February, '20
FEBRUARY 29, 2020
◊ NEWS BRIEFS ◊
1.
From Cambridgeshire Live [Cambridge, England]:
These are the best schools in Cambridgeshire
for dealing with bullying - ranked by parents
By Abigall Rabbett and Nicola Gwyer
...While many schools in Cambridgeshire practice a zero-tolerance towards bullying in schools — these are the ones which parents think offer an exemplary service...
The data is [sic] based on the percentage of parents that agree if their child's schools "deal effectively with bullying". It includes primary, secondary and special requirement schools...
Cambridge Steiner School...ties in third place [with two other schools].
The school had 72 responses from parents, 85 per cent of which agreed the school deals with bullying effectively...
Cambridge Steiner School has around 123 pupils and a current (May 2019) Ofsted rating of requires improvement....
[2/29/2020 https://www.cambridge-news.co.uk/news/local-news/best-schools-bullying-rated-cambridgeshire-17703953 This article originally appeared on February 28.
Waldorf Watch Response
Waldorf and Steiner schools have long had a reputation for permitting various forms of bullying to occur. [See "Slaps".] Arguably, this results from the Waldorf belief in karma, specifically the belief that some individuals (students and even teachers) have the karma to be bullies while other individuals (chiefly students) have the karma to be victims of bullies. Waldorf founder Rudolf Steiner taught that karma should usually be allowed to play itself out unhindered. [See "Karma".]
If a Steiner school has implemented effective anti-bullying policies, it should be congratulated.
We might note, however, that surveys of parents can be unreliable, especially in the case of Waldorf/Steiner schools. These schools are based on an occult religion consisting of teachings that are generally concealed from outsiders. Only initiates are supposed to have access to various occult tenets. [See "Inside Scoop".] One consequence is that Waldorf/Steiner schools are often secretive, concealing much from students' parents. [See "Secrets".] Parents who send their kids to Waldorf/Steiner schools are often enthusiastic, at least initially. But bitter disillusionment can occur if the veil of secrecy is parted. [See, e.g., "Cautionary Tales".]
Finally, we should also note that the Cambridge Steiner School has a very low overall rating. Ofsted is the UK Office for Standards in Education. [See https://www.gov.uk/government/organisations/ofsted.] An Ofsted rating of "requires improvement" means that a school is deemed to fall below acceptable standards; this rating is equivalent to a grade of D or, at best, C-.
2.
From The Philadelphia Sun [Pennsylvania, USA]:
PJP At Waldorf School Jazz Brunch
The Philadelphia Jazz Project (PJP) has been invited to participate in The Waldorf School of Philadelphia’s 2nd annual Black History Brunch and Celebration. It takes place on Saturday, February 29 from 10am-2pm at The Waldorf School of Philadelphia...
Homer Jackson, the director of the Philadelphia Jazz Project, will give a presentation featuring video highlights of their many events and discuss their recent book, “Philadelphia Jazz Stories Illustrated: Volume One”...
The event is free and open to the public.
[2/29/2020 https://www.philasun.com/entertainment/pjp-at-waldorf-school-jazz-brunch/ This article originally appeared on February 28.]
Waldorf Watch Response
Although his followers deny it vigorously, Rudolf Steiner was a racist. [See "Steiner's Racism".] Steiner died in 1925; we might hope that his racial views died with him. But traces of racism linger in his legacy today. [See "Embedded Racism".]
Waldorf education was once an almost exclusively white, European phenomenon. Today, however, Waldorf schools are dispersed in many parts of the world, and these schools generally now try to demonstrate that they are free of racial bigotry. The Waldorf School of Philadelphia’s participation in a Black History event would seem consistent with this effort. And, indeed, we must hope that Waldorf teachers today hold more enlightened racial views than their leader once held.
The playing of jazz at a Waldorf school also deserves comment. In general, the Waldorf worldview — Anthroposophy — prizes classical music for its purported spiritual effects. [See "Magical Arts".] Raucous modern music — rock 'n' roll, jazz, etc. — has generally been deplored in Anthroposophical circles. [See "Beat".] Steiner said that good music transports us to our real home in the great beyond, the spirit realm.
"[W]hen someone lives in the experience of music, he is living in the image of his spiritual home ... A man then feels himself truly at home, and whenever he is lifted up through music he says to himself: 'Yes, you come from other worlds, and in music you can experience your native place.'" — Rudolf Steiner, "The Inner Nature of Music, and the Experience of Tone — The Occult Basis of Music", THE GOLDEN BLADE (Anthroposophical Publishing Company, 1956).
From an Anthroposophical perspective, discordant modern music rarely has this effect. But allowing certain sorts of jazz to be played in a Waldorf school may help promote the misleading image of Waldorf as a progressive movement. In truth, Waldorf is — generally speaking — anything but progressive. [See "Are Waldorf Schools Progressive?" on the page "Waldorf Now".]
— R.R.
FEBRUARY 25, 2020
THE TIDE FLOWS,
THE TIDE EBBS
The Waldorf school movement is growing. There are about 1,200 Waldorf or Steiner schools in the world, and more are in the offing.
But the tide of Waldorf growth has been accompanied by an undertow of failure. Steiner schools in the United Kingdom are currently under considerable stress, with several having been shut down while others are struggling for their lives [1]. Meanwhile, scattered around the periphery of the Waldorf movement, there have been smaller extinctions, individual Waldorf schools here and there that foundered and went down. In the century since there first Waldorf school opened, unnumbered Waldorf schools have gone under [2].
Here's one recent instance. It is a small matter, perhaps. We shouldn't make too much of it. But we also should not make too little of it.
From The Comox Valley Record [British Columbia, Canada]:
Comox Valley Waldorf School closing
The Comox Valley Waldorf School is closing at the end of the current school year.
Photo by Comox Valley Waldorf School
The Comox Valley Waldorf School (CVWS) is familiar with change. It has been in operation since 2009 (2011 in a building) and each year has brought its gifts and challenges. Each year the board and faculty work to ensure that what they do, and what they offer, is in line with the vision and mission of the school [3]. Sometimes this realignment has meant shrinking, sometimes growing, and sometimes other significant changes such as combining or separating groupings of students...
A lack of trained teachers has placed the school in an impossible situation. They have come to see, after endless searching and meeting, that the school is no longer viable, and the board and society members [4] voted to dissolve the school at the end of the 2019-20 school year.
Hiring trained Waldorf teachers has always been a challenge. In fact, aside from the first two founding teachers, the school has never hired a Waldorf trained teacher. Instead, they have hired people with university degrees...who begin their Waldorf training once they begin teaching [5].
At the end of the 2019-20 school year three of the Waldorf-trained teachers, and one of the mid-training teachers, are moving on from the school for a variety of reasons [6]. Postings for these positions have been up for a while and they have received only a couple of applications [7]...
It is the school’s intention to maintain the running of the board, with a view to rekindling the school when the time comes again [8] ... The last remaining months of this current school model will be spent celebrating the life of the school as well as supporting the community through their grief and loss, helping everyone move toward acceptance and gratitude....
[2/25/2020 https://www.comoxvalleyrecord.com/community/comox-valley-waldorf-school-closing/ This article originally appeared on February 24.]
Waldorf Watch Footnotes
[1] See "The Steiner School Crisis".
[2] See "Failure".
[3] Waldorf schools often have mission statements presented to the public. According to the website of Comox Valley Waldorf School, this school's mission is simple: It is "Building conscious community by inspiring individuals to meet the world with purpose." [See https://www.comoxvalleywaldorf.com/mission.html.]
Often, however, the real mission of Waldorf schools is concealed from the public. This mission is to foster and spread Anthroposophy. [See, e.g., "Here's the Answer".] While Waldorf schools almost always deny that they teach Anthroposophy to their students, the truth is that they often do teach it, albeit indirectly and subtly. [See "Sneaking It In".] The photo accompanying the above article includes an interesting detail. Look closely at the image on the far side of the blackboard.
This is an image of the four proto-human "group souls" described by Rudolf Steiner. Belief is these group souls is an occult Anthroposophical article of faith. [See "Four Group Souls".] You might ask yourself what this image is doing in a classroom occupied by children.
[4] From the school's website: "Comox Valley Waldorf School Board The Comox Valley Waldorf School operates through the Comox Valley Waldorf School Society (CVWSS) as a consensus-based governance body for all Comox Valley Waldorf School functions. Incorporated in July 2009 as a non-profit society, the Board has grown from four members to eight...." [See https://www.comoxvalleywaldorf.com/board.html.]
[5] This is typical. Although Rudolf Steiner said Waldorf teachers should be devout Anthroposophists, Waldorf schools are often unable to find enough Anthroposophists to fill all positions. Hence, they hire non-Anthroposophists, often with the hope that they will be able to train these outsiders. [See the section "The Indoctrination of Teachers" in Grégoire Perra's "The Anthroposophical Indoctrination of Students in Steiner-Waldorf Schools" — https://sites.google.com/site/waldorfwatch/he-went-to-waldorf.]
Waldorf teacher training occurs in special Anthroposophical institutions created for this purpose. The training to become a Waldorf teacher is often virtually inseparable from training to become a devout Anthrposophist. [See "Teacher Training".]
[6] Much would seem to be concealed behind this bland description (teachers are leaving "for a variety of reasons"). There is often notable churning, discord, and turnover within Waldorf faculties. [See, e.g., "His Education", "Ex-Teacher 2", "Ex-Teacher 4", etc.]
[7] The article suggests that few applications were received because there is high competition among Waldorf schools for Waldorf-trained teachers. This may be correct. But it also seems undeniable that the prospect of working in a Waldorf school has limited appeal among educators generally.
[8] This, too, is typical. Ardent proponents of Waldorf schools tend to fight on, striving to reconstitute failed schools. Rudolf Steiner's followers generally believe they are engaged in a mission of cosmic importance; hence, they are unwilling to admit defeat. [See, e.g., the discussion of this matter in "'Saved' Steiner School May Not Grow After All", January 31, 2020.] But, while there are exceptions, failed schools often remain closed.
— R.R.
FEBRUARY 24, 2020
◊ NEWS BRIEFS ◊
It can be helpful to survey, with minimal comment or critique, little news items that appear, here and there, concerning Waldorf schools. Many of these items are inaccurate in various ways. Many are essentially little more than repackaged Waldorf PR (public relations: publicity, puffery, propaganda), based on uncritical acceptance of presentations made by the schools. These items show us the face Waldorf likes to present to the world; they show us Waldorf as it likes to conceive itself.
So, without correction, here are some samples from recent news accounts:
1.
From Richmond Magazine [Virginia, USA]:
Learning Through Doing
by Paul Karns
While their counterparts in public school are preparing for state-required Standards of Learning tests, students at the Richmond Waldorf School are learning to play violin, memorizing Martin Luther King Jr.’s “I Have a Dream” speech and practicing their German pronunciation.
Such activities are an integral part of the Rudolf Steiner education principles in practice at more than 250 Waldorf schools around the world. Celebrating its 100th year, Waldorf education began in Stuttgart, Germany, and is built around a holistic development model that engages children’s interests through tactile learning and social interaction. The Richmond school was founded in 1996 as the Spring Meadow Waldorf School in a house on Laburnum Avenue to offer an alternative to traditional public and private schools...
Second graders learn knitting in a handwork class, which integrates left- and right-brain thinking,
strengthens hand-eye coordination, and helps students develop the will to complete a task.
[Photo from Richmond Waldorf School].
[2/24/2020 https://richmondmagazine.com/news/education/learning-through-doing/ This item originally appeared on February 17.]
2.
From Saratoga Today [New York State, USA]:
Waldorf School of Saratoga Introduces
Within Reach Sliding Scale Tuition Model
By Lori Mahan
The Waldorf School of Saratoga Springs is proud to introduce Within Reach - a bold new tuition model that eliminates tuition barriers, guaranteeing inclusion, accessibility and transparency. The Waldorf School of Saratoga Springs values diversity as a centerpiece for building a healthy community. Within Reach renews this commitment by adapting tuition to every unique financial situation....
[2/24/2020 https://saratogatodaynewspaper.com/today-in-saratoga/education/item/11182-waldorf-school-of-saratoga-introduces-within-reach-sliding-scale-tuition-model This item originally appeared on February 20.]
3.
From The Daily Freeman [New York State, USA]:
Tibetan Ritual Peace Dance performance March 8
at Mountain Laurel Waldorf School in New Paltz
[Photo provided.]
WHAT: Tibetan Ritual Peace Dance Performance
WHEN: Sunday, March 8, at 2 p.m.
WHERE: The Mountain Laurel Waldorf School, 16 S. Chestnut St., New Paltz
DETAILS: The Lingdro group of Western meditation students celebrate the Lunar New Year of the metal Rat with a dance performance that focuses on stamping out negativity and stamping in bliss. Lingdro Dechen Rolmo (the Music of Great Bliss, which is a Dance of Ling) is a powerful moving meditation in which male and female dancers, colorfully garbed in brocade costumes, step, stamp, hop and whirl. Suggested donation is $10.
[2/24/2020 https://www.dailyfreeman.com/lifestyle/tibetan-ritual-peace-dance-performance-march-at-mountain-laurel-waldorf/article_02024034-546a-11ea-822e-ef202b5d2222.html This item originally appeared on February 22.]
Waldorf Watch Response
Holistic education can be a fine thing. And making education affordable to all is admirable. And multiculturalism is surely praiseworthy.
