of all against all. Only those who turn to a spiritual life* will survive the catastrophe, which, in this case, means the war of all against all, just as only a small group of people escaped from the catastrophes of Lemuria and Atlantis.” — Rudolf Steiner, UNIVERSE, EARTH AND MAN (Collison, 1931) lecture 10, GA 105.

For Anthroposophists, the coming disaster is great news. The righteous (themselves) will be saved, while the unrighteous (everyone else) will go down in flames. Oh happy day. [See "All vs. All".]

* According to Steiner, the correct way to lead a spiritual life is to follow his directions, that is, to become an Anthroposophist. 

Attempts at dialogue between Rudolf Steiner's followers and their critics often break down. One of the main forums for such an attempt is the Waldorf Critics discussion list. Brace yourself. Although one of the basic rules at the list is that no personal attacks (ad-hominem arguments) are allowed, verbal fisticuffs tend to break out nonetheless. In part, this is because the participants generally fall into two categories: 1) disillusioned former Waldorf parents and students, and 2) current Waldorf advocates. People who have sent their children to Waldorf schools — or who themselves attended such schools — sometimes stagger away wounded and angry; their comments can be searing. By the same token, Steiner's followers are sometimes enraged by the criticism leveled at their belief system. Thus, tempers tend to flare.

Here are parts of three recent messages at the list, suggesting the heat that sometimes enflames the discussion, as well as the maneuvers that (intentionally or not) sometimes throw up clouds of confusion:

• "Anyway, didn't I tell you about Diana? Yes, she is vile, kind of like a female Adolf Eichmann in some ways, so consummately bureaucratic. But recall I told you she is that way because of her vile and nasty mother-grandmother relations — all ensconced in the world view of Christian Science."  [8-16-2011  http://groups.yahoo.com/group/waldorf-critics/message/20435]

• "He has had similar doings with me, claiming I'm the reincarnation of Steiner, and also about my name, it's part of his look 'how clever I am' routine. He's a very confused individual. And by posting the pictures of enslaved children and suggesting they be falsely connected to Waldorf teachers, he has demonstrated he's a very sick individual as well."  [8-16-2011  http://groups.yahoo.com/group/waldorf-critics/message/20437]

• "Not that nasty covers it, it's worse than that. I understand your feelings about this, I think, and I shouldn't have written what I wrote; I've been really pissed at people for much less than that. And, apart from this, another thing I didn't like in that 'story', and which I never appreciate, is that attempt at causing intrigues behind the scenes."  [8-16-2011  http://groups.yahoo.com/group/waldorf-critics/message/20438]

Despite occasional rancor and confusion, the discussion at the list is always interesting. You should check in, from time to time, if only to "lurk" (i.e., read the messages without feeling obligated to offer your own comments). Usually the moderator succeeds in maintaining at least a minimum level of decorum, and often the messages present informative views, for and against Waldorf.

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Michaelmas being celebrated at 

the Sacramento Waldorf School.

[http://www.sacwaldorf.org/festivals-celebrations.html]

Waldorf schools are sometimes 

termed "nondenominational"

and sometimes they are seen as Christian.

Neither description is correct.

 [See, e.g., "Was He Christian?"

For the Waldorf take on Michaelmas, 

see "Michael" and "Magical Arts".]

Eurythmy — sketch based on a performance 

at the Anthroposophical headquarters,

 the Goetheanum.

[R. R. rendering, 2010.]

Eurythmy (pronounced yur-ith-me) is a form of dance emphasized in Waldorf schools. Indeed, it is often a required activity for all students. A modern variant of temple dancing, eurythmy is meant to make direct connections to the spirit world. 

"In having people do eurythmy, we link them directly to the supersensible [i.e., supernatural] world." — Rudolf Steiner, ART AS SPIRITUAL ACTIVITY (Anthroposophic Press, 1998), p. 246-247. 

Waldorf schools and their proponents push eurythmy hard, although the kids at the schools often hate it:

The DVD “EURYTHMY: MAKING MOVEMENT HUMAN” may be purchased at www.millennialchild.com. Eurythmy, a new art of movement developed by Rudolf Steiner, is a valuable educational tool. Today’s children need to MOVE, and eurythmy guides their movement to both great works of music and poetry...

"• i went to a waldorf school and i HATED eurythmy. It seemed too hippyied out. We got into Tai Chi later which seemed to make more sense. But looking back on it I see how the concept of moving together and grace is a helpful skill to have.... 

“• lol yeah it isn’t exactly everyone’s favorite subject, especially when they make you do it through high school, which they didn’t at my school… I mean, did you see the looks on those kids faces in that video? 

“• yeah, I mean, long ago at Waldorf schools it would have been the tradition to try and force them into their gender role. They even used to go as far as trying to make left-handed children write/draw with their right hand. But I didn’t have either of these experiences, and I am a Waldorf lifer.... 

“• I went from a public school to Waldorf in 8th grade. I got kicked out of my first Eurythmy class for laughing to death and causing 'disturbance' to the environment and degrading her [i.e., the eurythmy teacher] by doing so. I was told what it was all about.. Couldn’t stop laughing tho’, and I still do.... 

“• best eurithimist teenagers are brazilian. period.... 

“• WHERE’S MY GODDAMN WALDORF SALAD!?!?!!....

"• ....I find that most students in the school don’t understand the subject until later when reflecting on it. In our school during the Waldorf Week of interviews it is then that the seniors begin to talk about Eurythmy that I feel they begin to appreciate it. Out of my observation though, very few students like me appreciate it as of now. I’m currently a junior....

“• I do eurythmy at my school, and I find it totaly pointless. not at all educational. sorry for those who like it, this is just my opinion, most of my school also agree with me.... 

