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WALDORF / STEINER
NEWS ARCHIVE
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September, 2018
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This site supplements Waldorf Watch.
To go to Waldorf Watch itself, please click here:
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The news items below are presented in reverse chronological order — newest first, oldest last.
Please excuse a certain amount of repetition in the contents of this archive. Items that now appear close together on the screen may have originally been separated by intervals of several days.
Many of the items in this archive generalize about Waldorf schools, describing them as Rudolf Steiner and leading Waldorf representatives have said they should be and as evidence shows they often are today. Not all Waldorf schools, Waldorf charter schools, and Waldorf-inspired schools conform to this model precisely. To evaluate an individual school, you should carefully examine its stated purposes, its practices (which may or may not be consistent with its stated purposes), and the composition of its faculty.
— Roger Rawlings
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.September 28, 2018
FAILING AND TRYING AGAIN -
A WALDORF/STEINER CYCLE
The following is from The Point Reyes Light [Marin County, California]. I have added some commentary and a few explanatory footnotes.
Heartwood shifts to homeschool program
By Anna Guth
Heartwood Educational Collaborative, the Waldorf-inspired program formerly known as WISE Academy that lost public funding in January after the organization that managed its charter ran into trouble [1], launched this school year as a homeschool collaborative. [2]
The program, located in the White Hill Open Space Preserve and spearheaded by Lagunitas school parents [3] after that district shuttered a Waldorf program in 2014, lost around 60 students since last year, but still has a group of 100….
In addition to the exodus of students, four teachers left last year; three teachers are new this fall (fifth and sixth grades are combined and there is no fourth grade)….
Until January, Heartwood held an independent-study charter under an umbrella school program called CalSTEAM….
But CalSTEAM ran into difficulties with its authorizer, Liberty School District in Sonoma County, and announced it was self-revoking its charter last December. Among the unresolved issues Liberty reported were inaccurate attendance and interim reports, the absence of a functioning board and alleged violations of the Brown Act, the Americans with Disabilities Act and the state education code.…
[9/28/2018 https://www.ptreyeslight.com/article/heartwood-shifts-homeschool-program The story originally appeared on September 27.]
Waldorf Watch Response:
Waldorf or Steiner schools — including "Waldorf-inspired" schools — sometimes collapse. Sometimes they run afoul of various regulations and laws; sometimes internal discord and disorganization are to blame. [4] But when these schools fall flat, for whatever reason, they often reconstitute themselves in new guises and attempt to carry on as Waldorf educational programs of one kind or another.
The situation at Heartwood is fairly typical. And in a small way, it parallels events in Hertfordshire, UK, where a major Steiner school recently died, only to be reborn in a new, far smaller incarnation. [5]
Supporters of Waldorf or Steiner education are often extremely committed to their objectives. Indeed, they often think they are on a divine mission, fulfilling the will of the gods. [6] For them, admitting failure and giving up the fight are almost inconceivable.
To understand the devotion shown by dyed-in-the-wool Waldorf/Steiner proponents, we need to consider some of their public statements about their goals and intentions. Here are a few (I ask the forbearance of longtime readers here, who will have seen many of these statements before):
◊ “Waldorf education strives to create a place in which the highest beings [i.e., the gods]...can find their home....” — Waldorf teacher Joan Almon, WHAT IS A WALDORF KINDERGARTEN? (SteinerBooks, 2007), p. 53. [7]
◊ "[The] special contribution, the unique substance, mission, and intention of the independent Waldorf School, is the spiritual-scientific view of human nature [i.e., Anthroposophy].” — Anthroposophist Peter Selg, THE ESSENCE OF WALDORF EDUCATION (SteinerBooks, 2010)‚ p. 4. [8]
◊ “A Waldorf school is...an organization that seeks to allow the spiritual impulses of our time to manifest on earth in order to transform society ... [I]t strives to bring the soul-spiritual [i.e., the effects of the combined soul and spirit] into the realm of human life.” — Waldorf teacher Roberto Trostli, “On Earth as It Is in Heaven”, Research Bulletin, Vol. 16 (Waldorf Research Institute), Fall 2011, pp. 21-24.
◊ “[F]rom a spiritual-scientific [i.e., Anthroposophical] point of view child education consists mainly in integrating the soul-spiritual members [i.e., soul and spirit] with the corporeal members [i.e., the physical body]." — Waldorf teacher Gilbert Childs, STEINER EDUCATION IN THEORY AND PRACTICE (Floris Books, 1998), p. 68. [9]
◊ “[T]he purpose of [Waldorf] education is to help the individual fulfill his karma.” — Waldorf teacher Roy Wilkinson, THE SPIRITUAL BASIS OF STEINER EDUCATION (Rudolf Steiner Press, 1996), p. 52. [10]
◊ “One question that is often asked is: ‘Is a Waldorf school a religious school?’ ... It is not a religious school in the way that we commonly think of religion ... And yet, in a broad and universal [i.e., Anthroposophical] way, the Waldorf school is essentially religious.” — Waldorf teacher Jack Petrash, UNDERSTANDING WALDORF EDUCATION (Nova Institute, 2002), p. 134.
◊ “Each of us [Waldorf teachers] is centrally involved in the Michaelic battle [i.e., the battle waged by the Archangel Michael] against the forces of darkness [i.e., the forces of the arch-demon Ahriman] for the sake of the children and youngsters in our care.” — Waldorf teacher-trainer René M. Querido, THE ESOTERIC BACKGROUND OF WALDORF EDUCATION, p. 13.
Not all supporters of Waldorf education are this serious or this mystical, of course. Some simply like the Waldorf emphasis on art, or the schools' green values, or the plentiful unstructured playtime incorporated in the Waldorf approach.
But many supporters of Waldorf education are this serious, and for the mystical reasons cited.
Note that Waldorf schools aim to "transform society." Anthroposophy is a revolutionary movement that seeks to redesign all human institutions so that they conform to Rudolf Steiner's vision. [See "Threefolding".] The chance that Anthroposophists will achieve their ambitions is virtually nil. But if we are to understand Anthroposophists, we must understand their intentions.
For more on the goals and purposes of Waldorf education, see "Spiritual Agenda", "Soul School", "Here's the Answer", and "Schools as Churches".
For more on Michael and Ahriman, see "Michael" and "Ahriman". Also see "Michael, Ahriman, and Waldorf", September 22, 2018.
For assistance with any other unfamiliar matters, you might browse through The Brief Waldorf / Steiner Encyclopedia.
[1] Some Waldorf and "Waldorf-inspired" schools operate as "charter schools" — they receive public financing, and thus they are part of the public school system. But instead of following the standard public-school curriculum, they operate according to their own plans and curricula, summarized in documents called "charters." In the UK, charter schools are called "free schools."
[2] Waldorf homeschooling is a fairly recent phenomenon. Oak Meadow is one source offering Waldorf homeschooling materials.
[3] Lagunitas is a community in Marin County, California.
[4] See, e.g., "Failure".
[5] See “RSSKL”.
[6] See, e.g., "Here's the Answer".
[7] The Waldorf belief system, Anthroposophy, is polytheistic. [See "Polytheism".]
[8] Steiner called Anthroposophy, quite inaccurately, a high and precise "spiritual science." He also used the term "occult science." His most important book, summarizing his clairvoyant account of nearly everything, is titled AN OUTLINE OF OCCULT SCIENCE. [See "Everything".] In reality, Anthroposophy is a gnostic religion. [See "Is Anthroposophy a Religion?"]
[9] Waldorf schools place high priority on helping children to incarnate properly. [See "Incarnation".] The schools place a much lower emphasis on conveying knowledge to children. [See, e.g., "Academic Standards at Waldorf".] Thus, for instance, Waldorf supporters sometimes make statements such as this:
“The success of Waldorf Education...can be measured in the life force attained. Not acquisition of knowledge and qualifications, but the life force is the ultimate goal of this school.” — Anthroposophist Peter Selg, THE ESSENCE OF WALDORF EDUCATION (SteinerBooks, 2010)‚ p. 30.