We can read little news items like the ones above, nod our heads in approval, and move on.
But sometimes looking a little deeper may be warranted.
So, for instance, what is the Waldorf conception of holistic education? It is fundamentally religious — and the religion involved is Anthroposophy. Thus, the "whole child" as conceived in Waldorf belief has several invisible bodies, s/he has a karma, s/he has twelve senses, s/he has an astrological identity, s/he has both a soul and a spirit, s/he is evolving toward apotheosis, and so forth. This is not a simple matter. [See "Holistic Education".]
Or, looking below the surface of other items above, we might ask what Rudolf Steiner thought about diversity and world cultures — aside from the European cultures (especially German culture) that he deemed highest. His thinking was not, by today's standards, progressive. [See "Differences" and "Races".] Whether Waldorf schools today are able to free themselves from Steiner's views on such matters is doubtful — although many may sincerely try. [See, e.g., "Embedded Racism".]
I promised to keep my commentary minimal today. With that mind, I'll just say this:
The reasons things are as they are at Waldorf schools is generally unimaginable to the uninitiated. So, for instance, you may wonder why knitting is emphasized in virtually every Waldorf school worldwide. Here's the reason:
“Go into our needlework classes and handicraft classes at the Waldorf School, and you will find the boys knit and crochet as well as the girls ... This is not the result of any fad or whim, but happens deliberately in order to...permeate the fingers with soul. And to drive the soul into the fingers means to promote all the forces that go to build up sound teeth.” — Rudolf Steiner, THE RENEWAL OF EDUCATION (Anthroposophic Press, 2001), p. 10.
Having soul forces in your fingers is a good thing, Steiner says. Among other benefits, it helps produce good teeth. The mechanism may seem unclear (soul, fingers, teeth), but certainly Waldorf education does aim to "promote all the forces that go to build up sound teeth.” Why?
"Strange as it sounds to-day, the child develops teeth for the purpose of thinking. Modern science little knows that the teeth are the most important of all organs of thought." — Rudolf Steiner, EDUCATION (Rudolf Steiner Publishing Co., 1943), lecture 4, GA 307.
The uninitiated generally do not know such things.
— R.R.
FEBRUARY 21, 2020
MEET THE GODDESS:
WALDORF IN THE STARS
Here is an announcement of an upcoming event at an American Waldorf school. The event is currently being publicized at the website of the Anthroposophical Society in America:
Encountering the Celestial Goddess Anthroposophia
[March 20-22, Santa Fe (NM) Waldorf School]
At Winter Solstice 2020, the planets Jupiter and Saturn will come to their once-every-20 years Great Conjunction, a rare celestial event celebrated by artists and scientists through the ages as an auspicious hallmark of the time, heralding both karmic fulfillment and unique opportunity.
Our gathering the weekend of March 20-22 is planned so that it takes place in the balanced wake of Spring Equinox, exactly nine months ahead of the Great Conjunction. The inner planets Mercury and Venus will reach greatest elongation from the Sun at this time, as though creating a chalice into which the Crescent Moon will pour the forces it is gathering from the outer planets Mars, Jupiter and Saturn, as it wanes past them in the morning sky ~ all of it an annunciation of the spiritual new year with which we seek to engage.
Through lecture, artistic activity, and social astronomy, our weekend workshop is designed to enliven our awareness of the spiritual being that speaks through such celestial events, as described in Rudolf Steiner’s verse “The Stars Spoke Once to Man”. We will use the verse as our framework for exploring how ancient cultures experienced the speaking of the stars through the astro-logos, to the silencing of this star word through the astro-nomia of the scientific revolution, to the role played by the human being in awakening an astro-sophia in contemporary culture, as it was introduced by Rudolf Steiner at the beginning of the 20th century.
MARCH 20-22, 2020
SANTA FE WALDORF SCHOOL
26 PUESTA DEL SOL, SANTA FE, NM
Waldorf Watch Response
Anthroposophia is, purportedly, the spiritual essence of Anthroposophy. To put this another way, she is the goddess who presides over Anthroposophy on Earth. Or, to put this in perhaps an even more accurate way, Anthroposophy on Earth is a manifestation of the goddess Anthroposophia.
So Anthroposophists believe, anyway. They also believe that, as the divinity who guides and protects Anthroposophy in all its parts, Anthroposophia presides over the various institutions of the Anthroposophical movement, including Waldorf schools. Indeed, many Waldorf teachers believe that a god — or various related gods — can be discerned hovering above Waldorf schools. So, for instance, one Waldorf teacher has written the following about meetings of the central committee (the "college of teachers") at a Waldorf school where he worked:
“The College of Teachers of which I was privileged to be a member for many years had a strong tendency to oscillate between two extremes and I have seen similar tendencies in my travels as a visiting teacher [at other Waldorf schools]. One extreme is the position that the College should concern itself with purely spiritual matters and leave the nuts and bolts to other groups or individuals. The other is that the College should take the responsibility for everything, right down to the shape of the bathroom doorknob. Proponents of the first view say that it is the task of the College to maintain the lines of communication with the spiritual beings [i.e., gods] who hover over the school, and if the College doesn’t do it perhaps no one will. The school is a spiritual organism and there must be an organ to receive and cherish what flows in from the spirit [realm]. Those who take the second view say that decisions about nut and bolts are spiritual matters.” — Keith Francis, THE EDUCATION OF A WALDORF TEACHER (iUniverse, 2004), p. 184.
To outsiders, both factions in such Waldorf committees may seem to be talking poppycock. But within the Waldorf culture, such discussions are common — as are the mystical, astrology-tinged beliefs underlying many Waldorf events. The workshop Encountering the Celestial Goddess Anthroposophia reflects the belief — fostered by Rudolf Steiner — that ancient peoples had clear contact with the stars and the gods dwelling there ("ancient cultures experienced the speaking of the stars through the astro-logos [the divine word — logos — of the stars]"). But modern humans lost this connection when modern science reduced holy astrology to dead, materialistic astronomy (there was a "silencing of this star word through the astro-nomia of the scientific revolution"). Today, however, we can follow Steiner to develop a renewed, higher star wisdom (we can help awaken "astro-sophia in contemporary culture"). Astro-sophia or Astrosophia is the knowledge made available through astrosophy — a "higher" offshoot of astrology. To put this more accurately, Astrosophia is the goddess hovering over the stars and their residents gods; Astrosophia is a goddess related — linguistically and in other ways — to Anthroposophia herself.
Let's enlarge a point made earlier. Many people would consider all of this astrological, mystical, Anthroposophical talk to be poppycock. If you agree with such critics, then you should take warning: These are beliefs that are embraced by many, if not all, teachers at Waldorf schools; these are beliefs embraced by those Waldorf teachers who are Anthroposophists. And as you may recall, Steiner said that all Waldorf teachers really should be deeply devoted Anthroposophists:
"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.
Let's wrap this up by quoting Steiner's verse “The Stars Spoke Once to Man”. In this little poem, Steiner tells how the communication between the stars and humankind has been shut off. But he says it can be renewed if humanity takes the initiative (which we can do by following Steiner, Steiner implies — this is almost always Steiner's basic message: Follow me; I know what's what — and you don't, unless you follow me):
The stars spoke once to man.
It is world destiny
That they are silent now.
To be aware of the silence
Can become pain for earthly man.
But in the deepening silence
There grows and ripens
What man speaks to the stars.
To become aware of the speaking
Can become strength for spirit-man.
— Rudolf Steiner, ART: An Introductory Reader
(Sophia Books, Rudolf Steiner Press, 2003), p. 12.
To delve into subjects raised by the above announcement, see, e.g., "Goddess", "Astrology", "Astrosophy", "Planets", "Logos", and "Karma". As for "spirit-man", see the entry for "spirit man" in The Brief Waldorf / Steiner Encyclopedia.]
— R.R.
FEBRUARY 19, 2020
STEINER ACADEMY HAILED
AS THE BEST AROUND
From The Hereford Times [Herefordshire, England]:
Schools league tables:
How did Herefordshire schools perform?
By Peter John
The county’s secondary schools have posted a disappointing set of GCSE results [1]...
Of the 16 schools in the Herefordshire table [2], six are rated as below or well below average. Just three are above...
At the top of the table was the Steiner Academy at Hereford, the only school rated well above average....
[2/19/2020 https://www.herefordtimes.com/news/18238482.schools-league-tables-herefordshire-schools-perform/ This article originally appeared on February 16.]
Waldorf Watch Response
Several news items in recent days have touched on issues that are germane here: the academic standards at Steiner schools generally, the value and limitations of standardized testing, and indications that Steiner schools sometimes "cheat" in order to appear better than they are [3]. How much any of this applies to the record compiled by Steiner Academy Hereford is open to debate.
Steiner Academy Hereford has a history of posting excellent GCSE results. A 2019 article in The Hereford Times includes this:
The Steiner Academy Hereford is th best secondary school in Hereford, the Government's latest leagues tables show.
The school achieved a strong score in the Progress 8 measure, used to assess how much pupils have improved during their time at the school, for the 2018-2019 academic year.
It retains its title as the area's highest-ranking school.
[10/27/2019 https://www.herefordtimes.com/news/17995745.herefordshires-best-performing-secondary-schools-revealed/]
If the Steiner Academy's test results are accurate and meaningful, then the school certainly deserves commendation.
In general, it is difficult for Steiner or Waldorf schools to shine academically, at least in part because the beliefs on which Steiner/Waldorf education is founded — the doctrines of Anthroposophy — diverge dramatically from the findings of modern science and scholarship. If a Steiner schools teaches chemistry, say, or history, or geology, in such a way that the students will satisfy mainstream education authorities, that school will have to teach the kids many facts and theories that contravene basic Anthroposophical tenets. This would tend to undercut the raison d'être for these schools.
The problem is perhaps clearest in the teaching of various sciences. Thus, a Waldorf teacher has written this:
“The [Waldorf] science teacher has a most difficult task. Natural science has become purely materialistic in its approach and the immense discoveries and their application in technology have produced a de-spiritualised and de-humanised world.” — Roy Wilkinson, RUDOLF STEINER ON EDUCATION (Hawthorn Press, 1993), p. 115.
The task of the Waldorf science teacher is difficult because Steiner rejected most of modern science. He called modern science “junk” and he called scientists “simpletons” [4]. As a result, Waldorf science classes often downplay or even proscribe the clear-eyed, rational objectivity that real science requires [5].
Finding a way to meet conventional standards while remaining fundamentally true to Steiner is, thus, a challenge for Steiner schools. I have argued that Steiner schools should, usually, be able to provide a more or less respectable academic education in most subjects [6], but certainly it is a challenge. Although Rudolf Steiner sometimes said — especially when speaking in public — that Waldorf schools do not teach Anthroposophy to the students, he sometimes said just the opposite in private, when speaking with Waldorf teachers. Thus, for instance, he once chided a Waldorf teacher for failing to frame Anthroposophy in a form that young students could grasp:
“The problem you have is that you have not always followed the directive to bring what you know anthroposophically into a form you can present to little children. You have lectured the children about anthroposophy when you told them about your subject. You did not transform anthroposophy into a child’s level.” [7]
Giving Waldorf teachers a “directive” to bring Anthroposophy down to a child’s level is, of course, quite different from directing Waldorf teachers to leave Anthroposophy out of the classroom. Despite denials, Waldorf schools certainly do try to teach the kids Anthroposophy or at least to shepherd them toward it. [8]
The effort to attain academic respectability — or a semblance of it — is somewhat lessened for UK Steiner "academies" such as Steiner Academy Hereford. These are not full-fledged, private Steiner schools of the sort that are common throughout the Waldorf movement. Rather, they are "free" schools — what in the USA would be called charter schools. Such schools seek to employ Steiner methods and, to some degree, the Steiner curriculum [9]. But they are part of the state school system: They receive government funding, in exchange for which they submit to potentially heightened state oversight. Thus, these schools usually aim to compromise with conventional educational standards to the maximum extent possible — they are more likely to diverge from strict adherence to Steiner.
Not all Steiner academies succeed in making this compromise, however. several of the UK Steiner institutions that have received blistering inspection reports in recent months have been Steiner academies [10].
Waldorf Watch Footnotes
[1] In the United Kingdom, GCSE is the General Certificate of Secondary Education — a standardized examination taken by students aged 15-16, to determine whether they have received a satisfactory secondary education.
[2] I.e., the ranked listing of schools in the area.
[3] See Waldorf Watch News items for February 7, 11, 15, and 18.
[4] See "Science" and "Steiner's 'Science'".
[5] See the entries for "science" and "science curriculum at Waldorf schools" in The Brief Waldorf / Steiner Encyclopedia.
[6] See "A Memo to Waldorf Teachers" in "Academic Standards at Waldorf".
[7] Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), pp. 402-403.
[8] See, e.g., "Indoctrination" and "Sneaking It In".
[9] See "Methods" and "The Waldorf Curriculum".
[10] See, e.g., "Inadequate: Bristol, Frome, and...".
— R.R.
FEBRUARY 18, 2020
DISCUSSION COMES TO LIFE
AS WALDORF SCHOOLS TOTTER
The Waldorf Critics website [1] and its discussion forum [2] have long been invaluable tools for those seeking to probe behind the deceptive facade of the Waldorf school movement. Over the years, participation at the discussion forum has waxed and waned. For some months now, the forum has been a bit torpid. But recently there has been an uptick in activity.