“• the waldorf education system loves to parade its successfuly schools around but dont be fooled, i went to a waldorf school that was horrible and i have heard stories about other bad ones, i transfered into the high school after going to public school and the students discluded me and talked down to me because i didnt have their ‘supirior’ education. College time came and 3 of the 14 people in my class dropped out of college, 2 more flunked out.”

[8-14-2011 http://educationonlineusa.net/2011/08/03/education/eurythmy-and-waldorf-education-excerpt-from-eurythmy-dvd-video/]

[For more on eurythmy, see "Eurythmy" and "Magical Arts".]

"Congratulations are extended to all our pupils who received their SQA [Society of Quality Assurance] exam results last week. The Edinburgh Steiner School is once again celebrating after achieving outstanding SQA results including an A-C pass rate at Higher of 95.7% — more than 19% above the national average (76.5%). What sets our school apart is that, unlike other independent schools in Edinburgh, we do not select our pupils on the basis of academic ability. We are therefore enormously proud of all our pupils, not only those who have achieved the highest grades but those who have displayed incredible dedication and hard work to achieve their individual targets and personal bests. 

[8-14-2011 http://www.steinerweb.org.uk/parents/news/2011/8/10/school-celebrates-95-7-higher-pass-rate-2]

Response:

Waldorf schools often have low academic standards, but not always. True-blue (i.e., Anthroposophical) Waldorf teachers are generally hampered by their occult beliefs, which dismiss most modern knowledge. But if a Waldorf faculty is ingenious and dedicated, good academic results should be attainable. [See "Academic Standards at Waldorf".] The real question about Waldorf schools is not whether they provide a good academic education but whether they work to lure students and their parents into the web of occultism, specifically into the belief system called Anthroposophy. Unfortunately, as a rule, they do. Indeed, the underlying — and often unspoken — aim of Waldorf schools is to spread Anthroposophy. [See "Here's the Answer", "Soul School", and "Spiritual Agenda".]

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Biodynamics is the form of agriculture developed by Rudolf Steiner. It depends heavily on astrology and magic. It is a subcategory of organic gardening, and as such it is generally harmless, working about as well as any other type of organic agriculture. Waldorf schools often have biodynamic gardens and compost piles. [See "Biodynamics".] 

From a recent review of several books about wine making:

"[Authors] Goode and Harrop take much care with the beyond-organic practice of biodynamics, and there might be no more controversial topic in wine — especially because many writers dwell on its more mystical practices and dismiss it as voodoo.

"That intellectual laziness gave Katherine Cole the title of her book, VOODOO VINTNERS (Oregon State Univ. Press, 182 pages, $18.95). Cole, a wine columnist for the Oregonian, sagely bypasses the usual harrumphing over cow horns* to get to the true nuances of biodynamic wine. She focuses on her home state, a perfect spot, as the U.S. offices of biodynamics' certifying authority, Demeter, are located there.

"Oregon is a haven for biodynamic winegrowing, and Cole gets to the heart of the issue: For something with little hard science and much mysticism behind it, biodynamics has proven itself remarkably effective. Cole sagely balances this precarious reality. As such she does an excellent job of putting this farming philosophy in a current context — a compelling, wacky practice in a world where locavorism is a cottage industry.

"But biodynamics is also a cottage industry, and the chapter 'Big Biodynamics' skillfully details how the practice is being scaled up. If there's a shortfall, it's Cole's perhaps too credulous exploration of movement founder Rudolf Steiner (though she avoids the easy target stuff: Steiner as a bit of a kook, a possible anti-Semite)."  

[8-14-2011  http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/08/12/FDBJ1KLNHT.DTL]

Biodynamic practices can succeed if you work at them devotedly. But then, so can most other types of agriculture.

* One central biodynamic technique is to fill cow horns with dung, bury them for several months, then dig them up and use the magical compost within. The amount of material inside each horn is tiny, so it cannot be used as normal compost would be. But that isn't the idea anyway. The idea is to exploit the magic properties within the gunk, which has absorbed the spiritual forces of the Earth and stars.

Here is a follow-up to s story reported here previously.

“The public has unkowingly been funding the Waldorf-Method Charter Schools in the Sacramento [California, USA] area for more than a dozen years. Waldorf schools are located throughout the United States, some being private schools, but many are operated by local school districts including Sacramento City Unified, the lead defendant in a lawsuit.

"Waldorf education is rooted in Anthroposophy, which was founded in the early 20th Century by an Austrian, Rudolf Steiner. His religion is a mish-mash of beliefs from Hindu reincarnation, European occultism, Norse mythology and a heretical form of Christianity....

"[W]hy is this out-in-left-field religion being funded by the Obama Administration?

"[S]ince no government funding goes to Christianity, then no government funding, using our tax dollars, should fund teaching of the occult." 

 [8-13-2011 http://www.allvoices.com/contributed-news/9876040-taxpayers-fund-occult-teachings-in-charter-schools]

"Lots of esotericists...they think that since the anti-occultist faction of the Nazis banned the Anthroposophical Society, this must mean that anthroposophy and Nazism are diametrically opposed, and that this was the reason for the ban. This belief, like many other cherished esoteric beliefs, is mistaken. The Nazis banned all sorts of groups they viewed as potential competition. Among numerous others, the Nazis banned Ariosophy, the Thule Society, the Pan-German League, the Teutonic Order, the Universal Alliance of Racists, the Pan-Aryan League, the Federation of the White Race, and the Nordic-Aryan Faith Community. According to standard esoteric logic, this would mean that these groups were somehow diametrically opposed to Nazism. In reality, that had quite a bit in common with Nazism.