In other types of schools, helping kids with "acquisition of knowledge and qualifications" is near the core of their objectives. Indeed, in the view of many, conveying knowledge to children is the very essence of education. Not so at Waldorf schools, however.
[10] For Waldorf beliefs about karma, see "Karma". Karma is linked to incarnation, according to Rudolf Steiner: Humans incarnate on Earth largely in order to work out their karmas.
— R.R.
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.September 27, 2018
WITCHES, WEEPING -
AND WALDORF?
A highly controversial video about a Waldorf school is stirring up contentious responses.
The video consists of a nearly 19-minute-long statement by Sara Michaels, who says she sent her son to the school. Identifying herself as an intuitive, countercultural, spiritual individual, Michaels says she was initially delighted with the school, which seemed to embody her own values. But, she says, she soon started having bad feelings about the place, and eventually she withdrew her son.
Her most explosive charge is that witchcraft was evidently practiced in the school. She says her son told her that he and other students were taught to cast spells with their “wands,” and she reports seeing the wands the kids used. She says that not long after enrolling in the school, her son began having headaches and nightmares. Some of the nightmares, she reports, were about “black witches” who were coming to get her son.
Michaels' video, titled “Our Experience with a Waldorf School”, is available at https://www.youtube.com/watch?v=YmQvW5_bE84&t=5s. Ms. Michaels also has a blog page bearing the same title at https://www.saramichaels.com/single-post/2018/01/17/Our-Experience-with-a-Waldorf-School.
The video has elicited strong and diverse comments from viewers. Three samples:
◊ “You're a liar. This never happened. You are whats wrong with this country. Which waldorf school was this? Give facts, not opinions based on your intuition.” — Grahm Wright.
◊ “I went to Steiner and although I Loved it, there is a Huge amount of Truth to what you're sharing, Good for you Sara :)” — SheSpeaksInSpirals.
◊ "The wolfdorf school near me is essentially a pagan / Wiccan based program where I see the kids brainwashed every day...." — Lawrn West.
Most parents who sent their children to Waldorf schools have not reported the sorts of things Michaels reports in her video. Even among parents who became alienated from Waldorf education, accounts like Michaels' are extremely rare. [1] Still, Michaels is not alone. At least a few other parents have alleged that witchcraft or devil worship was practiced at the Waldorf schools their children attended. [2]
Is Michaels telling the truth? Is it possible that something dark and dreadful occurred inside one of the world's 1100+ Waldorf schools? We cannot absolutely rule it out. But we can say with considerable assurance that charges of witchcraft or devil worship in Waldorf schools are almost certainly, in almost all cases, incorrect.
There are pagan elements in Waldorf belief, and Rudolf Steiner taught that Lucifer has been, in some senses, mankind’s benefactor. [3] But the Waldorf belief system seeks to promote good, not evil. There are both good gods and evil gods, Steiner taught — and Waldorf schools should enact the intentions of the good gods. [4] When addressing Waldorf teachers, Steiner made statements such as the following:
◊ “We can accomplish our work only if we do not see it as simply a matter of intellect or feeling, but, in the highest sense, as a moral spiritual task. Therefore, you will understand why, as we begin this work today, we first reflect on the connection we wish to create from the very beginning between our activity and the spiritual worlds ... Thus, we wish to begin our preparation by first reflecting upon how we connect with the [good] spiritual powers in whose service and in whose name each one of us must work.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 33.
◊ “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, p. 55.
This does not necessarily mean that Sara Michaels' allegations are wholly false. Rogue elements may wield influence in one or another Waldorf school, here or there, from time to time. Waldorf education stands on the foundation of Rudolf Steiner's Anthroposophy — a religion incorporating many extremely strange paranormal beliefs. [5] Followers of Steiner, wandering into the labyrinth of Steiner's elaborate paranormal creed, may sometimes stray into beliefs and practices that their leader never intended.
Even when they remain scrupulously true to Steiner, Anthroposophists may behave in troubling ways. There are certainly worrisome elements in the Waldorf belief system. Steiner was a self-described occultist and clairvoyant, and many Waldorf teachers seek to emulate him in these approaches. [6] Pagan and mystical practices are woven into the Waldorf culture. [7] And if Waldorf students are not taught “spells,” they are often exposed to mantras and other incantations meant to have spiritual power and effect. [8] Certainly Waldorf students are often taught Anthroposophical prayers — indeed, the school day at Waldorf schools almost always begins with students and teachers reciting, aloud and in unison, prayers written by Rudolf Steiner. [9]
Waldorf teachers generally intend to promote goodness and virtue. Nonetheless, in serving their phantasmagoric faith, they may inflict considerable harm. The ultimate aim of Waldorf education is to lead students — and, often, their parents — to Steiner and his benighted, occult teachings. The process is often subtle, circuitous, and difficult to discern. But this is the purpose. [10] Parents who object to this purpose should send their children elsewhere.
[1] See, e.g., "Our Experience" and "Coming Undone".
[2] See, e.g., "Satanic Cult?".
[3] See “Lucifer”.
[4] See “Polytheism” and “Here’s the Answer”.
[5] See "Is Anthroposophy a Religion?" and, e.g., "Say What?" and "Wise Words".
[6] See “Occultism” and “The Waldorf Teacher’s Consciousness”.
By "occultism," Steiner meant the pursuit and possession of secret or hidden ("occult") spiritual knowledge. He did not mean devil worship.
[7] See “Pagan” and “Spiritual Agenda”.
[8] See “Power Words”.
Were Michaels' son and his classmates being led in a game or preparation for a pageant or festival? This would seem quite possible. But at Waldorf schools, even such seemingly innocent activities are often freighted with mystical, Anthroposophical lore. [See, e.g., "Clearing House" and the section on festivals in "Magical Arts". Also see such entries in The Brief Waldorf / Steiner Encyclopedia as "festivals at Waldorf schools" and "play at Waldorf schools".]
[9] See “Prayers”.
[10] See “Soul School”, “Schools as Churches”, and "Indoctrination".
— R.R.
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.September 25, 2018
WILDFLOWERS, THE EARTH,
AND WALDORF
From the Arizona Daily Star [Tucson, Arizona]:
Education Notes
...Desert Sky School receives grant to plant
Desert Sky Community School, a K-5 charter school guided by the principles of public Waldorf education, was awarded a community seed grant from Native Seeds Search [a nonprofit conservation organization] to use in the organic school garden.
Each student in Grades 2 through 5 will be given a small plot of their own to plant seeds … The produce students grow in their plots will be theirs to take home.
Wildflower seeds were also included in the request to turn a bare area next to the garden into a field of wildflowers.…
[9/25/2018 https://tucson.com/news/local/education-notes-tucsonans-are-urged-to-nominate-teachers-for-legendary/article_f26757ec-a6a5-5177-b769-7aedde812f8d.html This story originally appeared on September 24.]
Waldorf Watch Response:
Waldorf schools are educational institutions that comply, by and large, with the educational precepts of Waldorf founder Rudolf Steiner. Public Waldorf schools modify their offerings sufficiently to be accepted into public-school systems as charter schools. [1] The degree of modification varies from school to school. The key issue is whether a particular public Waldorf school adopts some Waldorf practices without embracing the underlying Steiner doctrines [2], or whether it is a thoroughgoing Waldorf school, deeply committed to Rudolf Steiner's vision and directives. [3]
Evaluating individual Waldorf schools can be difficult. Even private Waldorf schools — Waldorf schools that receive no public financing and thus are free to go their own way — often disguise their purposes and allegiances. [4] Public Waldorf schools — schools that have worked to win the approval of secular education officials — may be even more reticent and elusive. If you want to appraise a particular Waldorf or Waldorf-like school, you may need to undertake considerable detective work. [5]
As we have seen recently, Waldorf schools generally embrace green values, and they frequently encourage or require students to get involved in organic gardening. [6] The underlying reasons trace back to Rudolf Steiner’s preachments about nature and the Earth. [7] Steiner taught that the Earth is a living organism. [8] The planet breathes in and out daily, he said, but it also breathes (in a different way) on an annual schedule.