Several of the most recent messages at the forum deal with news reports that have appeared lately, especially in the United Kingdom (UK), concerning the Waldorf movement. Many of these reports have been grim.
In Gloucester, England, a Steiner school described as having a "toxic" culture has been shuttered, at least temporarily [3]. Meanwhile the upper section of a failing Steiner school in Bristol, England, also has been scheduled to close [4], while in Belgium an education minister has announced that Steiner schools in that country fail to prepare students adequately for college and for career paths [5].
Various news reports tell that inspectors have found numerous UK Steiner schools to be unsafe — the schools fail to protect their students adequately [6]. Additionally, inspectors have proclaimed that, in at least some UK Steiner schools, the quality of the teaching is poor [7]. Several Steiner schools have been judged to need immediate, emergency assistance to meet minimal standards [8].
Swirling around the periphery of these issues has been the question whether Steiner schools, when they seem to succeed academically, may have cheated or otherwise maneuvered to produce falsely positive results [9].
Here are some of the pertinent messages posted during the last few days at the Waldorf Critics forum. (I will begin by quoting from a message cited here previously, then I will move on to other messages):
On February 10, Margaret Sachs — who had sent her children to an American Waldorf school, before removing them in some distress [10] — spoke of ways exam results can be fudged, and she referred to a case in which a Waldorf teacher clearly cheated:
"[T]here are ways to skew the numbers to make overall results look better. One is to kick out the lower performing students during the years running up to state exams. Another is to allow students to take state exams only in the subjects they shine in. Then, of course, there's the example of the Waldorf school in California where a teacher corrected answers on children's state tests. She was dismissed, but who's to know if her dismissal was because she cheated or because she got caught cheating, in which case they had to fire her because it would have reflected badly on the school. I'm not saying that any of these things were done at the Bristol school or any other Waldorf school, but as someone who has had firsthand experience with Waldorf dishonesty, I find myself considering all the possibilities." — Waldorf Critics, message 31962. [11]
Alicia Hamberg, who attended a Waldorf school in Sweden, pointed out another technique Waldorf schools may use to cheat:
"Another way to help against poor results is if the kids who perform the worst are simply ill that day. [This is] a method that I've heard has been used in Waldorf schools to make their results look better than they are compared to other schools." — Waldorf Critics, message 31966 [12].
"Fengshuimama," who was evidently deeply involved in a Waldorf school in the USA for a decade and a half, posted the following message about poor treatment of students at Waldorf schools and the excuses the schools typically offer for their derelictions:
"I am new to this forum, but not new to Waldorf/Steiner. Today I have delved in very deeply to the internet criticisms and what is happening with the English Steiner schools. I am fascinated that the language and defenses seem to be universal [13]. As I shared earlier today on an Anthropopper post on this issue [14], the lengths the schools will go to in defense of unsafety and inability to teach are stunning.
[Quoting a defender of a deficient Steiner school] 'While we accept that the school is going through the early journey of developing itself, and that there is still work to so, we do not recognise this description of our school [15] as a fair representation of what it offers us as a community of families and our children.' (Bristol Live)
"I have heard these arguments so many times at the school we left behind after nearly 15 years of involvement. Being a young school does not negate ability to run a healthy organization." — Waldorf Critics, message 31979. [16]
The same writer later added a message about cheating that has allegedly been committed by teachers at some Waldorf schools:
"I never witnessed teachers in the US [Waldorf] school I was part of cheat. However, I was told by children their teachers gave them the answers on standardized test that are required in our state. Furthermore, I witnessed administrators change teacher written student recommendations for those matriculating from 8th grade to local non-Waldorf private high schools to show greater work and mastery of skills (frequently not previously taught). So, it would not surprise me to hear of further 'cheating' in other areas." — Waldorf Critics, message 31980. [17]
Dan Dugan, who sent his children to an American Waldorf school before becoming deeply disillusioned [18], posted the following response in which he paraphrases the sort of justification Waldorf teachers may silently harbor in their hearts:
"The justification is that when you have a higher purpose, you are justified in deceiving people who 'wouldn’t understand.' Extra virtue points if they’re an authority [19] viewed as oppressive of your holy endeavor." — Waldorf Critics, message 31981 [20].
The essence of these many messages harkens back to points raised by former Waldorf student Grégoire Perra in his essays and blog reports [21]. Having attended two Waldorf schools in France, Perra went on to become a Waldorf teacher. Because of his life experiences, Perra has an unrivaled ability to reveal Waldorf thinking and behavior as seen from the inside. See, e.g., his essay "L’endoctrinement des élèves à l’ Anthroposophie dans les écoles Steiner-Waldorf" {"The Anthroposophical Indoctrination of Students in Steiner-Waldorf Schools"} [22]. Significantly, Perra was an eyewitness to various strategems used by Waldorf schools to hoodwink outsiders [23].
If you want to learn about Waldorf, you should certainly spend time at the Waldorf Critics site and forum. And if the discussion at the forum flags sometimes, perhaps you will find this an opportunity to pitch in with your own questions or comments. The forum becomes most active and productive when newcomers arrive with their fresh perspectives, insights, and queries.
Waldorf Watch Footnotes
[1] See http://www.waldorfcritics.org/index.html — People for Legal and Nonsectarian Schools.
[2] https://groups.io/g/waldorf-critics.
[3] See, e.g., the Waldorf Watch News (WWN) for February 13 and 14, 2020 — scroll down.
[4] See WWN for February 7, 2020.
[5] See WWN for February 11 and 15, 2020.
[6] See WWN for January 31, 2020, and February 13 and 14, 2020.
[7] See WWN for February 13, 14, and 15, 2020.
[8] See "The Steiner School Crisis" and "Inadequate: Bristol, Frome, and...".
[9] See WWN for February 1 and 8, 2020.
[10] See "Our Experience".
[11] https://groups.io/g/waldorf-critics/message/31962.
[12] https://groups.io/g/waldorf-critics/message/31966.
[13] I.e., they are offered by Waldorf promoters everywhere.
[14] Anthropopper is a pro-Anthroposophical website. [See https://anthropopper.wordpress.com.]
[15] I.e., the description given by school inspectors and reported, perhaps with distortions, in the media.
[16] https://groups.io/g/waldorf-critics/message/31979.
[17] https://groups.io/g/waldorf-critics/message/31980.
[18] See, e.g., "Weird Science at Steiner School", http://www.waldorfcritics.org/articles/Weird_Science.html.
[19] I.e., an authoritative body such as a school board or school inspection service.
[20] https://groups.io/g/waldorf-critics/message/31981.
I agree with Dugan's assessment. See, e.g., the WWN editorial, February 8, 2020.
[21] Perra's website (in French) is La Vérité sur les écoles Steiner-Waldorf {The Truth About Waldorf Schools}, https://veritesteiner.wordpress.com.
[22] For an English translation, see "He Went to Waldorf".
[23] See the section "Concealment Vis-à-Vis Institutions" in "He Went to Waldorf".
— R.R.
FEBRUARY 16, 2020
AFTER NXIVM, WALDORF?
ANONYMAKER'S ALLEGATIONS
The following is murky. It involves controversial figures and controversial organizations. Much is debatable; much is obscure. Everyone should suspend judgment on various points until greater clarity is attained. Nonetheless, anyone interested in Waldorf education probably should take heed, at least provisionally.
Frank R. Parlato, Jr. is a businessman, a website manager, and the editor-in-chief of The Niagara Reporter, a weekly newspaper in upstate New York [1]. Months ago at his website The Frank Report [2], Parlato posted allegations about a mysterious group called Nxivm and its leader Keith Raniere. Parlato charged that Nxivm was essentially a cult in which women were branded and forced to become sexual slaves of Raniere. At least some of Partlato's claims were supported by The New York Times [3].
A flood of publicity ensued, and Nxivm eventually shut down. In 2019, Raniere was tried and convicted, in federal court, for racketeering and sex trafficking [4]. The New York Times reported the verdict under the headline "Nxivm's Keith Raniere Convicted in Trial Exposing Sex Cult's Inner Workings" [5].
If Frank Parlato deserves at least some of the credit for bringing down Nxivm and Raniere, supporters of Waldorf education may want to raise their guard. Parlato now seems to have set his sights on Waldorf and it founder, Rudolf Steiner. Here are excerpts from two recent articles at The Frank Report:
1.
"Waldorf Schools Are Quirky, Culty and
Just the School for Young Keith Raniere"
By AnonyMaker [6]
Rudolph Steiner’s [7] followers are scientific illiterates who believe in various of his pseudo-science and even pseudo-history, from the heart not actually being a pump and and [sic] continents floating in the ocean, to superior souls reincarnating as members of the Aryan race [8].
"Blond hair actually bestows intelligence" he [i.e., Steiner] pronounces.
The dangers are exemplified in such teachings having helped spawn someone like Keith Raniere [9].
The faulty underlying premise is much the same as in any cult like NXIVM (founded by a former Waldorf kid [10]) or Scientology (founded by someone with much of the same background as Steiner, such as Theosophy [11])....
— The Frank Report, February 12, 2020 [12]
2.
While Waldorf Schools Adhere to
Rudolph Steiner’s Doctrines,
His White Supremacist Theories Are Not Taught
By AnonyMaker
The problem is, that some teachers and some Waldorf schools do teach some of the worst of Steiner’s Anthroposophist nonsense [13], or at least teach and treat children based on accepting or believing it.
They can never outright reject any of it because of the culty orthodox ideological adherence that prevents them from overtly acknowledging that their guru was ever wrong about anything [14]...
[T]here are contemporary reports of non-Aryan children being treated differently in Waldorf schools because of their race, based on Steiner’s philosophy, by at least some teachers [15].
And Anthrosopophists and Waldorf schools are too ideological and dogmatic to engage in rational analysis and winnowing of Steiner’s ideas and teachings, and admit that some were simply wrong, so instead they can only equivocate and engage in cult-like apologism, cherry-picking and hair-splitting [16]....
— The Frank Report, February 14, 2020 [17]
I should state that I do not endorse Parlato or his writings. But Parlato has become a significant public figure, and his assault on Waldorf — well-founded or not — is presumably newsworthy. And at least some of what he writes about Waldorf, Anthroposophy, and Rudolf Steiner is demonstrably true, even if he does not provide the demonstration.
We should note that Parlato himself has come under indictment for various alleged illegal activities. Some of these allegations have been dropped, but others apparently are still being pursued. See, for instance, an article in The Buffalo News, December 8, 2019: "Frank Parlato: crusading investigative reporter of fraudster?" [18]
Parlato's legal problems, like his other circumstances, would seem to have little or no bearing on the quality of his journalism. [19] Nonetheless, indications that Parlato may be a "fraudster" (as the The Buffalo News put it) probably should give everyone pause. While some of what Parlato has written may be true, some may not. Critics of Waldorf education may want to disassociate themselves from Parlato's less temperate assertions, while proponents of Waldorf education may want to take warning about Parlato as an adversary.
One additional note may be in order: On February 15, 2020, The Frank Report published a reply from "Fred" (no surname given) defending Rudolf Steiner and his works [20]. Parlato may be attempting to make his website seem appear fair and balanced, but the anti-Waldorf thrust of the site seems undeniable.
Waldorf Watch Footnotes
[1] See, e.g., https://en.wikipedia.org/wiki/Niagara_Falls_Reporter. (Wikipedia is not the most reliable of reference works. Cautious readers should be all the more cautious when turning to Wikipedia. However, on many subjects, Wikipedia provides more extensive coverage than virtually any other presumed authority.)
[2] See https://frankreport.com.
[3] See "Inside a Secretive Group Where Women Are Branded", The New York Times, October 17, 2017 [https://www.nytimes.com/2017/10/17/nyregion/nxivm-women-branded-albany.html?searchResultPosition=9]. The article included this:
"[M]any of Mr. Raniere’s followers learned of the secret society from a website run by a Buffalo-area businessman, Frank R. Parlato Jr. ... Mr. Parlato started a website, The Frank Report, which he uses to lambaste...Mr. Raniere and [others]."
[4] See, e.g., https://en.wikipedia.org/wiki/NXIVM.
[5] See https://www.nytimes.com/2019/06/19/nyregion/nxivm-trial-raniere.html.
[6] AnonyMaker's identity is (as this pseudonym suggests) not given.
[7] Rudolf Steiner's first name is occasionally given as "Rudolph", but this is generally recognized to be an inaccurate spelling.
[8] For Steiner's teachings on the heart, etc., see "Steiner's Blunders".
[9] Keith Raniere evidently attended a Waldorf school as a child. [See, e.g., The Epoch Times, May 28, 2018 - updated May 30, https://www.theepochtimes.com/exclusive-delving-into-the-childhood-of-nxivms-leader_2540043.html.] Presumably the Waldorf movement cannot be held responsible for Raniere's crimes. No other Waldorf graduate is known to have behaved as Raniere did.
[10] I.e., Keith Raniere.
[11] Scientology was founded by L. Ron Hubbard. [See, e.g., https://www.britannica.com/topic/Scientology.] Theosophy was founded, in part, by Helena Blavatsky. [See, e.g., https://www.britannica.com/biography/Helena-Blavatsky.] Steiner — who was at one time a Theosophist — was heavily influenced by Blavatsky, although he later became effectively a competitor when he set up Anthroposophy as a separate spiritual movement. [See, e.g., "Blavatsky, Helena" in The Brief Waldorf / Steiner Encyclopedia.]