"...[There] was a lengthy internal SD [i.e., Nazi] report summing up the case against anthroposophy ... The analysis takes note of several facets of anthroposophy that are ideologically akin to Nazi principles, observing for example that anthroposophy is 'in accord with many aspects of the National Socialist conception of nature,' while also remarking with derision that anthroposophists typically try 'to present themselves as the best Germans.'”  

[8-13-2011  http://groups.yahoo.com/group/waldorf-critics/message/20406]

Response:

The intersections between Nazism and Anthroposophy make for an explosive topic. Anthroposophists react with horror and anger when anyone argues that there are some similarities between the two worldviews, and when even more so when historians allege that some Anthroposophists were Nazis or Fascists. The leading American authority writing on these matters in English is Dr. Peter Staudenmaier, who wrote the message quoted above. [For more on this topic, see "Sympathizers?"]

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"Q. Is grade 5 too late to start waldorf school (k-5 taken in public school)?

"My brother is doing poorly in public school and is obsessed with video games and technology even though he has very limited access at home. All his friends at public school are the same. His writing is comparable to his 7 year old nephew in waldorf grade1, he cannot spell, or draw. He does have an excellent memory although he usually only uses it to memorize video game facts from friends.

"I want my mom to try waldorf school for a year to see if it will help him but will he be too far behind his waldorf peers at this point? He has finished public school grade 5 and I think he needs to go back into grade 5 in the waldorf school for a year to improve his skills. And also to make friends who are not video game crazy! He makes friends very easily.

"Advice please!

"A. The problem usually runs in the opposite direction: Waldorf students usually lag behind kids in public schools. Waldorf schools generally do not even begin teaching reading, writing, and arithmetic until the children turn 7. The reasons are mystical (weird as it may seem, Waldorf education is based on a form of mysticism called Anthroposophy). According to Waldorf belief, various invisible bodies incarnate at ages 7, 14, and 21, and the Waldorf curriculum is geared to these events. If you do not believe in etheric bodies, astral bodies, and so on, Waldorf is wrong for you. You might like to look at the following reports, which spell out these things: "Incarnation" [https://sites.google.com/site/waldorfwatch/incarnation] and "Academic Standards at Waldorf" [https://sites.google.com/site/waldorfwatch/academic-standards].

"It sounds like your brother definitely needs help, but transferring to a Waldorf school is unlikely to be the best solution. Have you considered a Montessori school or some other alternative?

"P.S. The nub of your brother's problem seems to be excessive time spent playing video games. If your mom could limit this, your brother might be able to receive the remedial academic help he needs at his current public school. On the other hand, if your brother continues his addiction to video games, possibly no school will be abel to help him much. So: First things first. Concentrate on the video games, first."  

[8-11-2011  http://answers.yahoo.com/question/index?qid=20110811220202AAd7C5W]"Whooping Cough

"Dear Yallingup Steiner Community,

"Please find attached some important information from South West Population Health [Australia] concerning Whooping Cough within the Community.

"Please read it extremely carefully and contact your Doctor or the Public Health nurses listed if you have serious concerns. 

"Many thanks." 

[8-11-2011 http://www.yss.wa.edu.au/content/whooping-cough]

Response:

Because of their aversion of modern medical knowledge and practices, Waldorf schools are often centers of contagion and disease. Occasionally the schools try to do something about it. But this almost never means renouncing the benighted medical doctrines of Rudolf Steiner. [See "Steiner's Quackery".]  

“The infiltration of quackademic medicine continues apace, except that it's not just quackademic medicine. Now, it goes way, way beyond that to encompass not just academic medical centers but community hospitals, hospitals of all sizes, large private hospitals, and health care institutions of all shapes and sizes. Frequently, proponents of quackademic medicine try to portray those of us who oppose the infiltration of pseudoscience into medicine as being behind the times, as futilely resisting the wave of the future....

"...[M]y alma mater, the University of Michigan, is on the list. I graduated from medical school there and have been persistently disappointed to see what used to be a hard-ass, science-based institution embrace quackademic medicine, giving it a big, sloppy wet kiss on the lips. U. of M.'s even gone so far as to "integrate" mystical nonsense like anthroposophic medicine into its medical offerings. It makes me feel like Sylvester's son putting a paper bag over his head, and lamenting, "Oh! The shame of it all!" At least, that's how I feel when I read about things like U. of M. embracing anthroposophic medicine. Even if it is just a small division and not indicative of the scientific basis of the school as a whole, the very presence of quackademic medicine at my alma mater risks tainting everything.”  

[8-11-2011  http://scienceblogs.com/insolence/2011/08/the_infiltration_of_quackademic_medicine.php?utm_source=networkbanner&utm_medium=link]

[For more on this subject, see “Steiner’s Quackery”.]

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Here and there, disgruntled former Waldorf parents are fighting Waldorf schools in various ways, including through lawsuits. 

It is easy, of course, to find people who will sing the praises of Waldorf education. But it is also easy to find messages such as the following. If nothing else, the horror stories some people tell about Waldorf schools should give everyone pause. Why are there so many of these stories?

"I'm amazed at the complete lack of empathy that exists among the Anthroposophists I know. They don't get why their behavior is appalling. I don't understand why. I know several have displayed glee at my suffering these many years... and excused the suffering of my kids to 'karma'.

"That's why I feel it is SO very important to hold these people accountable under the law. They still won't get it... but the parents and children around them will... Hey, at least they will have the opportunity to balance their own karma. They should be thanking me for that!"  [8-10-2011  http://groups.yahoo.com/group/waldorf-critics/message/20388]

[Also see "Slaps", "Our Experience", "Coming Undone", "Moms", "Pops", "Nuts", "Extremity", the Appendix to "Steiner's Racism", etc.]

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By Rick Tan.

There is no single, mandated 

Anthroposophical art style;

but most Anthroposophical art has 

an otherworldly, "spiritual" quality.