“The earth breathes, [it] takes one breath every twenty-four hours, breathing in during the afternoon, and breathing out in the morning ... The earth obeys also another annual rhythm, breathing out in the spring and breathing in again in the autumn ... [T]hese supersensible facts are of the greatest importance in anthroposophical (biodynamic) agriculture inaugurated by Rudolf Steiner.” — Anthroposophist Stewart C. Easton, MAN AND WORLD IN THE LIGHT OF ANTHROPOSOPHY (Anthroposophic Press, 1989), p. 287. [9]
The living Earth, Steiner said, is conscious. It has emotions like we humans do. Addressing Waldorf students, Steiner said this:
“Just think, children, our Earth feels and experiences everything that happens within it ... [I]t has feelings like you have, and can be angry or happy like you.” — Rudolf Steiner, DISCUSSIONS WITH TEACHERS (Anthroposophic Press, 1997), p. 132.
According to Steiner, the very structure of the Earth is sensitive and emotional. Steiner catalogued various layers of the subterranean Earth (layers that are very different from those recognized by geologists today). One layer, Steiner said, is called the “Fire Earth”:
“The Fire Earth...is sensitive to pain and would cry out if stepped upon.” — Rudolf Steiner, THE INTERIOR OF THE EARTH (Rudolf Steiner Press, 2007), p. 31.
Fire Earth is the sixth of nine subterranean layers, Steiner said. The eighth layer is the “Splintering Earth”, and the ninth is the “Earth Core”. The nature of these layers may surprise you. (It would certainly surprise geologists.)
◊ “The essential thing is that this layer [the Splintering Earth] shatters moral qualities ... Through the power it radiates up to the earth’s surface, it is responsible for the fact that strife and disharmony exist….” — Rudolf Steiner, THE INTERIOR OF THE EARTH, p. 31.
◊ “The Earth Core is the substance through whose influence black magic arises in the world. The power of spiritual evil comes from this source.” — Rudolf Steiner, ibid., p. 32.
The living Earth, as described by Steiner, is not entirely beneficent. Neither are the "nature spirits" that dwell within nature, according to Steiner. These beings include gnomes — aka, goblins. [10]
Waldorf students are rarely taught Steiner’s occult doctrines, as such. Often, the students are merely required to do innocuous, pleasant things such as planting wildflower seeds. Who could object to that? We should all cherish our home planet, surely. And it is possible, surely, to love and protect the Earth for rational reasons. But this is not the Waldorf way. The Waldorf way is fundamentally irrational.
“You will injure children if you educate them rationally....” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 61.
Although they may remain unspoken, Steiner’s doctrines are woven — quietly but persistently — into everything done at a true-blue Waldorf school. And the essence of Steiner's irrational, mystical approach may be implanted in children at a subconscious, emotional level. A mystical, occult atmosphere infuses almost all Waldorf classes and activities. Education — or conditioning, or indoctrination — that occurs at an emotional level may be far more powerful than education that is directed at the conscious brain. [11]
The effect of Waldorf practices on kids can be deep and long-lasting. The question for parents considering Waldorf schools for their kids becomes, then, whether they want Steiner’s occultism [12] to influence their kids at any level in any way.
[1] See, e.g., the website of the Alliance for Public Waldorf Education, http://www.allianceforpublicwaldorfeducation.org.
Sometimes an existing Waldorf school seeks to become a charter school; on other occasions, a new school is proposed with the intention of creating a Waldorf charter school from scratch.
Charter schools are publicly funded independent schools that establish their own methods and objectives, spelled out in documents called charters. In the United Kingdom, charter schools are called "free schools."
[2] For an overview of Waldorf practices, see "The Waldorf Curriculum" and "Methods".
[3] The essence of Waldorf education is explained in a volume of Steiner lectures titled, in various editions, A GENERAL KNOWLEDGE OF THE HUMAN BEING, THE STUDY OF MAN, and THE FOUNDATIONS OF HUMAN EXPERIENCE. For an introduction, see "Oh Humanity".
[4] See "Secrets".
[5] See "Advice for Parents" and "Clues".
[6] See "News Roundup", September 20-21, 2018.
[7] See "Neutered Nature".
[8] We might say that Steiner anticipated the Gaia hypothesis. But Steiner's teachings about the Earth differ markedly from the ideas espoused by most of today's environmentalists.
[9] For more on biodynamic gardening and agriculture, see "Biodynamics".
"Supersensible" — a word that appears often in Anthroposophical texts — refers to things that cannot be apprehended by using our ordinary senses. Supersensible things are invisible, transcendent, supernatural, spiritual.
[10] See "Neutered Nature" and "Gnomes".
[11] See, e.g., "Soul School", "Spiritual Agenda", "Sneaking It In", and "Here's the Answer".
[12] See "Occultism".
— R.R.
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September 24, 2018
MICHAEL, MANTRAS,
AND RECAPITULATION
The Archangel Michael looms large in Anthroposophy and, therefore, in the mystical thinking on which Waldorf education stands. [See, e.g., "Michael, Ahriman, and Waldorf", September 22, 2018.] "The School of Michael" or "The Michael School" are alternate designations for Anthroposophy itself. "St Michael and anthroposophy are connected in a special way ... Anthroposophy is also called the School of Michael." — Henk van Oort, ANTHROPOSOPHY A-Z (Rudolf Steiner Press, 2011), p. 78. [See, e.g., "Michael".] Waldorf or Steiner schools may be considered earthly outreach arms of the transcendent Michael School. It is telling that one of the the new kindergartens announced by the reborn Rudolf Steiner School Kings Langley is named for Michael. [See, e.g., "The Return of RSSKL - Sort Of", September 17, 2018.]
SteinerBooks has announced the following volume as one of its forthcoming titles:
Rudolf Steiner's esoteric legacy, 1924
THE FIRST CLASS OF THE MICHAEL SCHOOL -
Recapitulation Lessons and Mantras
With two previously unpublished lessons in Breslau
(SteinerBooks, 2018).
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From the publisher (I have added some explanatory footnotes):
Recapitulation Lessons [1] given in Prague, Berne, Breslau, London, and Dornach
“Why does the Guardian of the Threshold [2] stand there? The Guardian of the Threshold stands there because true knowledge can be achieved only when we approach it with the right, well-prepared, inward attitude of mind and a genuine desire for knowledge. [3] There is nothing theoretical about truly striving for knowledge. True striving for knowledge is achieved only when the soul lifts itself above all that is offered by the sensory world. [4]” — Rudolf Steiner, April 3, 1924
This volume supplements Rudolf Steiner’s First Class Lessons and Mantras: The Michael School Meditative Path in Nineteen Steps (2017).... [5]
This supplemental volume presents a real discovery — two recapitulation lessons given in Breslau, Germany (now Wroclaw, Poland), on June 12 and 13, 1924. The lessons were discovered only recently in the archive of Eugen and Lili Kolisko. The lessons...were written in shorthand and deciphered by Elea Gradenwitz, published here in English for the first time.... [6]
The commentary in this volume by the editor T. H. Meyer sheds light on...Rudolf Steiner’s Michael and Rosicrucian signs.... [7]
[https://steiner.presswarehouse.com/Books/BookDetail.aspx?productID=558676]
Waldorf Watch Footnotes:
[1] Recapitulation is a basic concept in Anthroposophy (and Theosophy). As we evolve, Steiner taught, we continually recapitulate previous stages of our evolution. [See, e.g., the section "Moony Days" on the page "Everything".]
[2] The Guardian of the Threshold is, according to Steiner, an ominous spiritual being whom we confront when we seek to ascend into the spirit realm. Actually, according to Steiner, there are two Guardians. [See "Guardians".]
[3] Anthroposophy is a religion [see "Is Anthroposophy a Religion?"], but its adherents consider it to be a science, a spiritual science yielding firm spiritual knowledge [see "Steiner's 'Science'"]. Salvation or evolutionary advancement is attained, according to Steiner, not primarily through faith or good works, but through the acquisition of hidden (occult or gnostic) spiritual knowledge. [See, e.g., "Gnosis".]