[13] See, e.g., "Out in the Open".
[14] For a 2010 discussion of Anthroposophical racial views arising in Waldorf schools, see "Steiner Waldorf Schools Part 3. The problem of racism" [http://www.dcscience.net/2010/12/16/steiner-waldorf-schools-part-3-the-problem-of-racism/]. For Steiner's position as the guru for the Waldorf community, see "Guru".
[15] At least some non-white students and their parents report problems at Waldorf schools. [See, e.g., http://groups.yahoo.com/group/waldorf-critics/message/11614. This message, by Maura Kwaten, is excerpted in "Steiner's Racism".]
[16] For an overview of Steiner's racial views, see "Steiner's Racism". For the continuing relevance of such views in Anthjroposophical thinking, see "Embedded Racism".
[18] https://buffalonews.com/2019/12/08/frank-parlato-whistleblower-or-fraudster/.
[19] Arguing that Parlato's message should be dismissed because of his personal failings would be an ad hominem fallacy: It would be an argument aimed at the person rather than at the merits of the case made by that person.
— R.R.
FEBRUARY 15, 2020
"Steiner Education Simply Does Not
Focus Enough on the Acquisition of Knowledge"
We reported here, a few days ago, on a news item out of Belgium indicating that Waldorf schools fail to prepare students adequately for college or for the students' future careers [1]. This item has now appeared, in various versions, in numerous media [2].
A news item such as this, arising out of a single country, may not tell us much. But if the essence of the item is confirmed by other accounts from other countries, the overall import may be highly significant. And indeed considerable corroboration can be found elsewhere. So, for instance, education experts inspecting Steiner schools in the United Kingdom (UK) have determined that these schools are often marred by poor teaching and poor student outcomes [3].
From the days when Rudolf Steiner personally oversaw the development of the first Waldorf school, Waldorf education has had a reputation for low academic standards [4]. The underlying problem is that the Waldorf worldview devalues modern science and scholarship [5]. Waldorf schools tend to put their focus elsewhere [6]. Waldorf students are rarely required to memorize much factual information, or to master complex subjects, or to exercise their intellects in sustained concentration [7]. Waldorf schools do not generally offer a good education, as this term is usually understood.
We have touched on some of these matters here during recent weeks. For a refresher, see, e.g., "A Workshop in India & a Primer on Waldorf" [8], "Facts vs. Fallacies: Realities vs. Waldorf" [9], and "Steiner School Crisis: Bad Move in Bristol?" [10].
With all this in mind, perhaps we should take another look at the Belgian news item that has brought these issues once again to public notice. Here is a longer version of the item, this time from the newspaper Het Laatste Nieuws {The Latest News} (Anthwerp, Belgium):
Pupils from Steiner schools
perform worse in higher education
Pupils from Steiner schools do less well in higher education than the average graduate of general secondary schools (ASO) [11]. This appears from the answer Flemish Minister of Education Ben Weyts [12]...gave in response to a question from...Member of Parliament Roosmarijn Beckers.
Steiner schools are gaining in popularity. Over the past six school years, the number of enrollments for secondary education at the Federation of Steiner Schools [13] has increased by about 24 percent. But critics have questions about the effectiveness of the Steiner method, especially with regard to the learning success of students...
Figures requested by...Roosmarijn Beckers...show that many graduates from Steiner schools in fact do not go on to higher education. For instance, only 44 percent of the students from the ASO variant of Steiner education enter an academically-oriented bachelor's program, while for other ASO students the average is almost 68 percent.
Furthermore, it appears that the Steiner pupils have a lower study efficiency. The student return is the ratio of the number of credits acquired to the total number of credits taken. "With 71.44 percent in the professional tract and 60.8 percent in the academic bachelor's tract, [Steiner graduates'] study efficiency is well below the Flemish averages of 81.1 and 68 percent respectively", says Beckers.
"Steiner education simply does not focus enough on the acquisition of knowledge, which is detrimental to the further study opportunities of their students as well as to their options on the labour market. I also received disturbing signals from parents who had enrolled their children in a Steiner school, but who withdrew after a few months because their children themselves said they were learning too little at school," Beckers states...
Paul Buyck, spokesman of the Flemish Federation of Steiner schools (VFS) [14], emphasizes that the school boards of the secondary Steiner schools are in serious discussion with the cabinet of Minister Weyts about their submissions concerning the objectives of Steiner schools. "We know that the Minister considers it important that the knowledge element on the one hand and the verifiability of the new educational objectives on the other hand should be given sufficient attention...", says Buyck. "The Minister responded to the parliamentary question from that perspective and we agree that a number of improvements could be made [15]."
According to the federation, statements concerning study results must be framed in the context of the modernization of secondary education. "The Steiner schools have been busy internationally over the past two years with the re-profiling of the Steiner pedagogy" [16]...
According to him, education is not only about cognitive development. "The cognitive is important, but so is the creative and the socio-emotional. In that sense, it is not appropriate now to use figures from the past to analyze a reorganization for the future ... Actually, we can only evaluate possible effects within 10 years at the earliest, when everything is fully rolled out," says Buyck [17].
The Steiner schools have been asking for some time that the transfer figures be calculated in a different, more complete way. "By only focusing on the students [who go directly into college], all those who go abroad for a year after secondary school are not counted. And there are very many in the Steiner schools ... It is very tedious to have to counter the impression that they are 'not successful'," concludes the spokesperson of the federation [18].
[2/15/2020 https://www.hln.be/nina/familie/leerlingen-steinerscholen-presteren-slechter-in-het-hoger-onderwijs~a3fe832f/ This item originally appeared on February 11. Translation by Roger Rawlings, using DeepL Translator and Google Translate.]
Waldorf Watch Footnotes
[1] See News Briefs, February 11, 2020: "Steiner School Students Do Worse in College".
[2] See, e.g., https://www.nieuwsblad.be/cnt/dmf20200211_04843360, https://nl.metrotime.be/2020/02/12/must-read/leerlingen-van-steinerscholen-presteren-slechter-in-het-hoger-onderwijs/, https://sceptr.net/2020/02/leerlingen-uit-steinerscholen-scoren-slechter-in-hoger-onderwijs/, etc.
[3] See "The Steiner School Crisis".
[4] See "Academic Standards at Waldorf".
[5] See, e.g., "Materialism U."
The Waldorf worldview is Anthroposophy. See the entry for "Anthroposophy" in The Brief Waldorf / Steiner Encyclopedia.
[6] Their focus is essentially spiritual or religious. See, e.g., "Soul School" and "Schools as Churches".
[7] Steiner disparaged the brain. [See "Steiner's Specific".] Waldorf schools seek to be "holistic," elevating the heart and the hands to at least equal importance with the brain. [See "Holistic Education".]
[8] February 6, 2020 — scroll down.
[9] November 21, 2019.
[10] February 7, 2020.
[11] ASO stands for "algemeen secundair onderwijs" {general secondary education}.
[12] Belgium consists of three regions: the Dutch-speaking Flemish region in the north, the French-speaking Walloon region in the south, and the bi-lingual Brussels-Capital region. The Flemish Minister of Education has responsibility for schools in the northern region.
[13] This is the Belgian Federatie Steinerscholen, the umbrella organization for Steiner schools in Belgium. [See https://translate.google.com/translate?hl=en&sl=nl&u=https://www.steinerscholen.be/&prev=search.] The growth figure, 24%, applies to Steiner schools in Belgium overall.
[14] This is the Flemish portion of the Federatie Steinerscholen (Vlaamse Federatie Steinerscholen).
[15] When Steiner schools are criticized, some become defensive and combative while others attempt to respond (or appear to response) in a cooperative manner. Mr. Buyck seems to take a cooperative stance, agreeing that "improvements could be made." Presumably he means, in part, that Steiner schools can improve at least in the way they respond to official requirements. (Note, however, that his reply does not indicate agreement with the Minister's priorities. He says, "We know that the Minister considers it important that" certain things be emphasized; but he does not endorse the Minister's view.)
[16] This has been, arguably, a public relations (PR) effort, not an actual overhaul of the Steiner approach. The Steiner/Waldorf movement often employs canny PR strategies. [See "PR".] Actual changes in Steiner practices are far rarer. Rudolf Steiner's followers tend to defer to Steiner in almost all things, treating his pronouncements as virtually holy writ. [See "Guru".] In general, Waldorf proponents oppose efforts to "modernize" their schools. [See, e.g., "Apologies and Promises" Student Safety Was Secondary", February 13, 2020.]
[17] Buyck seems to promise that real changes will occur in Steiner practices, but — for the reasons given above — this is unlikely. The practical effect of Buyck's position would be to excuse Steiner/Waldorf schools from close scrutiny for at least a decade, and probably longer. In general, Steiner/Waldorf proponents believe that outsiders are incapable of correctly judging anything that happens within the Anthroposophical milieau. Much that occurs in Steiner/Waldorf schools derives from knowledge that only esoteric initiates are considered able to comprehend. [See "Inside Scoop".] Hence, much is wrapped in secrecy. [See "Secrets".]
[18] Steiner/Waldorf representatives often find outside inquiries tedious or even unendurable. They often argue that their schools should be exempted from ordinary requirements. But the claims they make in an effort to buttress their position are often specious. So, for instance, many students from non-Steiner schools in Europe also spend a year abroad after completing their secondary education. There seems little basis for arguing that Steiner schools are unique in this way or that official statistics are unfair to Steiner schools and their graduates.
— R.R.
FEBRUARY 14, 2020
TOXIC TIMES:
BBC TAKES NOTE
The British Broadcasting Corporation (BBC) has put out a new report on the dire situation inspectors found at a Steiner school in Gloucestershire, England. Because of the BBC's reach and prestige, the collapse of that school may produce national or even international repercussions [1]. As we have been noting here for some time, a series of devastating inspection reports has plunged UK Steiner schools into a crisis that may threaten the future of the worldwide Steiner/Waldorf education movement [2].
Here are excerpts from the BBC report, along with some explicatory footnotes:
Wynstones Steiner school
in Gloucester had 'toxic' culture
[Google.]
A Steiner school had a "toxic" culture [3] with children at risk of serious harm, a report has said.
Inspectors [4] visited Wynstones School in Gloucester last month and found "serious and widespread failures", causing it to be shut on 28 January [5].
An Ofsted report has now outlined the findings of the inspectors, who said the 212-pupil school was inadequate [6]...
Ofsted said leaders at the school did not address or challenge staff behaviour which was "unacceptable and places pupils at significant risk" [7].
The education watchdog [8] said a group of "resistant" teachers blocked any attempts to change the school [9]...
Inspectors also found parents felt intimidated raising bullying problems [10], resulting in children leaving the school.
"The staff body is divided and those who want to change are intimidated by other staff and a body of parents who want to retain control over the school," the report said [11]...
A trustee spokesman said: "Our steps towards change will enable the school to reopen safely and include staff training on teaching, safeguarding and first aid [12]"...
They said they were also recruiting a new head teacher, two new senior leaders and a special needs co-ordinator [13]...
Previously Wynstone Ltd also ran a boarding school at the same site but this closed in November [14].
[2/13/2020 https://www.bbc.com/news/uk-england-gloucestershire-51480050 This article originally appeared on February 13.]
Waldorf Watch Footnotes
[1] For a previous BBC report on this school, see https://www.bbc.com/news/uk-england-gloucestershire-51279950.
[2] See "The Steiner School Crisis".
[3] Inspectors allegedly found a "toxic" tenor within the school: tense and damaging attitudes and behavior. A report in Gloucestereshire Live included this: "The [school's] principal summed up inspectors’ description of the school’s culture as ‘toxic’." [See "Apologies and Promises: Student Safety Was Secondary", February 12, 2020 — scroll down.]
[4] The inspectors were representatives of the UK government's Office for Standards in Education (Ofsted).
[5] See "Ongoing Steiner Crisis: 'Damned' School Closes", January 28, 2020.
[6] "Inadequate" is the lowest evaluation made by Ofsted — it is a failing grade.
[7] As at various other Steiner or Waldorf schools, inspectors found students were not adequately protected from harm (that is, Wynstones did not adequately "safeguard" the children in its care). A previous Ofsted inspection report about Wynstones included the following:
"Inspectors say [Wynstone's] pupils are at risk because managers are not carrying out the necessary safeguarding checks and training to ensure all staff, volunteers and trustees are suitable to work with children." [See "Inspections: Win Some, Lose Some", May 11, 2019.]
Safeguarding in undoubtedly an extremely important matter. But inspectors have also found numerous other failings at UK Steiner schools. [See, e.g., "Inadequate: Bristol, From, and..."] The current BBC report proceeds to allude to some of these failings as detected at Wynstones.
[8] I.e., Ofsted.
[9] Rudolf Steiner said Waldorf teachers should be true-believing, deeply devoted Anthroposophists — that is, they should be devout adherents of the faith he himself devised. [See "Here's the Answer". Also see "Anthroposophy" in The Brief Waldorf / Steiner Encyclopedia.] Such adherents, working as teachers in Steiner/Waldorf schools, often strongly oppose any measures that might deflect the schools from Steiner's esoteric vision. [Concerning Steiner/Waldorf teachers' allegiance to that vision, see, e.g., "Serving the Gods".]
[10] I.e., they felt they could not raise such concerns and/or they felt browbeaten when they did raise these concerns.