[See "Anthro Art".]

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"Five Spheres of Waldorf Education ECourse

"through

“Little Acorn Learning 

“Instructor: Dr. Rick Tan

“Five Week ECourse Begins August 15th and Runs for 5 Weeks

“~NOW ENROLLING~

“The Five Spheres of Waldorf education encapsulates [sic] the sweeping themes of this educational movement: Self, Relationships, Balance, Rhythm, and Course...”  

[8-10-2011 http://barefeetandafreespirit.blogspot.com/2011/08/five-spheres-of-waldorf-education.html]

Response:

Waldorf education is appealing in many ways, and it can be made to seem quite sensible. “Self, Relationships, Balance, Rhythm...” — sounds great! Nothing wacko there. Sign me up!

But wait a moment. Scan down the page a little and the occult weirdness of Waldorf education begins to peek out.

“Week 1

"The Self Sphere: 

"The topic of Anthroposophy as the human being’s inner striving to understand oneself will be reviewed. Here, the many natures of the Self: ego, astral, etheric, and physical bodies will be discussed.”

Etheric bodies? Astral bodies? In the very first week, esoteric looniness emerges. [See "Incarnation".]

Scan down again.

“Week 4    

"The Rhythm Sphere: 

"We will cover the four-part main lesson, and the four temperaments: choleric, sanguine, phlegmatic, and melancholic.”

Oh, dear. The classical temperaments. Long ago, leading thinkers believed that humans could be divided into these categories: choleric, sanguine, phlegmatic, and melancholic. No one believes this anymore; it is discarded science. That is, it has been discarded almost everywhere but in Waldorf schools, where the ignorance of the ancients is usually preferred to the knowledge of modern scholarship and science. [See “Temperaments” and “The Ancients”.].

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[Rudolf Steiner Press, 1944.]

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[Great Lakes Waldorf Teacher Training]

A statement posted by a Waldorf teacher-training program:

"The works of Rudolf Steiner (about 30 books written by himself or with collections of his own writings, and 6,000 lectures grouped into 270 volumes) have been published. There is absolutely nothing secret in Anthroposophy. It is not a religion and it has no cults. It is cultivated individually, in open study groups and in the institutions where it is practised." 

[8-9-2011 http://www.waldorftraining.com/steiner.htm] 

Response:

It is true that an enormous portion of Steiner's work is now publicly available. But it is not true that Anthroposophy has no secrets. Anthroposophy is a form of occultism, and even if we define "occult" in its most benign sense, meaning "secret," we begin to realize that much of Anthroposophy consists of secret knowledge. [See "Occultism".] Outsiders are often denied various parts of the occult canon. This is most worrisome in and around Waldorf schools. Parents are often not told the real nature and purpose of Waldorf education — which is to spread Anthroposophy. [See "Here's the Answer".]

Rudolf Steiner instructed his followers to withhold secrets from outsiders; he taught them that much spiritual knowledge must be withheld from the uninitiated. [See "Secrets" and "Inside Scoop".] Anthroposophists are torn between two impulses: the desire to spread their wondrous spiritual knowledge, and the need to conceal much of their wondrous spiritual knowledge. If you doubt that Anthroposophists, and in particular Waldorf faculties, are often secretive and deceitful, see the following, which consist largely of statements made by people who became ensnared in Waldorf schools: "Our Experience", "Coming Undone", "Moms", "Pops", "Our Brush with Rudolf Steiner", "I Went to Waldorf", etc. The very fact that Anthroposophists feel the need to deny that they are secretive should, at a minimum, alert you to a potential danger.

As for whether Anthroposophy is a religion — of course it is. [See "Is Anthroposophy a Religion?"] As Rudolf Steiner said, 

"[T]he Anthroposophical Society...provides religious instruction just as other religious groups do." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 706. 

Anthroposophy does not have any cults; Anthroposophy is a cult. [See, e.g., "Six Facts You Need to Know About Steiner Education".]

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Again today little news is emerging from the Waldorf universe. So, instead, I will repeat an exercise that many readers say they appreciate. Here are some of the astonishing things Rudolf Steiner's followers believe. 

These beliefs are so bizarre, most people can hardly credit that any thinking adult in the 21st century could embrace them. This is one of the difficulties involved in discussing Waldorf schools. Most people simply cannot imagine that Waldorf teachers subscribe to these beliefs. But they do. 

Not all Waldorf teachers do so, of course, but many of them do. And while they may not express these beliefs openly with outsiders, students, or the parents of students, these beliefs color everything that they do and thus form the spiritual space within which Waldorf education is enacted.

So: A few of the astonishing beliefs proclaimed by Rudolf Steiner and affirmed by his followers:

This seems to be a quiet news day. Not much to report. So, instead, I'll hand the microphone to Rudolf Steiner, asking him to tell us a bit more about his racial teachings.

"If we state that the Negro race was born of the cooperation between the normal Spirits of Form* and the abnormal Spirits of Form centred in Mercury, then from an occult standpoint we are perfectly correct in describing the Negro race as the 'Mercury race'.

"Let us now continue along the line joining the centres or focal points [i.e., regions on the Earth] from which the individual races spread outward. We then come to Asia, which is the seat of the 'Venus race' or the Malayan race. We then move northward across the wide expanse of Asia and we find the Mongolian race, which is formed by the Mars forces. Then we cross over into Europe and find the Europeans who in their original racial character are 'Jupiter men'. If we cross the ocean to America which is the centre where civilizations or races die, we find there dark 'Saturn's race', the original Red Indian race. The American Indian race is the 'Saturn race'. Thus if you look into the matter more closely from an occult standpoint you will become aware of the five centres where the planetary forces are concentrated and are manifested in the external world."  