[4] The world we can apprehend with our ordinary senses — the physical world — is, Steiner taught, a place of illusion or maya. [See the entry for "maya" in The Brief Waldorf / Steiner Encyclopedia.] Steiner said we can penetrate illusion and enter the transcendent (supersensory) spirit realm by developing our powers of clairvoyance. It is through clairvoyance that "the soul lifts itself" and attains "true knowledge." [This is the fallacy that undermines all of Steiner's teachings. Clairvoyance is a delusion. See "Clairvoyance".]
[5] Steiner gave his followers many mantras, prayers, meditations, and the like. [See "Power Words".] The "First Class" was the first of several classes Steiner planned to create for his most devout, initiated followers. He died before he could create any additional classes beyond the first. [See the entry for "First Class" in The Brief Waldorf / Steiner Encyclopedia.] Here is how SteinerBooks describes the mantras in THE FIRST CLASS LESSONS AND MANTRAS:
"The mantras of the Michael School are, in the truest sense of the word, a path for modern human beings — and indeed not just for our time between birth and death, but even more so for the time after death in the spiritual world. In that world, every soul that has crossed the threshold will experience beings and events that it can comprehend only if it has learned something on Earth about the beings there and processes that take place between them." [https://steiner.presswarehouse.com/Books/BookDetail.aspx?productID=492752]
[6] Steiner wrote numerous books, but the bulk of the material attributed to him consists of transcripts of his lectures and other talks — transcripts created by devout followers who attempted to copy down all the words of wisdom he dispensed.
[7] Steiner bequeathed his followers many occult signs and symbols. [See, e.g., "Signs" and "Through His Eyes".] And he taught that Rosicrucianism is the right path for modern humans. The form of Rosicrucianism he described was largely his own creation and is generally indistinguishable from Anthroposophy. [See "Rosy Cross".]
— R.R.
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September 23, 2018
◊ NEWS BRIEF ◊
WALDORF AND NXIVM -
NIX?
It is hard to know what, if anything, to make of the following. But because it potentially bears on some issues that have caused concern within or around some Waldorf schools, perhaps we should acknowledge it at least in passing.
Some parents of Waldorf students in New York State have expressed unease about possible ties between the Waldorf School of Saratoga Springs and NXIVM. Based in Albany, New York, NXIVM is a multi-level marketing company that has been accused of being a pyramid scheme and/or a sex-trafficking operation. [See, e.g., https://en.wikipedia.org/wiki/NXIVM. Also see “NXIVM: What We Know About Alleged Sex Trafficking, Forced Labor”, Rolling Stone, March 28, 2018.] NXIVM has apparently suspended at least some of its operations. [See "Important Message to Our Members", NXIVM.com.]
The possible ties between the Waldorf School of Saratoga Springs and NXIVM have been reported by Frank Parlato in Artvoice. [See "NXIVM problems at Waldorf School of Saratoga", September 21, 2018, and "Waldorf School of Saratoga issued letter to calm parents’ fears about NXIVM”, September 20, 2018.] Much of what Parlato mentions is already old news. The calming letter sent by the Waldorf School of Saratoga Springs to students' parents is dated May 31, 2018. Moreover, the underlying materials cited by Parlato come from 2011-12. [See The Waldorf Review: http://thewaldorfreview.blogspot.com/2012/05/waldorf-school-of-saratoga-springs.html.]
The recent articles in Artvoice seem to have been triggered, in part, by events that have no bearing on Waldorf schools. [See, e.g., “Page Six names India’s boyfriend who helped her leave NXIVM”. The India mentioned is the daughter of “Dynasty” star Catherine Oxenberg.] Like the recently reported worries about the "grooming" of students in UK Steiner schools, the possibility of connections between NXIVM and a Waldorf school may be overblown. There may be little or nothing to it. But the subject is currently in the news.
[For discussion of alleged sexual abuse in or around Waldorf schools, see "Extremity" and, e.g., "Pedophilia at Waldorf?", August 1, 2018.]
— R.R.
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September 22, 2018
MICHAEL, AHRIMAN,
AND WALDORF
We are approaching the end of September, when Waldorf schools will celebrate the Anthroposophical version of Michaelmas — the mass or festival of the Archangel Michael. [1]
According to Rudolf Steiner, Michael [2] is the champion of the Sun God. [3] Michael fights on behalf of the Sun God against the terrible arch-demon Ahriman. [4] In Michaelmas tales and pageants, Satan or Ahriman is represented as a dreadful dragon. In some versions of the Michaelmas story, Michael slays the dragon; in others, Michael conquers but spares the dragon, holding it at bay. At Waldorf schools, Michaelmas is often observed through pageants that reenact the battle between Michael and the dragon. But sometimes the religious nature of Michaelmas at Waldorf is disguised, and the holiday is then designated a peaceful “fall festival.” [5]
Among his many statements about Michael and the dragon, Rudolf Steiner said the following:
“[During summer] Ahrimanic forces…establish themselves firmly in this Earth ... [In autumn] from spiritual heights there comes to the aid of the descending human soul the force of Michael, who…contends with the Dragon, Ahriman.” — Rudolf Steiner, THE CYCLE OF THE YEAR AS BREATHING PROCESS OF THE EARTH (Anthroposophic Press, 1984), p. 11. [6]
Here is an explanation, written by a Waldorf teacher, for the enactment of Michaelmas in Waldorf schools:
“The dragon is not an external reality, but rather lives within all humankind, represented by cold, dead, rationalistic and pragmatic thinking. [7] It is alive within every mortal as a potentially evil force … The backdrop for the drama of history is the struggle between the powers that strive for the forces of Goodness against those that struggle for the purpose of Evil. [8] … At Waldorf schools…the children hear stories and legends of Michael. Then, on or around September 29, the teachers in many of our schools lead their students out into the fields, where they see an enactment of Michael’s battle with the dragon.” — David Mitchell, “Why Do Waldorf Schools Celebrate Michaelmas?” [https://www.waldorflibrary.org/images/stories/articles/WJP15_mitchell.pdf]
It is worth remembering that one of the new kindergartens opened by the Rudolf Steiner School Kings Langley — a school that died but now is attempting to be reborn — is named for Michael. [9]
For more on Michaelmas at Waldorf, see "Michaelmas".
[1] Michelmas is originally a Christian festival.
“The veneration of St. Michael — typically regarded as the greatest of the archangels and a mighty defender of the church against Satan — began in the Eastern Church in the 4th century and had spread to Western Christianity by the 5th century … Michaelmas was originally celebrated as a Holy Day of Obligation, but that requirement was gradually abolished.” — “Michaelmas”, ENCYCLOPAEDIA BRITANNICA, downloaded 9/22/18.
[2] In Anthroposophy, Michael is the Archangel of the Sun. [See “Michael”.]
[3] The Sun God, in Anthroposophy, is Christ as reconceived by Rudolf Steiner. [See “Sun God”.]
[4] See "Ahriman".
Note that although Ahriman is given prominence in many Anthroposophical/Waldorf observances, there is another demon who is arguably an even greater foe of the Sun God and the Sun Archangel. This is Sorat, the Sun Demon.
"This being is known as Sorat, the Sun Demon and the most powerful opponent to Christ Jesus in the universe. Sorat rises every 666 years to deceive humanity ... Sorat will do everything in its power to obliterate humanity’s connection with the spiritual world and tempt humanity to deny Christ." — THE BOOK OF REVELATION AND THE WORK OF THE PRIEST (Rudolf Steiner Press, 1998), Introduction by René Querido, p. 8.
[5] See the account of Waldorf festivals presented in “Magical Arts”.