Allegedly, bullying has long been a problem at Steiner or Waldorf schools. Critics say Anthroposophical belief in karma leads Steiner faculty of overlook bullying, considering it an enactment of karma. [See "Karma". Also see, e.g., "Slaps" and "Complaints".]
Bullying may be considered a part of the issue of safeguarding, or it might be considered a separate, additional fault found at Wynstones.
[11] A significant problem at the school, apparently, consists of divisions between various factions contending over control of the school. This evidently has resulted in harassment or bullying between members of the disparate factions (one group, open to changes at the school, has been "intimidated" by a group that wants to preserve the status quo).
The strife between factions is presumably largely responsible for the "toxic culture" at the school. In addition, this strife has evidently contributed to poor safeguarding practices at the school. The BBC report includes this: "Relationships between staff and parents and carers have led to a situation where children's safety is secondary to vested interests."
[12] The school has been closed, but efforts are being made to reopen it.
Note that the trustee's statement implies the existence of other problems that need to be addressed at the school: Teaching needs to be improved, evidently, as does the staff's first aid training.
[13] Inspections at some other Steiner schools have found insufficient provision for students with special needs [See, e.g., "Word Getting Out About Steiner School", July 30, 2019.]. Apparently a similar issue has arisen at Wynstones, since a "special needs coordinator" is now being sought.
[14] Reports in other media have indicated that Wynstones remained a boarding school until the entire institution was shut down in January, 2020.
— R.R.
FEBRUARY 13, 2020
APOLOGIES AND PROMISES;
STUDENT SAFETY WAS SECONDARY
The Steiner school crisis shows few signs of abating. Several UK Steiner schools, coming come under intense critical scrutiny, have shut down or retrenched [1].
On January 28 of this year, The Stroud News and Journal (Gloucestershire, England) published a report on the closure of a Steiner boarding school, the Wynstones School [2]. The British Broadcasting Corporation — the BBC — carried a similar report [3].
Now Gloucerstershire Live has published a follow-up article. Here are excerpts:
Kindergarten children were
'at significant risk of harm'
at 'toxic' Wynstones Steiner School
By Leigh Boobyer
A Steiner school which closed last month left children 'at risk of serious harm' and the school's principal described its culture as 'toxic', Ofsted inspectors found [4].
Wynstones Steiner School, an independent boarding school in Whaddon, closed in January [5]...
In a damning report published today, Ofsted said leaders did not address or challenge staff behaviour 'that is unacceptable and places pupils at significant risk'.
Children in kindergarten aged between three and four years old were also 'at risk of significant harm' as child protection issues were not dealt with 'in line with statutory safeguarding requirements [6].'
According to the report, child protection records are 'not kept effectively' and leaders are 'unable to explain the actions they have taken or describe the outcomes'...
A representative of the school's Trustees has apologised for its failures and is 'addressing the shortcomings' [7]...
Wynstones School was visited by Ofsted on January 21, 2020, and closed down one week later.
In the Ofsted report, inspectors found concerns about bullying and safeguarding [8].
They said: "There are behaviour and anti-bullying policies published on the school’s website.
"However, these policies do not promote good behaviour or prevent bullying among pupils. There is little evidence to suggest that staff follow, implement or understand these policies well enough... [9]"
The report also said: "The principal summed up inspectors’ description of the school’s culture as 'toxic'.
"Relationships between staff and parents and carers have led to a situation where children’s safety is secondary to vested interests.
"The staff body is divided and those who want to change are intimidated by other staff and a body of parents who want to retain control over the school [10]"
It continued: "There is no impartial oversight from trustees. They are all directly connected to the school, staff or parents [11].
"There is no one who can consider complaints or allegations against staff with any objectivity as they are all — in the word of school leaders — 'contaminated'... [12]"
A school spokesman said: "The Trustees of Wynstones School accept and apologise for the failures highlighted in Ofsted’s report dated 21 January 2020. We are addressing these shortcomings already and robust action is underway to tackle these issues swiftly... [13]"
Executive director of Steiner Waldorf Schools Fellowship [14] Fran Russell said: “We support the plans for change at Wynstones School, which are in-line with the comprehensive action plan of further improvement and modernisation we are promoting across all Steiner schools in the UK.... [15]"
[2/13/2020 https://www.gloucestershirelive.co.uk/news/gloucester-news/kindergarten-children-were-at-significant-3841034 This article originally appeared on February 12.]
Waldorf Watch Footnotes
[1] See "The Steiner School Crisis". (The UK is the United Kingdom.)
[2] See "Ongoing Steiner Crisis: 'Damned' School Closes", January 28, 2020 — scroll down.
[3] See "Steiner Crisis Makes the Beeb", January 29, 2020.
[4] Ofsted is the UK government's Office for Standards in Education. One of its primary functions is to inspect various UK educational institutions attended by children.
Note that the news article is unclear whether the principal called the school's culture toxic, or whether this characterization came from Ofsted. One sentence in the article says "the school's principal described its culture as 'toxic'", but another sentence says "The principal summed up inspectors’ description of the school’s culture as 'toxic'." (A third interpretation is that the principal called Ofsted's characterization toxic — he may have deplored, and disagreed with, what Ofsted said.)
[5] The school's official name is Wynstones School, but the institution is also referred to simply as Wynstones or, descriptively, as Wynstones Steiner School. [See http://www.wynstones.com.]
[6] For schools, "safeguarding" means ensuring the well-being of students. Failure to adequately safeguard children has been a finding in inspections of several UK Steiner schools. [See, e.g., "Inadequate: Bristol, From, and..."]
However, many of the inspections have also identified other, wide-ranging problems at Steiner schools, including poor teaching and ineffective management. So, for instance, a news report about the inspection of a Steiner school in Exeter included this:
"[The] Ofsted inspection highlighted serious inadequacies in leadership, quality of teaching and safeguarding. The school was found to be 'inadequate' in every area inspected." — "Former Steiner school reassures parents after pupil losses following takeover", Devon Live, January 27, 2020. ("Inadequate" is the lowest evaluation made by Ofsted — it is a failing grade.)
The problems at Wynstones seem to extend far beyond the question of safeguarding. The present report in Gloucerstershire Live refers to inadequate oversight by the board of trustees, divisions among the faculty, "vested interests," intimidation, internal power struggles, and an ineffective process for dealing with alleged staff misconduct.
[7] Significantly, the representative essentially concedes that the school and board have real problems: He apologizes for failures and refers to shortcomings.
[8] Bullying may be seen as part of the school's safeguarding problem, or it might be considered a second problem afflicting the school.
[9] Allegedly, bullying has long been a problem at Steiner or Waldorf schools. Critics say that the Anthroposophical belief in karma leads Steiner faculty of overlook bullying, considering it to be an enactment of karma. [See "Karma". Also see, e.g., "Slaps" and "Complaints".]
[10] I.e., no one is thinking primarily of the children's welfare. Instead, groups with various "vested interests" contend with one another for control of the school. The school, then, seems dysfunctional: There are internal divisions and power struggles in which the more powerful group "intimidates" the less powerful. (This appears to be another form of bullying found at the school.)
Critics contend that Steiner or Waldorf schools are often riven by group rivalries (conflicts between factions or cliques). [See, e.g., "Complaints 2" and "Complaints 3".]
[11] I.e., the board of trustees cannot do its job properly, because none of its members is impartial.
[12] I.e., allegations of misconduct by staff members are not properly handled. (No one can objectively decide if misconduct has occurred, which implies that no misconduct is properly corrected.)
[13] Efforts are afoot to reopen Wynstones. Whether these efforts will succeed remains to be seen.
Believing that they are engaged in a mission of cosmic importance, Rudolf Steiner's followers are extremely loath to accept failure in any of their enterprises. [See, e.g., the discussion of this matter in "'Saved' Steiner School May Not Grow After All", January 31, 2020.]
[14] This is the umbrella organization for Steiner or Waldorf schools in the UK. [See https://www.steinerwaldorf.org.]
[15] Important admissions seem implicit in this statement: Steiner schools need to improve and modernize. Whether improvement or modernization is possible, however, seems doubtful as long as the schools remain wedded to Rudolf Steiner's retrograde teachings. [See, e.g., "Non-Waldorf Waldorfs: Looking for a Good One". Steiner and his followers generally abhor the modern world; they find greater virtue and wisdom in ancient cultures. See, e.g., "The Ancients".]
— R.R.
FEBRUARY 11, 2020
◊ NEWS BRIEFS ◊
1.
From the Belgian newspaper De Morgen [Brussels, Belgium]:
Education
Steiner school students
perform worse in college
Pupils from Steiner schools have lower study success in higher education than the average graduate from general secondary education ... This is apparent from an answer provided [in Parliament] by the Flemish minister of Education Ben Weyts...
Steiner schools are gaining popularity. ... [But] critics have questions about the effectiveness of the Steiner method, particularly with regard to the learning attained by students...
[M]any graduates from Steiner schools do not proceed to college. For example, only 44 percent of the students from Steiner secondary education enrolled in academically oriented bachelor degree programs, while for other secondary students the average is nearly 68 percent.
It also appears that the Steiner students have a lower study efficiency. [Students from Steiner schools complete fewer of the college courses they undertake.] "They complete 71.44 percent of their professional courses and and 60.8 percent of their bachelor-degree courses, well below the Flemish averages of 81.1 and 68 percent respectively," says [Member of Parliament Roosmarijn] Beckers.
"Steiner education simply does not focus enough on the acquisition of knowledge, which is detrimental to the further study opportunities of their students and their options in the job market. I also received disturbing signals from parents who had enrolled their children in a Steiner school, but who departed after a few months because their children themselves said that they did not learn enough at school," Beckers says.
[2/11/2020 https://www.demorgen.be/nieuws/leerlingen-steinerscholen-presteren-slechter-in-het-hoger-onderwijs~b3fe832f/ Translation by Roger Rawlings, relying heavily on Google Translate. Note that similar stories appear in various other Belgian/European news media today.]
Steiner or Waldorf schools have long had a reputation for low academic standards. [See "Academic Standards at Waldorf".] For recent news coverage bearing on this issue, see "academic standards, providing a good education" in the Waldorf Watch Annex Index — scroll down.
2.
From West Hawaii Today [Kailua-Kona, Hawaii, USA]:
Legislation would encourage parents
to set limits for screen time
By Michael Brestovansky
...[A] bill currently in the state Legislature calls for public education to encourage parents to set limits on how much screen time [i.e., time spent looking at TV, computer, and smartphone screens] to allow their children.
"These screens are changing everything about the way the world works," said Puna Sen. Russell Ruderman, co-introducer of the bill. "But they’re also changing the ways our brains are wired"...
Lauren Paer, an advocate for screen time awareness, said that too much screen exposure at an early age can interfere with several different aspects of a child’s mental development.
Paer, a member of the Honolulu Waldorf School board, said even young children can forgo sleep in order to play a video game, which in turn can increase the likelihood of developing disorders such as depression. Or, because video games recalibrate the body’s physiological reward system — with games encouraging players to continue by triggering the generation of dopamine — children can have problems developing interests in other activities, which Paer said is very similar to how addicts behave.
Some recent studies indicate that concerns about the effects of high-tech electronic devices on children are largely unwarranted. [See, e.g., "Saving Children from Just What, Precisely", January 21, 2020 — scroll down.] But within the Waldorf community, such fears — extending to virtually all sorts of modern technology — are generally intense. The underlying reason centers on a fear of demons. [See, e.g., "Spiders, Dragons and Foxes".]
Waldorf schools often have "media policies" curtailing students' exposure to electronic device at school and at home. [See "media policies" in The Brief Waldorf / Steiner Encyclopedia.] Here we see a Waldorf proponent (or two?) working to pass a law that would impose Waldorf beliefs on the rest of society. This is consistent with the Anthroposophical desire to remake all human institutions in conformity with Rudolf Steiner's doctrines. [See "Threefolding".]
— R.R.
FEBRUARY 8, 2020
◊ EDITORIAL ◊
HIGHER TRUTHS AND
LOWDOWN CHEATING
On February 8, 2020, Margaret Sachs posed a reply to the news item and commentary, below, which I called "Steiner School Crisis: Bad Move in Bristol?". In her reply, Ms. Sachs discussed a few ways that schools diddle with exam results, and she suggested that Waldorf schools have sometimes been guilty of various sorts of exam-diddling [1].
Here is my reply to Ms. Sachs' reply [2]:
Thanks, Margaret. You raise important points.
Of course, teachers and administrators at all sorts of schools have occasionally been found to cheat, in various ways, to make themselves and their institutions look better. But the problem may be worse, to some extent, at Waldorf schools.
The underlying Waldorf ideology, Anthroposophy, is "occult": It consists of hidden or secret spiritual teachings [3]. To gain access to these teachings, one must be "initiated" [4]. And initiates are expected to withhold their secret wisdom from the uninitiated (which means virtually everyone else in the world). Steiner encouraged his followers, over and over, to preserve their secrets and, if necessary, to deceive outsiders [5].
One of the chief complaints made about Waldorf schools is that they are deceitful [6]. Quite often, families become involved in these schools because they have accepted false representations that depict Waldorf schools as progressive, arts-intensive, preparatory academies. Only much later are the recruits likely to discover that in fact Waldorf schools are something quite different: They are mystical Anthroposophical front organizations that aim to lure students and their families into the Anthroposophical faith [7].