— Rudolf Steiner, THE MISSION OF THE INDIVIDUAL FOLK SOULS (Rudolf Steiner Press, 1970), lecture 6, GA 121.

As we can see, race is a central concept in Steiner's teachings. It is bound up in Steiner's occultism, which he makes no effort to hide. He teaches that the races are created by spiritual powers — gods — seated in the planets. In other words, races arise from occult, astrological powers. This is no small thing; for Steiner and his followers, it is terribly important. 

Removing these racial teachings without tearing a gaping void in the fabric of Anthroposophy would be extremely difficult. According to Steiner and his followers, racial differences are divinely ordained — the races were created by the direct action of the gods. The gods created a hierarchy of races, extending from low to high, so that we could evolve upward through the ranks of the races. [See "Steiner's Racism", "Embedded Racism", and "Races". For context, see "Astrology", "Occultism", "Higher Worlds", and "Polytheism".]

* Steiner is speaking of various sorts of gods. Normal gods evolve upward at the proper rate; abnormal gods lag behind.

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Mistletoe [Elie plus].

Rudolf Steiner attributed special powers 

to mistletoe, which he said is not of this Earth.

“[M]istletoe does not belong to our earth, it is alien." 

— Rudolf Steiner, THE APOCALYPSE OF ST. JOHN 

(Anthroposophic Press, 1993), p. 99.

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"We are pleased to showcase a film about Mistletoe for Cancer.  Patients using mistletoe to treat a variety of cancers felt it was important that they share their experiences to help others in similar situations." 

[8-X-2011  http://www.ahasc.org.uk/news/check-out-new-mistletoe-for-cancer-film.aspx]

Response:

Waldorf schools, so superficially attractive with their emphasis on arts, green values, and "wholeness," are in fact centers of backwardness. The underlying worldview, Anthroposophy, is an amalgam of superstition and anti-intellectualism, rejecting most modern knowledge. The essentially medieval outlook in Waldprf schools reaches its nadir in "Anthroposophical medicine," a species of quackery that poses very real dangers to students subjected to it. Among other astonishing practices, Anthroposophical doctors prescribe mistletoe for the treatment of cancer. [See "Steiner's Quackery".]Here is a follow-up on a story we have been following for months:

"BRAVE NEW SCHOOLS

"Public funding of 'occult' teachings challenged in court

"Case involving 'elements of Hinduism, occultism, heretical Christianity' in 9th Circuit [California, USA]

"In a case that already is well into its second decade, the 9th U.S. Circuit Court of Appeals is being briefed on why California taxpayers should not be funding Waldorf-method schools in the Sacramento area because of their allegedly occult-based teachings.

"The brief has been filed by the Pacific Justice Institute  [PJI] which is representing an organization called People for Legal and Nonsectarian Schools [PLANS] in the battle that was launched over the schools' teachings in the 1990s.

"The case already has been before the 9th Circuit three times, and PLANS has won each dispute over procedural issues. The latest argument is pending over a decision by a district judge to disallow 99 percent of the evidence PLANS proposed to present during a trial over whether the Waldorf teachings are religious.

"... PJI said it has filed its opening brief with the court in the case, which challenges the constitutionality of taxpayer-funded charter schools that are based on occult teachings.

"Its client, PLANS, has been battling since the 1990s over public funding for the local operations of the network, which is found throughout the United States. Some Waldorf schools are private, but others are run by public funding, including in the Sacramento City Unified District, which is the defendant in the current dispute.

"According to Pacific Justice, Waldorf education is based in Anthroposophy, which was started shortly after World War I by Rudolf Steiner. The law firm explains Steiner's teachings 'cobble together a range of beliefs from Hindu reincarnation to Norse mythology. Steiner's writings also reflect the racial superiority that gave rise to the Nazi regime.'"  

[8-5-2011  http://www.wnd.com/index.php?fa=PAGE.view&pageId=329497]

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.“Struggling to take root

“Chico’s first charter high school remains unaccredited and faces charter revocation

“CJ Nava was surprised this past spring when she learned that her son, William, hadn’t been taking courses recognized as college prep. He had spent a rocky freshman year at the charter high school Nava helped found, Chico Green School [California, USA], and Nava was considering whether to transfer him.

“During conversations with school officials, Nava learned that William’s coursework had earned what she calls ‘basic high school credit.’ But that credit wouldn’t help get him into a four-year college out of high school....

“Nava had been even more surprised to learn that Chico Green School had failed in its initial bid to become a candidate for accreditation. ‘I knew they had a lot to work on,’ she said, ‘but I never got it that there were challenges to accreditation. I had heard everything was great. As a parent, I was misled.’

“Nava wasn’t just a parent at Chico Green School; she sat on the board for two and a half years until her term ended in December. Like many of the people who helped open the independent charter high school, she had been excited by the vision of a Waldorf-influenced, sustainability-themed school.

“But in its first tumultuous year of operation, the little school with a big vision lost almost all of its teaching staff, many board members and some students. Now, it’s in danger of losing something even more critical — its charter.”  

[8-4-2011  http://www.newsreview.com/chico/struggling-to-take-root/content?oid=3088280]

Response:

Waldorf schools often have low academic standards [see “Academic Standards”], in large part because the schools focus on other things, such as the incarnation of their students’ invisible bodies [see “Incarnation”]. Parents often feel that the schools mislead them about their intentions [see “Our Experience” and “Coming Undone”]. This is one of many reasons that the schools sometimes collapse [see “Failure”]. Parents are often blindsided by the practices and beliefs of Waldorf faculties, because these faculties are so secretive [see "Secrets"]. Even parents who are deeply involved in Waldorf schools may be kept in the dark by the Anthroposophical "initiates" who typically form the inner core of a Waldorf faculty [see "Inside Scoop" and "Faculty Meetings".]