[6] Steiner taught that the Earth breathes in and out during the annual cycle. The annual festivals at Waldorf schools celebrate this cycle. In summer, when the Earth’s breath has been expelled, Ahriman can send his baleful influence into the Earth, Steiner taught. In autumn, when the Earth breathes in, Michael can expel Ahriman. Here is a longer version of the quotation given above:
“Because the Earth is a mirror of the cosmos in the summer, it is also opaque in its inner nature, impermeable by cosmic influences and therefore, during the summer time, impermeable to the Christ Impulse. At this time the Christ Impulse has to live in the [Earth’s] exhaled breath. The Ahrimanic forces, however, establish themselves firmly in this Earth which has become impervious to the Christ Impulse ... [In autumn] from spiritual heights there comes to the aid of the descending human soul the force of Michael, who, while the Earth’s breath is flowing back into the Earth itself, contends with the Dragon, Ahriman.” — Rudolf Steiner, THE CYCLE OF THE YEAR AS BREATHING PROCESS OF THE EARTH (Anthroposophic Press, 1984), p. 11.
[7] Waldorf education — like Anthroposophy in general — is wary of rational thought. Steiner warned against intellect and rationality, even though these are “pragmatic” (i.e., they produce practical results). Waldorf education emphasizes imagination instead — which, according to Steiner, leads to (or is a form of) clairvoyance.
"Whoever wants to acquire imaginative clairvoyance develops this force through meditation and gradually attains it." — Rudolf Steiner, SLEEP AND DREAMS (SteinerBooks, 2003), p. 124. [See “Clairvoyance”.]
[8] Although the Waldorf worldview is often presented as entirely positive, with all things in the cosmos contributing to our welfare, in fact Steiner emphasized that there is much evil in the cosmos. We must overcome this evil in order to evolve properly, Steiner said. [See, e.g., “Evil”.] From the Waldorf perspective, Waldorf schools themselves represent one of the chief forces serving the cause of Good, whereas opposition to Waldorf is demonic or Evil. Steiner taught that Waldorf teachers work in the service of the gods.
“Among the faculty, we must certainly carry within us the knowledge that ...we are actually carrying out the intentions of the gods." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 55.
[9] See "RSSKL".
— R.R.
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September 20-21, 2018
◊ NEWS ROUNDUP ◊
1.
From The Long Beach Press-Telegram [California, USA]:
This is why a Long Beach private school,
Maple Village Waldorf, received an
environmental award from the Department of Education
By Emily Rasmussen
A private school in Long Beach made the grade for the U.S. Department of Education’s Green Ribbon award, which recognizes schools nationwide for environmental and health friendly practices.
Maple Village Waldorf School, on Sixth Street near Ximeno Avenue, was one of 58 schools nationwide honored by the U.S. Department of Education Wednesday, Sept. 19, in Washington, D.C., for reducing environmental impacts and costs, improving health and wellness, and offering effective sustainability education….
In a March report, the California Department of Education, which nominated the school for the award, said Maple Village’s philosophy matches the goals required of Green Ribbon recipients, saying it has little to zero waste, low energy and water usage, farm-to-table education, and “students and teachers with a balance of heart, mind, body and spirit.” The school has also hired a gardening teacher who runs a local farm and built an outdoor garden classroom this year, according to the report.
[9/20/2018 https://www.presstelegram.com/2018/09/18/long-beachs-maple-village-waldorf-school-given-award-for-environmental-practices/ This story originally appeared on September 19.]
Waldorf Watch Response:
Waldorf schools generally embrace green values. This is one of their more attractive characteristics. They teach students to deal gently with the Earth, its animals, and its plants.
They also generally have organic gardens, in which students may be required to work. "[G]arden work should be an obligatory addition to the lessons." — Rudolf Steiner, quoted by Rudolf Krause in GARDENING CLASSES AT THE WALDORF SCHOOLS (Bio-Dynamic Farming and Gardening Association, 1992), p. 2. [See, e.g., "Biodynamics".]
Unfortunately, the Waldorf attitude toward nature is based on Rudolf Steiner's occult preachments about the natural world and its invisible denizens: nature spirits, otherwise known as elemental beings. Steiner taught that the natural world is built up from four fundamental "elements": earth, air, fire, and water. Dwelling within earth, he said, are the invisible beings called gnomes. Dwelling within air are the beings called sylphs. Dwelling within water are undines. Dwelling within fire are "salamanders" or fire spirits. [See "Neutered Nature".]
These beliefs can be traced back to ancient hypotheses that modern science has firmly rejected. But these ancient, fallacious beliefs continue to be embraced within the Waldorf belief system, Anthroposophy.
It is, perhaps, a subject for debate whether these false beliefs, bordering on superstition, detract from the value of Waldorf's celebration of nature. And it would be interesting to know whether the California Department of Education would have nominated Maple Village Waldorf for a Green Ribbon if the Waldorf view of nature were fully exposed.
2.
From The Hemel Gazette [Johnson Publishing, UK]:
Man accused of child sexual offences
features on Rudolf Steiner School video
A controversial school re-opened its doors this week – but with a relaunched website which featured a video of a man previously accused of child sex offences.
Rudolf Steiner School Kings Langley (RSSKL) was forced to close in June following a catalogue of problems with safeguarding, leadership, and an inability to get insurance.
Nonetheless the school this week resumed running its kindergarten on the same premises.
But the school’s website featured Eugene Schwartz, a man who taught at one of RSSKL’s sister schools in America before he left amid claims of possessing indecent images of children.
Mr Schwartz has denied the offences. RSSKL removed the video after being contacted by the Gazette.…
[9/20/2018 https://www.hemeltoday.co.uk/news/education/man-accused-of-child-sexual-offences-features-on-rudolf-steiner-school-video-1-8641319]
Waldorf Watch Response:
This returns us to the distressing subjects of pedophilia and sexual abuse as they may, allegedly, occur in or around Waldorf schools. [See, e.g., "Pedophilia at Waldorf?", August 1, 2018.]
Eugene Schwartz has long been a prominent advocate of Waldorf education, particularly in the United States. He is the founder of the website MillennialChild.com.
Schwartz lost his job as a teacher at an American Waldorf school after the school concluded that he possessed child pornography. [See "Extremity".] Schwartz denied the charges laid against him and took the school to court. [See "Ex-Waldorf Teacher Sues Over Child Porn Report".] Schwartz and the school apparently reached an out-of-court settlement.
Rudolf Steiner School Kings Langley doubtless wants to avoid any suggestion that it may, in any way, condone the mistreatment of children. One of the primary findings made by school inspectors was that RSSKL failed to adequately safeguard its students. [See "The Faults Found — Remembering RSSKL", July 7, 2018.]
School inspectors will almost certainly be extremely attentive to the issue of child safety when evaluating RSSKL in the future. Any evidence of sexual abuse of students would surely be disastrous for the school.
While it seems inconceivable that RSSKL will lower its guard against pedophilia and sexual abuse, it may be risking renewed official sanctions on a different score. According to the Hemel Gazette article quoted above, the school is permitting some unofficial instruction of older children to occur within the school's facilities. Despite the school's denials, this might well constitute a violation of the closure order issued by UK education officials.
The Gazette article describes the situation with these words:
Teaching of older children has also resumed at RSSKL – but the school say that this is not a sign that the school has re-opened.
Instead they say that this is being done on a private scale in smaller group [sic].
A school spokesman said: “Some parents have asked to hire out some rooms so that they can employ their own tutors.
“They will all have to show public liability insurance and enhanced Disclosure and Barring Service (DBS) checks.”
If the "tutors" include former or present Steiner teachers, and if the tutees are former Steiner students, and if the "tutoring" occurs in Steiner classrooms...
It will be interesting to see how of the UK Department for Education reacts to this new development.
— R.R.
Addendum
Here's a message I posted at the Waldorf Critics website on September 21, 2018. I wrote in response to a message from another participant, who was responding to a previous message of mine, which came in response to...
Well, you can look it up, if you like.
Here's my Sept. 21 message [https://groups.yahoo.com/neo/groups/waldorf-critics/conversations/messages/31893]:
Hi, Margaret.
I think you’re right.