I should add this: Not everyone who gets involved with Waldorf schooling discovers the actual nature of that schooling. Waldorf schools may continue to deceive some students and parents for years on end — sometimes the deception is effectively permanent. But as you, Margaret, have written concerning your own Waldorf experiences, the discovery can come — and it can be profoundly distressing [8].
I believe that almost all Waldorf teachers and administrators have good intentions. As far as intentions go, these are good people. But they think they are serving a higher purpose, a higher truth. They think, as Steiner said, that they are serving the gods [9]. This, unfortunately, can lead them to believe that they are justified in doing almost anything — including cheating — to promote their cause.
Steiner encouraged such cheating. So, for instance, he once said the following to Waldorf teachers, telling them to deceive outsiders who threatened to penetrate the Waldorf facade:
"We must worm our way through. We have to be conscious of the fact that this is done in life...done with a certain mental reservation in response to external requirements. We have to be conscious that in order to do what we want to do, at least, it is necessary to talk with the people [outsiders], not because we want to but because we have to, and inwardly make fools of them." — Rudolf Steiner, CONFERENCES WITH THE TEACHERS OF THE WALDORF SCHOOL IN STUTTGART, Vol. 1 (Steiner Schools Fellowship Publications, 1986), p. 125.
This is a license to cheat; it is, indeed, an order to cheat. So we shouldn't be surprised if Waldorf schools do indeed cheat, at least sometimes.
I'll close by suggesting that everyone should remember this: Cheating is not excused by good intentions. The ends do not justify the means. As an old proverb reminds us, the road to a very bad place is paved with good intentions.
— Roger Rawlings
Addendum
We should also remember the following, which was written by a former Waldorf teacher:
"Indeed, in these schools [i.e., Waldorf schools], misleading state officials is commonplace. For example, I witnessed that, when a teacher is scheduled to be inspected in class, s/he will commonly be replaced by another teacher who has the [necessary] skills or qualifications. Then the students are asked to 'play the game' when the inspector is present, and to act as if the teacher who conducts their class [this day] is their regular teacher. Similarly, it may happen that there are health and hygiene inspections. I remember one time when the inspectors had to check how the children ate in the canteen. However, in this school, the children did not eat in a canteen, but in classrooms with their teachers who watched them and made them recite their prayers before meals. For this inspection, the teachers were notified 24 hours in advance, so we organized three successive meal services in a canteen for the students, so that everything appeared normal. In the evening, during a faculty meeting, teachers congratulated themselves that their students had 'played the game.'
"These various circumventions of the law make students participate in acts of defiance against outsiders perceived as hostile. They subtly teach the students that the rules and laws of the society at large are deficient — this is likely to strengthen their students' feeling of living in a world apart. Anthroposophists view anything that does not belong in the 'milieu of Anthroposophy' as 'the outside world,' so to the students the general society in which they live becomes, for them, an alien place!" — Grégoire Perra [10]
— R.R.
Waldorf Watch Footnotes
[1] Ms. Sachs posted her message at the Waldorf Critics discussion site. [See https://groups.io/g/waldorf-critics/message/31962.]
[2] My reply, in its original form, appears at https://groups.io/g/waldorf-critics/message/31963. For use at Waldorf Watch News, I have added various footnotes here.
[3] See "Occultism".
[4] See "Inside Scoop".
[5] See "Secrets".
Steiner said that initiates must withhold their inside info from everyone except those who truly deserve to receive it.
"It is a natural law among all Initiates to withhold from no man knowledge that is due to him; but there is an equally natural law which lays down that no word of esoteric knowledge shall be imparted to anyone not qualified to receive it." — Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Rudolf Steiner Publishing Company, 1944), pp. 8-9.
Steiner made a sort of exception for himself, allowing himself to divulge secrets rather widely. He wrote books and delivered lectures that reveal a lot of occult lore. (His most important book is titled OCCULT SCIENCE - AN OUTLINE.) But over and over in these works, Steiner pulled up short, indicating that certain things must not be divulged. There was a limit to his professed openness.
[Rudolf Steiner Press, 2009.]
For an overview of OCCULT SCIENCE - AN OUTLINE, see "Everything".
[6] See, e.g., "Our Brush with Rudolf Steiner" and "Coming Undone".
[7] See "Spiritual Agenda" and, e.g., "Help 4".
[8] See "Our Experience", by Margaret Sachs.
[9]
“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.
[10] See "He Went to Waldorf".
— R.R.
FEBRUARY 7, 2020
STEINER SCHOOL CRISIS:
BAD MOVE IN BRISTOL?
Steiner Academy Bristol is one of the UK Steiner schools that, after being hammered by highly critical inspection reports [1], was taken over by the Avanti Schools Trust.
An educational organization that has specialized in running Hindu schools, Avanti plans to reform and improve the three Steiner schools [2]. However, Avanti decided that one part of the Bristol Steiner school should be shut down: It has shuttered the higher or secondary grades, those for children aged 11 and higher.
Ironically, children in this part of the school recently performed well on standardized tests, raising questions about Avanti's decision [3].
Today a reporter for the Bristol Post has published an opinion piece in which she decries the closing of "one of Bristol's top secondary schools." Here are excerpts:
OPINION: Why has one of Bristol's top secondary schools
been closed just as the city faces a crisis for spaces?
The move just reeks of ill-thought-out planning by everyone involved
By Emma Grimshaw
There are lots of decisions made by both central and local government [4] which makes me want to pull my hair out with frustration.
But none have been quite so shocking as recently seeing one of Bristol's top-performing secondary schools being closed down as a crisis for places looms.
A shortage of about 200 secondary school places [5] is projected for the east and central area of the city from September 2021...
That is despite the school achieving the second highest GCSE [6] results in the city...
Here at Bristol Live we have well documented problems at the school started after [7] Ofsted awarded it the lowest possible ranking during an inspection in 2018 and ruled 'pupil's were not safe'...
But...given the backdrop of our looming crisis for spaces, to me the most sensible solution would have been to work with the school and [its] community — which has desperately attempted to keep the upper section open — rather than shutting it down...
In the end it was the new bosses of Avanti...who decided to close the upper school but this came after mounting pressure [from education officials]...
[2/7/2020 https://www.bristolpost.co.uk/news/bristol-news/one-bristols-top-secondary-schools-3819756 This item originally appeared on February 6.]
Waldorf Watch Response
Emma Grimshaw raises many questions that deserve careful thought.
Perhaps we should begin here: Was the secondary-school portion of the Steiner Academy Bristol really one of the best secondary schools in Bristol? Steiner schools generally have a reputation for low academic standards [8]. If the students at that the Bristol Steiner school scored well on their GCSEs, they should be congratulated. But we might doubt whether these results mean a lot. Indeed, Steiner schools usually decry standardized tests, especially after their students do poorly on such tests. It would be ironic if one batch of good test results [9] suddenly were used as justification for saving a Steiner school that otherwise was deemed severely dysfunctional [10].
Ms. Grimshaw argues that the city of Bristol needs spaces for all the children who become ready to begin their secondary education. This is undoubtedly true. But this leaves open the question whether any of these spaces should be in a Steiner school that is in the process of being rescued by a Hindu educational group. Steiner education is based on Anthroposophy, the esoteric religion concocted by Rudolf Steiner [11]. Presumably Avanti will attempt to weed out at least some of the Anthroposophical influences at the Bristol school. But how successful will Avanti be in this attempt, given the likely resistance from teachers held over from the school's prior incarnation? And how much Hindu influence will be injected into the school, now that Avanti is in charge? Will the school still be, effectively, a religious institution? And what will the caliber of the school's academic offerings be in the upshot?
Avanti is running an experiment at the three Steiner schools it has adopted. We probably should be patient, waiting to see the results of this experiment. Perhaps the resulting schools will be half-Anthroposophical and half-Hindu. Or perhaps they will be mostly Hindu with just a smidgen of Anthroposophy left. Or they might remain heavily Anthroposophical with a faint veneer of Hinduish spirituality added on the surface. Let's wait and see.
I'd suggest we look at the matter this way: Imagine there is a school founded upon a bizarre, esoteric, secretive religion. Imagine, further, that — despite denials — the school aims to lure students into that religion. Finally, imagine that the children at that school managed to do well on some exams. Would you send your child to such a school? Would the danger of occult indoctrination be offset by the possibility that your child might get good test scores?
I would argue that my imaginary scenario is actually a fairly accurate description of Steiner schools generally (with the possible exception of the good test results). I would argue further that the danger of occult initiation far outweighs any academic benefits these schools might — occasionally — offer.
But that's not the whole story. Let's continue our thought experiment. Imagine that the school we are discussing received a devastating evaluation from educational experts. Imagine that the evaluation stated, among other things, that the school failed to protect its students adequately [12]. Imagine, in other words, that far from being one of the best schools in the region, this school might possibly be one of the worst — and one of the most dangerous. And now let's imagine that adherents of a different religion take charge of the school and set about making changes, the results of which are far from clear. Would you send your child to that school?
Perhaps the decision to close part of the former Steiner Academy Bristol is a mistake. But, despite Ms. Grimshaw's hair-pulling, perhaps the decision is actually a cause for celebration.
Waldorf Watch Footnotes
[1] See "Inadequate: Bristol, Frome, and..."
[2] See "Avanti and Steiner - How Far Will The Go?", October 24, 2019 - scroll down.
[3] See "Protests over plans to shut Bristol's second highest-ranking school", https://www.bristolpost.co.uk/news/bristol-news/protests-over-plans-shut-bristols-3452390.
[4] This decision was actually made by Avanti. Government education officials were disturbed by evidence that the school had serious problems, but they did not order it — or any part of it — to shut down.
For Avanti's description of itself, see https://avanti.org.uk.
[5] I.e., there will likely be too few openings for all of the children who want to attend secondary schools.
[6] GCSE is the General Certificate of Secondary Education — a standardized examination taken by students aged 15-16, to determine whether they have received a satisfactory secondary education.
[7] The school was rated "Inadequate", a failing grade.
It is strange to say that the problems started after the inspections, as if the inspections caused the problems. (Can this really be what Ms. Grimshaw means?) In fact, it seems far more probable that the inspections uncovered problems that already existed. Inspectors found the school to have severe problems of several kinds. [See, e.g., "Ofsted inspections find three Steiner schools to be inadequate", https://www.theguardian.com/education/2019/jan/17/ofsted-inspections-find-three-steiner-schools-to-be-inadequate.]
Ofsted is the UK government's Office for Standards in Education. [See https://www.gov.uk/government/organisations/ofsted.]
[8] See "Academic Standards at Waldorf".
[9] Note that some Steiner schools coach kids for such exams. [See, e.g., "Exam help bought by private schools under review by watchdog", https://theferret.scot/performance-reports-exam-private-schools/.]
[10] "Steiner Academy Bristol, one of two Steiner schools placed in special measures following unannounced inspections in November, was warned by inspectors over ineffective safeguarding policies, weak teaching and low expectations." — https://schoolsweek.co.uk/steiner-free-school-vows-to-fight-inadequate-ofsted-rating-in-court/. The school chose to fight these findings.
[11] See "Anthroposophy" in The Brief Waldorf / Steiner Encyclopedia.
[12] See "'Pupils are not safe' - damning Ofsted report reveals concerns about 'inadequate' Bristol Steiner Academy", https://www.bristolpost.co.uk/news/bristol-news/pupils-not-safe-damning-ofsted-2447330.
— R.R.
FEBRUARY 6, 2020
A WORKSHOP IN INDIA &
A PRIMER ON WALDORF
From The Hindu [Tamil Nadu, India]:
Nudge children to discover or self-learn concepts,
says remedial therapist Seetha Anand Vaidyam
[By] Anassuya Menon
Parenting is not rocket science: Nudge children to discover, invent or self-learn concepts rather than rote learning...
Seetha Anand Vaidyam, in a workshop for parents and early educators at the Bhoomi Learning Community, spoke about the need to slow down and live life; not to run a race...
The workshop, which was on the Waldorf kindergarten system, discussed a holistic approach to education, which gave ample scope for the child to grow intellectually, emotionally as well as physically. The Waldorf system is based on the philosophy of Rudolf Steiner, which focusses on a child’s artistic and creative instincts rather than the conventional academic brilliance....
[2/6/2020 https://www.thehindu.com/society/how-learning-can-be-made-joyful/article30742329.ece This article originally appeared on February 5; it was updated on February 6.]
Waldorf Watch Response
The Waldorf movement is making concerted efforts to expand in Asia, particularly in India and China. One recent tabulation indicates there are now 11 Waldorf kindergartens and seven full-fledged Waldorf schools in India, plus as many as 35 kindergartens and six schools in China [1].
The Waldorf movement tends to be secretive [2], which can create serious difficulties for anyone trying to understand Waldorf methods and purposes. This problem is difficult enough even in Western countries, where Rudolf Steiner's books and lectures have been widely available for years. The problem is all the greater in Asia, where Steiner and his teachings are almost entirely unknown [3].
This suggests that Asian education officials and parents of school-age children might benefit from plain-spoken, matter-of-fact presentations of the truth about Steiner/Waldorf schools.