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"Steiner schools 'repudiate' their founder’s racist beliefs to get state funding — but will it be enough?

"Steiner schools, covert proponents of the nutty mystical philosophy 'Anthroposophy' are pressing hard for state funding. As I’ve already reported on this site, Steiner schools are private 'alternative' schools who were founded by an Austrian mystic, Rudolph Steiner, at the turn of the twentieth century. They present themselves today as trendy, progressive schools who welcome parents with alternative views. However, what they keep well hidden is their loony mystical beliefs. Steiner founded a philosophy called 'Anthroposophy', a sort of mystical mish-mash of ideas which includes the concept that the human race are 'evolving' through the different races, with black people being 'of childhood', Asians 'degenerate' and white people, of course, being the apogee of the evolutionary tree. Many Anthroposophists teach at Steiner schools today — and certainly form the bulk of their teacher trainers — and greatly admire Steiner.

"In its bid to boost the number of 'free schools', the government [UK] is pretty keen to give state funding to these schools but has clearly indicated to that the Steiner movement must categorically repudiate their founder’s racist beliefs. The European Council for Steiner Waldorf Education has now attempted to do this here. 

[8-X-2011 http://www.localschoolsnetwork.org.uk/2011/07/steiner-schools-repudiate-their-founders-racist-beliefs-to-get-state-funding-but-will-it-be-enough/] 

Response:

It would be a great step forward if Steiner's followers were to repudiate the racism that lurks in their belief system. [See "Steiner's Racism", "Races", "Differences", etc.] The difficulty for them is that the concept of a racial hierarchy is near the core of Anthroposophy. Steiner taught that humans evolve, through the process of reincarnation, in a pattern that moves from incarnation in low races to incarnation in higher races. Removing this concept is almost impossible without gutting Steiner's teachings. Still, any move away from such racist dogmas would be cause for celebration.

The "repudiation" cited, above, is indeed equivocal:

"[Q] Is it true that some of Rudolf Steiners writings and lectures contained statements that could be interpreted as racist? [A] Yes. Even though Steiner's ideas are based on a profound respect for the equality, individuality and shared humanity of all people, regardless of race or ethnic origin, his works do contain a small number of quotations that are discriminatory. The SWSF [Steiner Waldorf Schools Fellowship] rejects these statements and all racism. However, it should be noted that other great thinkers of his time including Darwin, Schweitzer, Gandhi and Carl Jung also spoke of race in a way that offends modern sensibilities. This does not render them or their work 'racist'."

The SWSF admits that Steiner made remarks that could be "interpreted as racist," which is not the same as saying clearly that they are racist, and then the SWSF tries to throw a mantle of respectability over Steiner by associating him with eminent thinkers of his time (some of whose work Steiner explicitly rejected). Acknowledging that a few of Steiner's statements are "discriminatory" is a step in the right direction, but it falls far short of what is needed. Discrimination, after all, can be considered morally neutral or even praiseworthy — it may simply mean making subtle but true differentiations.

To fully and honestly repudiate Steiner's racism, Steiner's proponents need to deal explicitly with such statements as the following, all made by Rudolf Steiner:

◊ “One can only understand history and all of social life, including today's social life, if one pays attention to people's racial characteristics. And one can only understand all that is spiritual in the correct sense if one first examines how this spiritual element operates within people precisely through the color of their skin."

◊ “On one side we find the black race, which is earthly at most. If it moves to the West, it becomes extinct. We also have the yellow race, which is in the middle between earth and the cosmos. If it moves to the East, it becomes brown, attaches itself too much to the cosmos, and becomes extinct. The white race is the future, the race that is creating spirit.”

◊ “The French are committing the terrible brutality of moving black people to Europe ... It has an enormous effect on the blood and the race [of the French] and contributes considerably toward French decadence. The French as a race are reverting.”

◊ “We must distinguish between soul-evolution and race-evolution. A soul may be incarnated in a race that is declining; but if that soul does not make itself evil, it will not be reincarnated in a race that is falling back, but in one that is on the up-grade [sic]."

◊ “We now stand in the Fifth Root Race.* The Sixth Race will see quite another race, noble and beautiful, in contrast to the thrown off [people who are declining, who will reincarnate as] a race of men, horribly ugly, animal-like, sensual, vicious, far more horror-provoking than our present humanity, because these will go on developing downwards.”

◊ “A race or nation stands so much the higher, the more perfectly its members express the pure, ideal human type.”

◊ “Older racial forms only persist because there are people who cannot move forward to a higher racial form.”

◊ “By striving forward...[a person] is drawn up from race to race to ever higher stages.”

Steiner did not make "a small number" of such statements. He made many such statements, and he made them repeatedly. (What I have shown here is only a sample. [See, e.g., "Steiner's Bile".]) When pressed, Anthroposophists will sometimes acknowledge that, according to Steiner, some races are lower or less evolved than others. But Anthroposophists usually argue that such teachings are not racist because all people ascend through the same racial ranks. Steiner's followers truly do not seem to understand that any ideology that considers some races inferior to others is, by definition, racist. We also need to note that Steiner did not say that everyone rises to the same highly evolved condition. As the statements above indicate, he said that some people sink to lower and lower racial statuses, and he said that some entire races move downward.

The SWSF statement is clearly inadequate. Indeed, it creates the suspicion that Steiner's followers still do not fully recognize the racist errors in Steiner's teachings. The reflexive Anthroposophical response, even in this area, is to defend Steiner. Anthroposophists say that like others of his time, Steiner made statements that "offend modern sensibilities," but they insist this does not render Steiner or his work "racist." But this is precisely where they are mistaken. Steiner's statements do not merely offend our sensibilities, they express ideas and attitudes that are indefensible, because they are deeply and inexcusably racist. Anthroposophists will not be able to remove the racism from their belief system until they comprehend precisely how it is indeed racist.