Here's my own take on the matter: The remaining faculty and staff at Rudolf Steiner School Kings Langley (RSSKL) seem to be trying to wriggle through various loopholes and escape hatches, trying to squirm their way out of their present crisis. Whether their stratagems are lawful may have to be determined in a British court.
◊
In attempting to wriggle, squirm, and perhaps even slither their way out of trouble, the gang at RSSKL are following (more or less) the advice Rudolf Steiner gave to faculty at the first Waldorf school.
In 1920, the German government passed a law that would have prevented the original Waldorf school from operating as Steiner wanted. Steiner's response? In a faculty meeting at the school, he told the teachers to worm their way out of the situation. Lie to the officials; deceive them; make fools of them. Practicing deceit would be all right as long as the teachers knew, in their hearts, that their actions were justified. (Be realistic, he said. This is how the world works. Be deceitful — not in the underhanded way Jesuits are, but in the upright way Anthroposophists can be.) Do whatever is necessary, he said:
"We must worm our way through. We have to be conscious of the fact that this is done in life — not through an inner provocation, then it would be the way the Jesuits work — but 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, 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.
— Roger (Neither-a-Jesuit-Nor-an-Anthroposophist) Rawlings
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September 19, 2018
HIDDEN AGENDA
IN A DISGUISED SCHOOL
Waldorf or Steiner schools often disguise themselves. They adopt lovely names and they describe their educational approach in high-flown, idealistic terms — all the while concealing their devotion to Rudolf Steiner's occult doctrines. Not all Waldorf or Steiner schools are deceitful in these ways. But many are. Rudolf Steiner coached his followers in techniques for misleading outsiders. [See "Secrets".]
A Steiner school in France is in the news these days. The school had hidden its devotion to Anthroposophy (Steiner's occult belief system), but when the school's real nature started to be revealed, a cascade of troubles resulted. The school is Domaine du Possible (Domain of Possibility), in the city of Arles. One of the founders of the school is Françoise Nyssen, who is currently Minister of Culture in the French government. As a government official, Ms. Nyssen should presumably support the French constitutional principle of laïcité (secularization) — religion should not intrude upon governmental affairs. Yet Ms. Nyssen has been revealed to be an ardent Anthroposophist.
Here are translated excerpts form an article in La Provence [France]:
In Arles, Françoise Nyssen's school in turmoil
Has the Domaine du Possible's educational project gone wrong?
Resignations and evictions follow one another. Crisis investigation
By Delphine Tanguy
...Domaine du Possible opened in 2015 with around twenty students; today there are 149 of them, from nursery school to senior high school, pursuing an education that costs 4000 to 6000€ per year. In its statutes, which were published in the Official Journal in 2013, the school states its purpose as follows: "It will be a school of benevolence and learning through its curriculum." The school’s website adds: "[The school] will allow itself the freedom to draw on all teaching methods."
All of them? For teachers and parents, there is no longer any doubt that the Domaine du Possible has in fact relied on only one of them: the highly controversial method developed at the beginning of the 20th century by the Austrian intellectual and occultist Rudolf Steiner….
This revelation is at the root of the deep internal crisis that has shaken the school for months: resignations and evictions have followed one another.…
[D]iscomfort [within the Domaine du Possible community] has risen into hysteria. Every year, teachers and lecturers who had joined the project, enthusiastic, leave it, bitter. Held to a curious confidentiality clause that restrained them, prohibiting them from "disclosing the educational resources and methods specific to the school," several nevertheless reported their "doubts" about "serious academic shortcomings" among the students, which "could not be corrected due to the small number of teaching hours."
[Other criticisms included] the lack of qualified care for the most vulnerable children. And then there were the "pressures" exerted by Anthroposophists: "I was asked to teach according to anti-scientific principles", one offended teacher said….
Although Anthroposophy is not technically considered a cult, it is subject to special scrutiny. "At the beginning of the 2000's, we inspected the Steiner schools in France," recalls Serge Blisko, head of the Interministerial Mission for Vigilance and Combating Sectarian Abuse. The results were disastrous: The inspectors noted the very low level attained by the students." In fact, he says, "If I had a child in difficulty, I would look for a Freinet school, maybe a Montessori school, but never a Steiner school!”….
[9/19/2018 https://www.laprovence.com/article/societe/5156293/a-arles-lecole-de-francoise-nyssen-dans-la-tourmente.html?premium=true Translation by Roger Rawlings, depending heavily on DeepL.]
I am grateful to Waldorf whistleblower Grégoire Perra for bringing this article to my attention. Perra, who had a Waldorf education and then became a Waldorf teacher, provides links to other, related articles at his blog La Vérité sur les écoles Steiner-Waldorf (The Truth About Steiner-Waldorf Schools). See, e.g., Arles : l’école du Domaine du Possible de Françoise Nyssen devenue impossible ? – France 3 Provence-Alpes-Côte d’Azur. Sadly for those of us with limited knowledge of French, these articles appear in that language.
Perra is scheduled to give a presentation on Anthroposophical issues — specifically, Anthroposophical medicine — on October 6, in Marseille. (Sadly for us, he will speak in French.)
Low academic standards have been a persistent problem at Waldorf schools. See "Academics Standards at Waldorf".
For more on the hidden agenda at Waldorf schools, see "Here's the Answer" and "Spiritual Agenda".
For some of Grégoire Perra's work as represented at Waldorf Watch (in English), see "He Went to Waldorf" and "My Life Among the Anthroposophists".
— R.R.
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September 18, 2018
THE FAR RIGHT, RACISM,
AND WALDORF
From a message posted today by historian Peter Staudenmaier at the Waldorf Critics discussion site:
Re: The New Right and Waldorf Schools
...The rise of increasingly open far-right perspectives within the European Waldorf movement, and in the anthroposophical milieu more generally, is a very serious concern. If anybody was tempted by the thought that this was all in the past, recent developments have dispelled such notions. Steiner's followers face a stark choice about the direction of their movement, and a better sense of their history could help make that choice clearer.
[9/18/2018 https://groups.yahoo.com/neo/groups/waldorf-critics/conversations/messages/31885]
Rudolf Steiner's racial views have long posed a serious problem for his followers. And the possibility that such views may arise within Waldorf schools today should be a matter of significant concern for anyone who develops an interest in Waldorf education.
Dr. Staudenmaier has played an important role in exposing Steiner's racism as well as ties between Anthroposophy and fascism. See, e.g., Staudenmaier's book, BETWEEN OCCULTISM AND NAZISM: Anthroposophy and the Politics of Race in the Fascist Era (Brill, 2014).
In his message today, Staudenmaier provides links to two previous messages he posted. Here are excerpts:
A couple days ago I mentioned the increasing visibility of far-right Waldorf proponents within the German speaking anthroposophical milieu. Most of the links I provided feature texts by Caroline Sommerfeld, who has recently become one of the more outspoken representative of this strand. What I didn't mention is the extent to which her writings — particularly the politically explicit ones — have been promoted by decidedly mainstream figures in the Waldorf world.
This is a significant development; for the most part, the mainstream leadership of the Waldorf movement, and of the rest of the anthroposophist movement, have kept their distance from open expressions of far right sentiment. Sommerfeld's new-found profile marks a major shift in that regard. The most striking instance is her recent article denouncing other anthroposophists for having the temerity to question some of Steiner's racial teachings.…
The racist and völkisch currents within anthroposophy, which extend back to Steiner himself, have presented a perennial challenge to those who aspire to turn Steiner's legacy in a fruitful and humane direction. That challenge is not becoming easier. The alarming willingness among Waldorf leaders to promote views like Sommerfeld's — in entirely explicit and unambiguous form — is a very bad sign for anybody hoping that anthroposophy might learn from its past.
[https://groups.yahoo.com/neo/groups/waldorf-critics/conversations/messages/31632]
[B]ack in October I posted a couple [of] messages about the increasing visibility of openly far-right Waldorf proponents in Germany, in particular Caroline Sommerfeld, whose writings in defense of Steiner's racial doctrines have been promoted by prominent mainstream Waldorf figures. One of the more striking examples of Sommerfeld's patrons is Lorenzo Ravagli, editor of Erziehungskunst, the central periodical of the Waldorf movement. Comparing German and North American contexts is always tricky, but this would be a little bit like officials of the Association of Waldorf Schools of North America adopting a well-known alt-right ideologue as their own….