Here, then, are a few explanations of the real content of the Waldorf approach, explanations that may be needed to understand what was actually being advocated in the workshop described above:
◊ Discover, invent or self-learn: In Waldorf belief, children arrive on Earth from the spirit realm. When children incarnate on Earth, they contain "living thoughts" within themselves — they bear knowledge that was implanted in them by the gods [4]. Children therefore do not really need to be taught much — they already carry all necessary knowledge in their own hearts and souls. This is a pretty idea, perhaps, and it is consonant with the beliefs of some religions. But is it a reliable basis for a system of education? Of course, it is good to encourage kids to explore and investigate. But can you really expect children to "discover" or "invent" the things they should learn in school? Parenting and teaching may not be "rocket science" (i.e., extremely difficult), but surely adults should convey reliable knowledge to their children and students — we should not require the kids to somehow figure out what they need to know. This is, after all, what the term "education" usually means: People who possess knowledge share it with those who do not [5].
◊ Rote learning: Waldorf schools generally deemphasize memorization; they believe that children's brains can be harmed if the kids are required to learn (memorize) a lot of information. Now, almost everyone would agree that rote memorization is not the end-all and be-all of education. To be truly educated, people need to possess more than a batch of memorized facts and figures jammed into their brains. People also need values, and good judgment, and various practical skills. This is true. But memorization is nonetheless important. To be truly educated, you need to have at least some memorized information at your disposal; you need to know some things. Indeed, generally speaking, the more things you know, the better. In other words, memorizing information is an important part of education [6]. One important criticism made of Waldorf schools is that students often graduate from these schools without having learned (memorized, mastered) very much real information. In this sense, Waldorf students may graduate without having received a real education. [7]
◊ Slowing down: Children in Waldorf schools spend a lot of time listening to stories, and playing games, and entertaining themselves, and generally taking things easy. This is all very pleasant. But does it do the kids much good in the long run? The truth is that Waldorf schools often fail to prepare students for real life in the real world [8]. Indeed, Waldorf schools often intentionally try to prevent children from growing up or maturing. According to Waldorf belief, children should remain in a dreamy, hazy, immature frame of mind for as long as possible [9]. Parents, please ask yourself the following question: Do you want to send your children to schools that will intentionally try to retard their mental growth and development? [10]
◊ Holistic education (educating head, heart, and hands): Waldorf schools claim to education the "whole child" — the brain (head), the emotions (heart), and the physical body (hands) [11]. This sounds good, but it also contains some pitfalls. If a school works to educate your child's heart, for example, it will probably try to make your child feel about things the way the teachers at that school feel. This can amount of a deep form of indoctrination. Controlling how people feel leads to controlling how people think and act; it means taking fundamental control of those people. And, indeed, Waldorf schools can be criticized for attempting to indoctrinate their students deeply, leading them toward the religious beliefs held by the teachers [12].
That's one problem with the "holistic" Waldorf approach. Educating the heart, in the Waldorf way, can be problematic. But this leads us back to a problem we have already touched on: the intellectual shortcomings of Waldorf schooling. Because Waldorf schools spend so much time educating the heart, they often spend insufficient time educating the head, the brain. The result, as we suggested previously, is that Waldorf schools may give children a very poor academic education [13]. This is implied in the article's dismissive reference, above, to "conventional academic brilliance." You may want to mull this over. If you want a high-quality academic education for your children, you should probably send them elsewhere, not to Waldorf schools.
◊ Rudolf Steiner and his "philosophy": Descriptions of Rudolf Steiner that appear in the media are often highly misleading. Despite what you may have read in various newspaper and magazine articles, Steiner was not a philosopher, nor a scientist, nor a social reformer [14]. Basically, he was a religious leader [15]. He created a new-fangled religion, based on a lot of old religions [16]. The Steiner religion, called Anthroposophy, lies at the heart of all the institutions (schools, farms, medical clinics, etc.) that sprang from Rudolf Steiner's work. This includes Waldorf schools. At their core, Waldorf schools are religious institutions [17]. Waldorf students are not generally taught Anthroposophical religious beliefs openly in class, but the students are subjected to an Anthroposophical atmosphere that pervades almost everything that happens in these schools. This can have a powerful, cumulative effect — a subconscious effect that directs students into the dark, twisting mazes of Rudolf Steiner's esotericism [18]. Consider whether this is what you want for your children. You probably should not send children to a Waldorf school unless you are willing to see them lured toward the religion that pervades Waldorf education: Rudolf Steiner's Anthroposophy.
Waldorf Watch Footnotes
[2] See "Secrets".
[3] Steiner was born in Europe, and he spent his life there. At least until very recently, most of the institutions arising from his work were established in Europe and North America.
Steiner was heavily influenced by Western religious traditions, especially Christianity; the figure of Christ stands near the center of his teachings. However, Steiner also took some of his concepts from Eastern traditions, and this may make at least some of his work more readily accessible in Asia. Thus, from Hinduism and other Eastern faiths, Steiner adopted such concepts as karma and reincarnation. [See "Karma" and "Reincarnation"].
An aside, which may or may not be relevant: Several failing Waldorf schools in the United Kingdom have been taken in hand by an educational organization that, to date, has specialized in running Hindu schools. Whether mutually agreeable arrangements can bet made between Anthroposophical teachers and Hindu educationalists remains to be seen. In any even, the fact that these Waldorf schools needed to be rescued is worth pondering.
[4] See "Thinking".
[5] See, e.g., the entry for "education" in The Brief Waldorf / Steiner Encyclopedia (BWSE) — scroll down.
[6] See "memory, memorization" in the BWSE.
[7] See, e.g., "Facts vs. Fantasies: Reality vs. Waldorf", November 21, 2019.
[8] See, e.g., "Quote of Note - February, 2020", on the page "Thinking".
[9] See "Thinking Cap".
[10] See, e.g., "Play - Isn't Slow Learning Best?"
[11] See "Holistic Education".
[12] See "Indoctrination".
[13] See "Academic Standards at Waldorf".
[14] See "What a Guy".
[15] See "Guru".
[16] For an overview of the doctrines of Steiner's religion, see "Everything". For a brief synopsis, see "Anthroposophy" in the BWSE.
[17] See "Schools as Churches".
[18] See "Spiritual Agenda".
— R.R.
FEBRUARY 4, 2020
BOOSTING STEINER
DOWN UNDER
Announcement of an upcoming event in Australia:
HEAD, HEART, HANDS:
REFLECTIONS ON STEINER EDUCATION
IN AUSTRALIA 1957-2020
Steiner Education Australia [1] is excited to be involved with the Australian National Museum of Education exhibition on Steiner education in Australia 1957-2020.
The exhibition, which is housed in the University of Canberra Library Exhibition Space, opens at 9am on February 24th and runs until March 27th.
The official opening is on Friday March 6th at 4.30 pm. There will be a book launch at the official opening of Dr Tom Stehlik’s new book WALDORF SCHOOLS AND THE HISTORY OF STEINER EDUCATION: An International View of 100 Years.
It would be wonderful to see as many people there as possible to celebrate where we have come from within our own place, time and sense of community...
Waldorf Watch Response
The first Waldorf school in Australia — Glenaeon Rudolf Steiner School — opened in 1957. Like other Waldorf or Steiner schools elsewhere, Glenaeon has been devoted to Rudolf Steiner's conception of holistic education, education that is meant to benefit not only the head but also the hands and heart [2].
The current Head of School at Glenaeon offers the following greeting at the school's website:
"Glenaeon has always been ahead of its time. When the school began in 1957, we talked about the importance of imagination and the arts, about emotional growth, about looking for the positive in every student, about school as a community, and about building a sustainable relationship with the natural environment. Today, we continue to give students a rich, nourishing, and fully supported environment that will inspire them to lead a meaningful life." — Andrew Hill, "Welcome from the Head of School", Glenaeon Rudolf Steiner School [https://www.glenaeon.nsw.edu.au/about/]
The language used in Waldorf/Steiner promotional materials is often inspiring, if a bit vague. Interpretation or even translation is usually required. So, for instance, the Waldorf movement is forward-thinking chiefly in its devotion to Rudolf Steiner's vision, which entails his clairvoyant descriptions of humanity's future evolution [3]. Imagination is stressed in Waldorf schools because it is considered to be a precursor to, or even an initial stage of, clairvoyance [4]. The Waldorf movement finds transcendent significance in the natural world because, according to Steiner, nature is the abode of invisible beings — "nature spirits" — such as gnomes [5]. Steiner taught that nature spirits, although lowly, serve the multitudinous gods who contribute to mankind's progress from behind the scenes of physical reality [6].
One of the most important things to realize about Waldorf schools is that they are often (not always, but often) run by dyed-in-the-wool, gung-ho, true-believing apostles of Rudolf Steiner [7]. Moreover, proponents who advocate Waldorf by, for instance, writing scholarly books about these schools, are often deeply invested in the Steiner worldview, Anthroposophy [8]. An example is provided by Dr. Tom Stehlik, the author of the book mentioned in the above announcement.
[Palgrave Macmillan, 2019.]
Here are excerpts from the preface Dr. Stehlik wrote for his book:
"My own interest in Steiner Education developed initially through my involvement as a parent at the Mount Barker Waldorf School in South Australia in the 1980s. My partner Christobel and I were...introduced to the work of Rudolf Steiner through our interest in Biodynamic gardening [9], one of the many movements that Steiner founded during his influential life [10] ... [A] close friend had just started teaching at the newly established school at Mt Barker that was based on the educational philosophies of Steiner ... [We enrolled our daughter.] As parents we also embarked on a learning journey, attending parent education talks and workshops...[and] joining reading groups to undertake formal studies of Steiner’s writings [11] ... The apparent change in our consciousness not only towards parenting but to our own spiritual awareness and development was so striking that it became the subject of my doctoral research...." — Tom Stehlik, The Author’s Position and Perspective: Personal and Professional, WALDORF SCHOOLS AND THE HISTORY OF STEINER EDUCATION: An International View of 100 Years (Palgrave Macmillan, 2019), pp. vii-ix.
Having begun with a predisposition that leaned toward Waldorf values — Dr. Stehik and his partner were interested in biodynamic gardening — the pair were gradually drawn deeper and deeper into the Anthroposophical mindset. They "embarked on a learning journey" that led to "formal studies of Steiner’s writings." This eventually produced a "change in our consciousness" that affected "our own spiritual awareness and development." Dr. Stehlik is effectively describing a conversion experience.
None of this should prejudice us. Knowing that people like Tom Stehlik and Andrew Hill have an abiding attachment to Rudolf Steiner's teachings should not lead us to automatically embrace or automatically reject their statements. But anyone who becomes interested in Waldorf education — and especially anyone thinking about sending kids to Waldorf schools — should at least realize what sorts of beliefs are often held (not always, but often) by the people who operate these schools.
Unfortunately, if you meet someone who praises Waldorf education, you may have difficulty eliciting her/his underlying views. Steiner's followers often conceal their deepest convictions. If Dr. Stehlik has been reasonably forthright, some of his counterparts have not been. Indeed, Rudolf Steiner sometimes urged his followers to conceal the depth of their devotion to Anthroposophy. So, for instance, he once said the following to teachers at the first Waldorf school:
"[W]e have to remember that an institution like the Independent Waldorf School with its anthroposophical character, has goals that, of course, coincide with anthroposophical desires. At the moment, though, if that connection were made official, people would break the Waldorf School’s neck." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 705.
A miasma of secrecy often obscures the nature of Waldorf education [12]. For help in penetrating this haze, see "Advice for Parents" and "Clues".
Waldorf Watch Footnotes
[1] Steiner Education Australia is the umbrella organization for Waldorf or Steiner schools in Australia: "SEA is the peak body for Australian Steiner schools." [See https://www.steinereducation.edu.au.]
[2] See "Holistic Education". [The promotion of the hands and heart to equivalent importance with the head reflects the way Waldorf schools actually deemphasize intellectual or brain-centered instruction. See, e.g., "Academic Standards at Waldorf".]
[3] See "evolution of consciousness" in The Brief Waldorf / Steiner Encyclopedia (BWSE) — scroll down.
[4] See "imagination" in the BWSE.
[5] See "Neutered Nature" and "Gnomes".
[6] Chiefly, the supernatural beings Steiner discussed are gods. Anthroposophy is polytheistic. [See "Polytheism".] There are nine ranks of gods, Steiner said, and humanity stands one rank lower than the lowest gods. Below us, in a sense, are the nature spirits or elemental beings. [See "elemental beings" in the BWSE.]
[7] See, e.g., "Schools as Churches" and "Waldorf Now".
[8] See "Anthroposophy" in the BWSE.
[9] This is a form of organic gardening based on occult principles enunciated by Rudolf Steiner. [See "Biodynamics".] Waldorf schools often have biodynamic gardens on their grounds, and students are often require to work in these gardens.
[10] See "What a Guy".
[11] Waldorf schools often work, quietly, to lure students and their parents toward Steiner. [See "Indoctrination".]
[12] The "moment" Steiner mentioned has stretched, in attenuated form, to include the present day. [See "Secrets".]
— R.R.
FEBRUARY 2, 2020
STARS, PLANETS, & BUNK:
WALDORF AND ASTROLOGY
From Inverse [New York, USA]:
ASTROLOGY 2020:
WHY YOUR ZODIAC SIGN
MIGHT BE WRONG
As a professor emeritus of astronomy, I am often asked about the difference between astrology and astronomy. The practice of astrology, which predicts one’s fate and fortune based on the positions of the Sun, Moon, stars, and planets, dates back to ancient times ... But once Copernicus, Kepler, and Galileo realized the planets orbit the Sun, rather than the Earth, and Newton discovered the physical laws behind their behavior, astrology and astronomy split, never to be reunited.
The science of astronomy is now at odds with one of the basic organizing principles in astrology — the dates of the zodiac...