* Steiner taught that the gods intended only one form of human being to exist in each evolutionary epoch — this is the "root race" of that epoch. Humanity evolves toward spiritual perfection by attaining higher and higher forms. The "fifth root race" is the proper form of humanity in the fifth epoch, and it is higher — more perfect — than the root race of the fourth epoch. If the divine plan played out as originally intended, humanity would climb through higher and higher forms in succeeding epochs. However, two demons interfered, causing older forms — races that belonged to prior epochs — to continue existing. This is why, Steiner said, "higher" and "lower" races exist simultaneously on the Earth.

“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....” — Rudolf Steiner, THE UNIVERSAL HUMAN (Anthroposophic Press, 1990), p. 75.

[See "Universal".]

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."Final test for plans for Somerset Steiner school

"Educationalists behind plans to open a Steiner school in Frome [UK] face a final interview on tomorrow to determine whether they will be allowed to go ahead with their plans.

"But campaigners coordinating proposals for a second free school in the town have had their application rejected by the Department for Education and been told to reapply to open in 2013.

"The two new free school groups were responding to the government’s Free Schools in Britain programme. More than 200 organisations applied nationally, with the Frome Steiner School among 110 being selected for the final round."  

[8-4-2011  http://www.thisissomerset.co.uk/Final-test-plans-Somerset-Steiner-school/story-13061381-detail/story.html]

Response:

Efforts continue in the UK, USA, and elsewhere, to gain government support — and financing — for Steiner "free" or "charter" schools. These efforts should be carefully reviewed and, in most cases, vigorously opposed. Steiner or Waldorf schools have every right to exist, but as fronts for an occultist movement, they should not be underwritten by governments. [See, e.g., "Here's the Answer" and "Spiritual Agenda".]

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"Hopes for a Steiner free school in Frome [UK] — A group of parents in Somerset have met government officials to put forward their plans for a free school.

“The Frome Steiner School project aims to offer a more rounded education without specialising in subjects.

“Free schools are one of the coalition government's flagship policies, promising more freedom for teachers and more choice for parents.

“The National Union of Teachers has said state-funded free schools will take money away from mainstream schools.   

“Bruton Steiner School already has a fee-paying school in the county but wants to expand into state education.”  

[8-4-2011  http://www.bbc.co.uk/news/uk-england-somerset-14399685]

Response:

Efforts to establish tax-supported Waldorf or Steiner schools continue apace in the UK , the USA, and elsewhere. In the UK, such schools are called "free" schools (because fees are low or waived) while in the USA they are called "charter" schools (because each school draws up its own curricular plan — its "charter").

Supporters of these efforts see the great advantage in receiving financial support from the government, but they quite often fail to openly and fully explain the sort of instruction they will provide. Rudolf Steiner was an occultist, and schools run in accordance with his teachings are essentially clandestine religious academies. [See, e.g., “Occultism”, “Here’s the Answer”, and “Is Anthroposophy a Religion?”]

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"Ninth Circuit Considers Constitutionality of Occult-Based Public Schools

"Contact: Pacific Justice Institute, 916-857-6900

"SAN FRANCISCO [USA], Aug. 3, 2011 /Standard Newswire/ -- Pacific Justice Institute [PJI] has filed its opening brief with the U.S. Court of Appeals for the Ninth Circuit, located in San Francisco, in a case that challenges the constitutionality of taxpayer-funded charter schools that are based on occult teachings.

"'This case is truly stranger than fiction,' noted Brad Dacus, president of Pacific Justice Institute. 'It is incredible that we as taxpayers are still supporting schools founded on a belief system that incorporates elements of Hinduism, European occultism, and a heretical form of Christianity. We cannot have a constitutional double standard where mainstream Judeo-Christian beliefs are excluded from public schools while unorthodox beliefs have access to funding.'

"PJI represents People for Legal and Nonsectarian Schools (Plans, Inc.), which has been battling public funding of Waldorf-method schools in the Sacramento area for more than a dozen years. Waldorf schools are located throughout the United States. Some Waldorf schools are private, but many are operated by local school districts, including Sacramento City Unified, the lead defendant in the suit.

"Waldorf education is rooted in Anthroposophy, which was founded in the early 20th Century by an Austrian, Rudolf Steiner. His lectures and writings, including a book called How to Know Higher Worlds, cobble together a range of beliefs from Hindu reincarnation to Norse mythology. Steiner's writings also reflect the [claimed] racial superiority that gave rise to the Nazi regime. In spite of Steiner's blatantly racist views, teachers in Waldorf schools — including public schools — must attend training at Anthroposophical institutions such as Rudolf Steiner College in Sacramento.

"At trial, U.S. District Judge Frank Damrell ruled that Anthroposophy was not a distinct religion, and therefore Waldorf schools cannot violate separation of church and state. Judge Damrell reached this conclusion after excluding most of the evidence presented by Plans, Inc. from Steiner's teachings. The Ninth Circuit has already ruled three times in favor of Plans, Inc. on procedural issues, reversing the District Court each time. In other cases originating on the East Coast, Anthroposophists have claimed to be religious in order to obtain religious worker visas.

"For a behind-the-scenes look at Anthroposophy and Waldorf education, visit www.waldorfcritics.org."

[8-3-2011 http://www.earnedmedia.org/pji0803.htm]

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"A GROUP of local performers have joined together to create an artistic program of music, eurythmy, and drama as a tribute to Rudolf Steiner, to celebrate the 150th anniversary of his birth.

"Rudolf Steiner was an Austrian philosopher who provided the grounds for renewal in the fields of education, agriculture, wholistic medicine, the arts, and esoteric thought."