…For those among Steiner's followers who don't want to see their movement devolve into a plaything for xenophobes, nationalists, populists and authoritarians, it will take more than pretty words to change the momentum of anthroposophy's right wing. What is needed is an honest and historically informed reckoning with the continuing legacy of Steiner's racial teachings and a critical confrontation with their resonance in today's world.
[https://groups.yahoo.com/neo/groups/waldorf-critics/conversations/messages/31674]
To explore these issues further, see the section "Racism and the Relationship of Anthroposophy to Nazi Philosophy" at the website of People for Legal and Nonsectarian Schools.
Additional material is presented at these Waldorf Watch pages: "Steiner's Racism", "Races", "Sympathizers?", "'Negro'", and "N-Word".
We must hope that Anthroposophical racist beliefs rarely arise in Waldorf schools today, but there are indications that this hope is sometimes disappointed. See, e.g., a play for Waldorf third graders, written by a Waldorf teacher; this is discussed on the page "Embedded Racism".
The recent drift within the Anthroposophical movement toward the extreme right is, in this context, extremely troubling.
— R.R.
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September 17, 2018
THE RETURN OF
RSSKL, SORT OF
From The Watford Observer [Hertfordshire, UK]:
Kindergarten reopens at
Rudolf Steiner School
in Kings Langley
By Nathan Louis
The kindergarten at a school which was forced to close this summer has reopened today.
Seventeen children aged between three and six have enrolled at the kindergarten at Rudolf Steiner School in Kings Langley.
The main school was left with no option but to shut after no insurers were found to keep the site open. It came after a number of damning Ofsted [Office for Standards in Education] reports which said the school was failing in its safeguarding requirements.
However, the Department for Education has fully supported the reopening of the kindergarten. In July, all safeguarding requirements were met for the preschool.…
[9/17/2018 https://www.watfordobserver.co.uk/news/16882982.kindergarten-reopens-at-rudolf-steiner-school-in-kings-langley/]
Waldorf Watch Response:
Perhaps there will be no fireworks after all. [Cf. "The Return of Uriel and Michael", September 14, 2018.] Perhaps Rudolf Steiner School Kings Langley (RSSKL) will successfully reconstitute itself, quietly and without explosive opposition, by following the standard Steiner approach. [See "Undead Again? RSSKL Tries to Rise, Again", September 11, 2018.]
Or perhaps the RSSKL story will have many more twists and turns. The sky may yet light up.
Has the UK Department for Education now, really and truly, given full support to the reopening of RSSKL? It seems a curious business, ordering a school to close, and then immediately allowing it — or a bit of it — to reopen. Perhaps this is what has happened. Or perhaps there is more to the story than that. We'll see.
And we'll see what insurers have done. Is RSSKL now adequately insured?
And, assuming the new kindergarten stays in operation, we'll be interested to learn what inspectors find there in the coming weeks and months. RSSKL was indeed found to have serious safeguarding problems. [See "RSSKL".] No one will know whether these problems have really been solved until inspectors return to observe the reconstituted school in operation. Today is the first day of operation for the reconstituted school.
We should keep the latest developments in perspective. RSSKL has suffered a severe reversal. Having previously been a large, influential Steiner school offering instruction at all grade levels from kindergarten through high school, it has currently been reduced to a small preschool operation with fewer than two dozen students.
Devout followers of Rudolf Steiner were always likely to make every possible effort to rescue and rebuild RSSKL. They are doing so now. But they are doing so under the cloud of official criticism and censure directed at RSSKL in recent months. Most of RSSKL — everything above the level of kindergarten — is gone, at least for now. This has been a major setback for the Steiner educational movement in Britain, and it may have wide repercussions in Britain and beyond.
Note, by the way, that RSSKL announced that it would open two new kindergartens — the Michael Kindergarten and the Uriel Kindergarten. The RSSKL website continues to display this intention, as of today. [See http://rsskl.org.] The Watford Observer article does not specify how many of the 17 enrollees have entered the Michael Kindergarten and how many are entering the Uriel Kindergarten.
In Anthroposophical belief, Michael is a warrior god, the Archangel of the Sun, and Uriel (or Oriphiel) is a god of wrath, the Archangel of Saturn. [See the entries "Michael", "Uriel," and "Oriphiel" in The Brief Waldorf / Steiner Encyclopedia.] The choice of names for the RSSKL kindergartens suggests a certain militant tone, intentional or otherwise.
Anthroposophists believe they have special ties to Michael and Uriel — especially the former. "St Michael and anthroposophy are connected in a special way. As the custodian of cosmic intelligence, and as spirit of the age, Michael inspires all human beings who wish to connect the human spirit with the spirit of the cosmos. Anthroposophy is also called the School of Michael." — Henk van Oort, ANTHROPOSOPHY A-Z (Rudolf Steiner Press, 2011), p. 78. [See, e.g., "Michael".]
We will eagerly await further reports from across the pond about developments at or around RSSKL.
— R.R.
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September 14, 2018
THE RETURN OF
URIEL AND MICHAEL
Rudolf Steiner School Kings Langley has apparently fixed its website. The school is again announcing the formation of two new kindergartens for the coming autumn:
Uriel and Michael Kindergartens will be open from the 17th of September and we are now taking applications for the Autumn Term.
[9/14/2018 http://rsskl.org]
Yesterday, we listed some questions that hover over the attempt to resuscitate RSSKL. [See "Curiouser and Curiouser - Return to the Prior", September 13, 2018.] Bear in mind, the UK government ordered RSSKL to close. And indeed the school closed. But now the school — which presumably does not exist anymore — seems to be forging ahead as if it still exists and can do as it pleases.
Of all the questions we listed yesterday, the most immediate is this: How will the UK government respond? Some fireworks may be in store.
The new kindergartens are to be named for Uriel and Michael. These names suggest some matters that may be worth contemplating, offering us insights into the beliefs embraced by fervent followers of Rudolf Steiner.
According to some Jewish and Gnostic Christian teachings, Uriel (who is not mentioned in the Bible) is an archangel. According to more orthodox Jewish, Christian, and Islamic traditions, Michael (who is mentioned in the Bible) is also an archangel. According Rudolf Steiner, archangels are gods. Steiner taught that overall there are nine ranks of gods. Archangels are fairly lowly gods, standing just two stages higher than humankind. [See "Polytheism".]
Steiner placed special emphasis on seven archangels. He taught that these seven gods serve to oversee the "cultural epochs" of human evolution.
"Of the many archangels, Rudolf Steiner mentions seven in particular who alternate as serving Epoch Spirits. These seven archangels are Oriphiel (200 BC-150 AD), Anael (150-500), Zachariel (500-850), Raphael (850-1190), Samael (1190-1510), Gabriel (1510-1879), Michael (1879-2300). This sequence should be understood as a repeating cycle." [1]
Michael and Oriphiel (i.e., Uriel) are especially important to us since one of them (Michael) currently presides over our evolution, and the other (Oriphiel) will preside a couple of centuries from now.
"Michael, the Sun Archangel...strides head of Christ [2] as his countenance ... [Michael's] rulership of 350 years as Time Archangel [3] began in 1879. But before that he was further elevated in 1841 to take over the role of Spirit of the Age [4] for the whole period until 3573....