Astrology suggests that each sign of the zodiac fits neatly into a 30-degree slice of the sky — which multiplied by 12 adds up to 360 degrees. In actuality, this is not the case, as the constellations vary a great deal in shape and size. For example, the Sun passes through the constellation Scorpio in just five days but takes 38 days to pass through Taurus. This is one of the reasons astrological signs do not line up with the constellations of the zodiac...
As a game, astrology and its predictions of fate and personality can be fun. However, the subject has no basis in science. It is to science what the game "Monopoly" is to the real estate market.
Astrology diverts attention away from the very real influences of the planets, primarily their gravitational effects on one another...
[A]strological predictions will get you absolutely nowhere.
[2/2/2020 By Dr. James Kaler, professor emeritus of astronomy at the University of Illinois https://www.inverse.com/science/why-your-zodiac-sign-is-probably-wrong]
Waldorf Watch Response
Astrology is bunk. As astrophysicist Neil deGrasse Tyson has said, astrology was disproven centuries ago [1]. Or, as THE ENCYCLOPAEDIA BRITANNICA says, in its politely restrained fashion:
Astrology [is a] type of divination that involves the forecasting of earthly and human events ... [A]strology is widely considered today to be diametrically opposed to the findings and theories of modern Western science ... Newtonian physics and Enlightenment rationalism largely eradicated the widespread belief in astrology ... [N]o serious explanation seems to exist regarding the alleged spheres of influence of the planets, the alleged nature of their influences, or the manner in which they operate. [2]
In short, astrology is bunk.
And yet astrology lurks just below the surface of many beliefs and practices embraced by Rudolf Steiner's followers, including some who run Waldorf schools.
Steiner derided ordinary astrology, the sort you may find today in newspaper astrology columns. But Steiner strongly affirmed "true" astrology — what he called “old, real, and genuine astrology":
◊ “[T]he old, real, and genuine Astrology expresses itself in the destinies of men.” — Rudolf Steiner, ROSICRUCIANISM AND MODERN INITIATION (Rudolf Steiner Press, 1965), lecture 3, GA 233a.
◊ “The real true Astrology depended upon a man's...understanding the Cosmic Intelligences [i.e., the gods associated with planets and stars].” — Rudolf Steiner, MYSTERY CENTRES (Garber Communications, 1985), lecture 13, GA 232.
◊ “For as what man is today stands written in the heavenly spaces in the writing of the constellations of the stars, so stands written there too what is yet to happen with him. This is the ground of true astrology. You will see at once, from what we have been considering, that you really only need to know occultism [4] and you have at the same time the root principle of astrology.” — Rudolf Steiner, MAN IN THE LIGHT OF OCCULTISM, THEOSOPHY AND PHILOSOPHY (Rudolf Steiner Press, 1964), lecture 9, GA 137. [3]
On occasion, Steiner used horoscopes to divine the condition of individual humans. So, for instance, he once used a pair of horoscopes to discuss two young sisters:
“By looking at what [a] horoscope shows we can see what is really the matter [with a child].
“Take first this horoscope (of the elder sister). It will probably have struck you that you find here in this region, Uranus together with Venus and Mars. You will not really need to carry your considerations any further than this triangle. Here then are Mars, Venus and Uranus. Consider first Mars. For this child, who was born in 1909, Mars stands in complete opposition to the Moon. Mars, which has Venus and Uranus in its vicinity, stands — itself — in strong opposition to the Moon. Here is the Moon and here is Mars. And Mars pulls along with it Uranus and Venus.
“And now I would ask you to pay careful attention also to the fact that the Moon is at the same time standing before Libra. This means, the Moon has comparatively little support from the Zodiac, it wavers and hesitates, it is even something of a weakling in this hour; and its influence is still further reduced through the fact that Mars (which pulls along with it the Luciferic influence [i.e., the influence of Lucifer]) stands in opposition to it. [And so on.]" — Rudolf Steiner, CURATIVE EDUCATION (Rudolf Steiner Press, 1972), lecture 11, GA 317. [5]
Astrology rarely pokes it ahead above the surface of activities at Waldorf schools — but it is often discernible just a bit beneath the surface. So, for instance, a Waldorf teacher wrote this when discussing the "spiritual basis" of Waldorf schooling:
“Each region of the zodiac can be looked upon as the home of particular spiritual beings and a centre of forces. There are 12 signs of the zodiac and 12 corresponding parts off the human organism ... While the forces of the zodiac correspond to the human physical structure, the planets and their forces are mirrored in the internal organs." — Roy Wilkinson, THE SPIRITUAL BASIS OF STEINER EDUCATION (Rudolf Steiner Press, 1996), p. 47.
Another Waldorf teacher (who left to devote himself to astrology full time) wrote the following when discussing links between astrology and Anthroposophy:
“Astrological chart — A map of the soul’s revelation as it unfolds consciousness through the element of time. Higher spiritual beings [i.e., gods] reveal their influence, in ebb and flow, through the movement of the planets with stars and constellations as backdrop.” — Ron Odama, ASTROLOGY AND ANTHROPOSOPHY (Bennett & Hastings Publishing, 2009), p. 12. [6]
If you spend time in or around Waldorf schools, you may not see any horoscopes openly displayed or discussed. But then again, you may. The following is from an online discussion that occurred not so many years ago:
Q. “I’m just curious. I noticed that the waldorf school application form asks for my child's city of birth. I'm trying to figure out how that's pertinant info for an application form, and the only reason i could think of is that the teachers might want to plot a birth chart [i.e., a horoscope]. They didnt ask for time of birth, but you can get a fairly accurate chart without it.” — Moss
A1. “I'm sure they are not planning to do an astrological chart for your child. Can't think why the city of birth would be wanted though….” — Deborah
A2. “It's a very common practice for Waldorf teachers to do an astrological chart on incoming students... one was done on our child as part of the admissions process for a Waldorf school here in So Cal... not sure if all do it or if they admit readily to it, but I asked if that's what it was for and the lead teacher said 'it's a bit more complicated than that, but yes...'
"Did they ask for details about your child's birth? I had a very traumatic labor/delivery followed by time in the NICU and I could tell this was a concern for them... course we're not enrolling there anyway, but it's not quite true to say anyone's SURE they're not doing a chart on her child... many [Waldorf] schools do…” — Middlearthmama [7]
If you want to delve into astrological lore as embraced by at least some Anthroposophists today (including some with ties to Waldorf schools), you might look at SATURN - MARY - SOPHIA — Star Wisdom, Volume 2 (Lindisfarne Books, an imprint of Anthroposophic Press, 2019). [8]
[Lindisfarne Books, Anthroposophic Press, 2019.]
Astrology is woven into the belief system upon which Waldorf education stands: Anthroposophy [8]. Unfortunately, astrology is bunk.
Waldorf Watch Footnotes
[1] See, e.g., https://liberalfaith.blogspot.com/2009/05/neil-degrasse-tyson-on-astrology.html.
[2] See https://www.britannica.com/topic/astrology.
[3] For these and other statements, see "Astrology".
[4] Steiner advocated occultism — by which he did not mean devil worship, but the pursuit and possession of hidden, secret, "occult" spiritual wisdom. [See "Occultism".]
[5] See "Horoscopes".
[6] For these and other indications, see "Waldorf Astrology".
[7] See http://www.mothering.com/forum/285-waldorf/249994-astrology-part-waldorf-philosophy.html. Online discussions are not always true, of course. But sometimes they contain snippets of truth.
[8] See "Today 7".
[9] See "Anthroposophy", "Waldorf schools", and "Waldorf teachers" in The Brief Waldorf / Steiner Encyclopedia.
— R.R.
FEBRUARY 1, 2020
◊ NEWS BRIEFS ◊
1.
From Wicked Local Beverly [Massachussetts, USA]:
Waldorf School at Moraine Farm
promotes Social, Emotional Learning
Social and Emotional Learning [1], the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions, is being recognized as a critical component to learning across the world, especially at Waldorf School at Moraine Farm [2]...
[S]tudents work with themes such as communication, gratitude and creativity. Lessons have aspects of story, art, movement [3], and service as part of the regular rhythm [4] of each 45-minute period. The last class period of each month is dedicated to an age-appropriate yoga [5] and meditation practice [6] that will help to integrate the learning that developed over the course of the month....
[2/1/2020 https://beverly.wickedlocal.com/news/20200131/waldorf-school-at-moraine-farm-promotes-social-emotional-learning This article originally appeared on January 31.]
Waldorf Watch Footnotes
[1] Waldorf schools often skimp on academic education, focusing instead on other forms of learning. [See "Academic Standards at Waldorf".]
[2] This is a Waldorf school (pre-k to grade 8) in Beverly, Massachussetts. [See https://waldorfmoraine.org.] Moraine Farm is a country estate that hosts special events, including weddings. [See https://www.estateatmorainefarm.com/#black-studio-tinymce-4.]
[3] The type of movement most often studied and practiced at Waldorf schools is the spiritual dance form called eurythmy. [See "Eurythmy".]
[4] Anthroposophy lays great stress on rhythm. Steiner taught that human evolution proceeds in rhythmic recurrences, as we continually recapitulate past stages of evolution while advancing to new stages. Waldorf teachers generally accept the proposition that rhythms in the lives of students must be recognized and encouraged, and indeed class work and class scheduling should be rhythmical. [See "rhythm" in The Brief Waldorf / Steiner Encyclopedia.]
[5] Steiner identified yoga as one of the paths leading to spiritual initiation. [See "Yoga".]
[6] The Steiner religion, Anthroposophy, entails many meditative practices, including prayer. [See, e.g., "Power Words".] Waldorf teachers and students traditionally begin each school day by reciting, aloud and in unison, prayers written by Rudolf Steiner. [See "Prayers".]
2.
From The Ferret [Scotland]:
Exam help bought by private schools
under review by watchdog
[By] James McEnaney
Scotland’s exams watchdog [1] is considering ending a paid-for consultancy designed to improve exam results after an investigation by The Ferret showed that it was mostly used by private schools.
Performance reports — detailed analyses of pupils’ exam performance written by Scottish Qualification Authority (SQA) senior examiners — are designed to boost grades in subsequent years but can cost up to £929 per subject [2]...
Three independent schools — [including] Edinburgh Steiner School — bought reports for one subject [3]...
Scottish Labour education spokesperson, Iain Gray...said: "These latest figures simply confirm that performance reports are little more than a way for private schools to buy yet more advantage for their pupils sitting SQA exams" [4]....
[2/1/2020 https://theferret.scot/performance-reports-exam-private-schools/ This article originally appeared on January 31.]
[1] The Scottish Qualification Authority is a body of the Scottish government that oversees the awarding of educational qualifications. Among its duties, it monitors examinations through which students attain educational qualifications and/or prizes — it seeks to assure that such examinations are fair.
[2] At today's exchange rate, this is about $1,225 US. (If the school wanted a report analyzing the performance of, say, 25 students, the school would pay over $30,000 for the report.)
[3] I.e., a report covering the examination for a single academic subject. Although Waldorf or Steiner schools may generally downplay academic studies and criticize standardized testing, they may increasingly seek to appear competitive with other schools, producing students who do well in academic exams.
[4] The concern is that, in general, students at private schools may come from well-to-do families who can afford the tuition. (Tuition at Edinburgh Steiner School ranges from about $5,940 to $13,400 annually, depending on grade level.) Thus, these students presumably have advantages compared to students whose families command fewer resources; private schools are usually assumed — correctly or not — to be superior to public schools. The advantages enjoyed by private-school students may be unfairly amplified if the schools pay for costly examination assistance.
3.
From The Rudolf Steiner Archive and e.Lib. [USA];
Featured Steiner lectures for today — lectures delivered by Steiner on February 1 in various years — include this:
Old/New Methods: Lecture Five:
Imagination, Inspiration, and Intuition [1]
as Modes of Activity on the Way to Reincarnation [2]
An excerpt:
"As we stand here in life, we have Imagination, Inspiration and Intuition as stages of knowledge which can lead to real vision in the spiritual and soul realm ... [T]he discarnate, spiritual human being [3] works through Imagination, Inspiration and Intuition towards his reincarnation in the physical world, while the incarnated, sense-bound human being [4] can gain through Imagination, Inspiration and Intuition a vision of the world of soul and spirit [5]." — Rudolf Steiner
[2/1/2020 https://wn.rsarchive.org/Lectures/Dates/19220201p01.html]
[1] In Anthroposophical belief, these are forms of consciousness leading to clairvoyance — or, at a higher level, they are stages of clairvoyance itself. [See the entries for "imagination", "inspiration", "intuition", and "clairvoyance" in The Brief Waldorf / Steiner Encyclopedia.] Waldorf schools generally accentuate imagination, inspiration, and intuition at least at their lower, pre-clairvoyant (or clairvoyant-preparatory) level.
[2] Belief in reincarnation is central to Anthroposophy. [See "Reincarnation".]
[3] I.e., the dead human being who dwells in the spirit realm between Earthly incarnations.
[4] I.e., the reincarnated human being on Earth (who is largely reliant on ordinary sense perception, which may block knowledge of the spirit realm unless it is supplemented by clairvoyance).
[5] Steiner taught that there are two "higher worlds" above the physical level of existence: the soul world and the spirit world. [See "Higher Worlds".] The "world of soul and spirit" is the combined soul world and spirit world — or, in other words, it is the spirit realm overall.
— R.R.