[8-3-2011  http://www.winghamchronicle.com.au/news/local/news/general/a-tribute-to-rudolf-steiner/2246463.aspx]

Response:

People are sometimes impressed because Rudolf Steiner delivered lectures on such a wide array of subjects. This may, however, miss the point. Did Steiner make sense about any of the subjects on which he lectured? An occultist who relied on his "clairvoyance" for guidance, Steiner very, very rarely made sense. There's another point to bear in mind, as well. Steiner was an intellectual, a PhD.* Intellectuals, particularly PhD's, are often able to discuss a great range of subjects. Indeed, many less-well-educated know-it-alls are willing to opine on any and all matters. This proves nothing. If you consider what Steiner actually said about "education, agriculture, wholistic medicine, the arts, and esoteric thought," you will see that he was mainly blowing smoke. [See, e.g., "Steiner's Blunders", "Say What?", "Wise Words", "Steiner Static", "Steiner's Illogic", "Steiner's Quackery", etc.]

* He was granted a doctorate in a most unusual, and unimpressive, manner. [See "What a Guy".]

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"Anthroposophists generally have no idea just how much contempt many academics have for them. My colleagues often see me as much too soft on anthroposophy and much too willing to discuss anthroposophy with anthroposophists. Within the scholarly world, it is people like me and Zander and Hanegraaff who keep trying to get other academics to take movements like anthroposophy seriously, something many scholars unsurprisingly find difficult. Occultists who believe in Atlantis and Aryans don't get a lot of sympathy from the academic realm, and most academics wouldn't waste their time reading what anthroposophists write. In other words, a lot of my fellow academics would go much further 'out on a limb' if they encountered folks like Dottie and Frank. But that, of course, doesn't happen a lot in the academy."  

[8-3-2011  http://groups.yahoo.com/group/waldorf-critics/message/20283] 

Response:

It is unfortunate that more scholars don’t express their views on Anthroposophy. Parents considering Waldorf schools for their children might benefit from learning that many educators and academics who are acquainted with Anthroposophy hold it in contempt. Anthroposophy forms the basis of Waldorf schooling; if Anthroposophy is deeply flawed, Waldorf schooling bears the imprint of those flaws.

Contempt goes over the line, suggesting a loss of intellectual objectivity. But in my experience, most rational thinkers who gain even a superficial acquaintance with Anthroposophy conclude that it is nutty. It is also my experience that the more we study Anthroposophy, the nuttier we see it to be.

Only a few impartial scholars have delved into Anthroposophy, so the general silence about the Steiner movement is understandable. Respectable academics generally don’t go on the record concerning subjects they have not studied in depth. There is also an understandable desire to maintain a balanced perspective, trying not to go overboard in either endorsing or denouncing an entire worldview.

I would suggest, however, that the correct view of Rudolf Steiner’s teachings and those of his followers does not lie somewhere in the middle. If Steiner possessed the power of “exact clairvoyance,” as he claimed, and if he was truly a great spiritual master, as his followers believe, then the correct view of Steiner would be one of extreme admiration. But if Steiner did not have “exact clairvoyance,” and if his spiritual teachings are largely worthless, then the correct view of him would be one of almost totally rejection. I incline to the latter view, although I try to stop short of outright contempt. This is why I have argued that my outspoken criticism of Steiner and his works does not constitute an attack, per se, but it is, rather, a forthright expression of carefully considered truth. (Harrumph.) 

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"There are still some spaces left for youngsters from six to 12 years of age in the Okanagan Science Opportunities for Kids [SOKS] day camps in Kelowna [Canada].

"SOKS is a local non-profit society that puts on educational activities for kids with support from a variety of local organizations, the Waldorf School, Lakeside Pharmacy, the federal government, Byland’s Nurseries, the Kelowna Farmer’s Market and the City of Kelowna.

"It is dedicated to encouraging children to think critically, problem-solve creatively and value the natural environment."  

[8-2-2011  http://www.bclocalnews.com/okanagan_similkameen/kelownacapitalnews/news/126548803.html]

Response:

The science curriculum at Waldorf schools is often seriously deficient. Rudolf Steiner's followers generally consider ordinary sciences (physics, chemistry, biology...) unreliable, and they reject many scientific findings. They prefer, instead, the occult approaches to "knowledge" prescribed by Rudolf Steiner, which essentially come down to the use of clairvoyance. [See, e.g., "Steiner's 'Science'".] Some Waldorf schools, however, make at least some effort to shore up their science offerings, and they should be commended for this.

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"Can Anthroposophy Solve your Anxiety and Insomnolence?"  

[8-1-2011  http://simplearticledirectory.com/can-anthroposophy-solve-your-anxiety-and-insomnolence/]

The answer, for some people, is sure. If you are the sort who is likely to fall for Anthroposophy, then you will probably be comforted by Anthroposophy, so maybe your anxiety will be reduced a notch or two. ALL belief systems have this effect, whether or not the beliefs in those systems make any sense. There's a phenomenon called "credo consolans," meaning "I believe what consoles me." People tend to believe what they want to believe, whether or not there is any factual justification for their beliefs. Systems like Anthroposophy exist only because humans are often willing to embrace beliefs that, judged in the cool light of reason, are wholly baseless. [See "Why?"]

(By the way, odd though it may seem, the article titled "Can Anthroposophy Solve your Anxiety and Insomnolence?" is actually about yoga. Rudolf Steiner said that yoga is one of the paths toward enlightenment, but he also said that yoga is not a path suitable to modern humans. [See "Yoga".] We might also note, in passing, that the word the headline-writer was probably groping for is "insomnia" — "insomnolence" is as antiquated as Steiner said yoga is.)

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