"In 1899, soon after Michael took up his dual role, Kali Yuga, the Dark Age of 5000 years, came to an end." [5]
"By the start of the twenty-third century, when Michael's Sun-rulership as Time Archangel ends...great changes will obviously have taken place ... The incarnation of Ahriman, the prince of lies, will by now have taken place [6] ... Conflict and suffering are therefore inevitable. The Antichrist [7] will even by called 'Christ' by his followers ... This is the very real battle to replace Christ by Ahriman...." [8]
"From the early twenty-third century to the late twenty-sixth century the ruling Archangel is Oriphiel, the Archangel of the Saturn sphere. His last rulership from the second century BC to the second century AD was characterized by the decline of Greek culture and the rise of the Roman Empire, which was committed to the elimination of mystery wisdom.... [9]
"Man has within him a fiery centre of destruction ... [In the future] many discoveries [will be] made the better to carry on war, and an endless amount of intelligence [will be] used to satisfy the lower impulses. The materialistic outlook continues to advance until 2300/2400 [AD] ... Giant machines, for example, [will] create demons that come alive and rage against the individual ... Through ever-increasing intellectualistic thoughts [10] the warmth-atmosophere of the earth, already under threat, can be ruined. Fiery volcanic (Saturn) outbursts [will be] put to use ... These terrible times [will be] far worse than today. They [will] produce no seed and no harvest, but may be regarded as a premature expression of divine wrath." [11]
Steiner identified Uriel/Oriphiel as the "terrible archangel of wrath":
"Oriphiel has ruled before ... Bad powers of degeneration and decadence were ruling everywhere on earth then. And the human race could only be shaken higher by terrible means. Oriphiel is called the archangel of wrath, who purifies mankind with a strong hand ... [C]irca 2300 Oriphiel, the terrible archangel of wrath, will be ruling things [again]. And as once before, spiritual light will shine into darkness brightly and radiantly." [12]
That's a little of what lies ahead. There will be tribulation. But things will get better when reincarnating Anthroposophists — bearing Steiner's light (the gods' light) — set things to right.
Children enrolled in the Micheal and Uriel Kindergartens will be told little if any of these things. But true-believing Anthroposophists among their teachers will hope to fortify the kids' souls, to strengthen them for the trials to come. [13]
[1] Henk van Oort, ANTHROPOSOPHY A-Z (2011, Sophia Books, Rudolf Steiner Press), p. 9.
The numbers in parentheses indicate the terms of the Epoch Spirits' rule. Thus, Oriphiel ruled from 200 BC to 150 AD, Anael ruled from 150 AD to 500 AD, and so on.
In Anthroposophy, "Oriphiel" is an alternate name for Uriel. Because the cycle repeats, Oriphiel will serve again as Epoch Spirit beginning in 2300 AD.
[2] Steiner taught that Christ is the Sun God. [See "Sun God".] Hence, Michael — the Sun Archangel — is his servant.
[3] "Time Archangel" is another term for "Epoch Spirit" — these are titles for archangels who preside over 350-year-long phases of human evolution.
[4] The "Spirit of an Age" is a god who presides over longer stages of Earth evolution, much longer than 350 years. Usually, an Archon or Spirit of Personality — a god three stages higher than humankind — fulfills the task of Spirit of an Age.
For Michael — a mere archangel — to serve as Spirit of an Age shows his unusual importance, resulting from his close connection to the Sun God. Michael will be Spirit of an Age (that is, the spirit of our present age) from 1841 AD until 3573 AD.
[5] Richard Seddon, THE FUTURE OF HUMANITY AND THE EARTH AS FORESEEN BY RUDOLF STEINER (Temple Lodge Publishing, 2002), pp. 18-19.
For 5000 years, humanity wandered in spiritual darkness. [See the entry for "Kali Yuga" in The Brief Waldorf / Steiner Encyclopedia.] Then, in 1899, Rudolf Steiner began delivering his spiritual lectures, bringing light back to humanity. [See "What a Guy".]
[6] In Anthroposophical belief, Ahriman is an arch-demon. [See "Ahriman".]
[7] In Anthroposophical texts, Ahriman is sometimes described as the Antichrist. However, Steiner also taught of a greater Antichrist: Sorat. [See "Evil Ones".]
[8] THE FUTURE OF HUMANITY AND THE EARTH AS FORESEEN BY RUDOLF STEINER, pp. 26-29.
[9] I.e., Oriphiel's previous term as Time Archangel saw the decline of occult or secret spiritual knowledge ("mystery wisdom"). This epitomized the darkness of Kali Yuga. A similar darkness will descend during Oriphiel's next rulership.
[10] According to Anthroposophy, intellect is a cold, deadly force — it stands in opposition to warm, intuitive mystery wisdom.
[11] THE FUTURE OF HUMANITY AND THE EARTH AS FORESEEN BY RUDOLF STEINER, pp. 29-33.
[12] Rudolf Steiner, FROM THE CONTENTS OF THE ESOTERIC CLASSES (transcript, Rudolf Steiner Archive), GA 266, December 5, 1907.
For more on Uriel/Oriphiel, see the entries "Uriel" and "Oriphiel" in The Brief Waldorf / Steiner Encyclopedia. Also see the Waldorf Watch page titled "Oriphiel".
[13] We evolve, Steiner taught, as we reincarnate. [See "Reincarnation".] Children alive today will live again in future epochs if they evolve properly, gaining the strength and other qualities they will need during their successive lives. So Steiner said.
— R.R.
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September 13, 2018
CURIOUSER AND CURIOUSER -
RETURN TO THE PRIOR
Here is a screenshot of the home page of the website of Rudolf Steiner School Kings Langley (RSSKL) as it appears today:
[9/13/2018 http://rsskl.org]
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The message appearing on-screen today is the prior message, the message that had appeared before things suddenly seemed to change a day or so ago. Here is the old/new message:
Rudolf Steiner School Kings Langley
The Trustees of the school are very sad to announce that RSSKL has now closed and we are currently planning for a new future.
Please do check back for the latest developments. We will be providing updates as soon as we can.
Yours sincerely,
The Trustees
Contact Information
Telephone: 01923 262505
Email: info@rsskl.org
Address: Langley Hill, Kings Langley, Herts WD4 9HG
For staff hub login go to: goo.gl/MGXqHj
Waldorf Watch Response:
What's up?
A day or so ago, RSSKL seemed to announce the formation of two new kindergartens, which would evidently constitute the first stages of a new incarnation for RSSKL. [See "Undead Again? RSSKL Tries to Rise, Again", September 11, 2018.] But that announcement has now vanished from the RSSKL website, at least for the moment.
A Google search for "Rudolf Steiner School Kings Langley", at this moment, produces the following statement (among others):
"We are doing some maintenance on our site. Please come back later." — RSSKL
So perhaps all will be revealed soon.
We'll see.
The questions hanging over all this remain the same as they have been for quite a while, now. What future do the RSSKL trustees and their allies imagine? What plans are they making? Will these plans be lawful? Will they be practical? Will they stand a chance of success? How will the UK government respond? (The government had ordered RSSKL to close.) How will parents of school-age children respond? (Inspectors had found RSSKL to be a dangerous place for children.) How will insurers respond? (Insurance companies had withdrawn coverage for RSSKL.)
In brief: What will happen?
Stay tuned.
There's also this to mull over. Is some hoaxing (intentional or otherwise) going on? Are trolls (self-aware or not) laying traps for us (and perhaps for themselves)?
The Steiner-education movement (aka the Waldorf-education movement) exists in a fog a deception and self-deception. Rudolf Steiner encouraged his followers to mislead and deceive outsiders. [See "Secrets".] And, in order to believe the bizarre doctrines of Anthroposophy (Steiner's new religion, an offshoot of Theosophy), Steiner's followers must deceive themselves. [See "Inside Scoop", "Why? Oh Why?" and "Fooling (Ourselves)".]
Statements and indications and hints emanating from within Anthroposophy are notoriously unreliable. We must pick our way cautiously as we try to ferret out the truth.
RSSKL had been one of the leading Steiner schools in the United Kingdom. The school's collapse is potentially a severe blow to the Steiner movement generally. The core of the Steiner movement is populated by devout followers of Rudolf Steiner — devout Anthroposophists. They were never likely to accept the loss of RSSKL. They fought hard to keep the school running, and they seem to be working hard now to rebuild the school in some form.
To review the recent history of RSSKL as it has been reported here, see "RSSKL". For background on the Steiner/Waldorf movement, see such entries as these in The Brief Waldorf / Steiner Encyclopedia: "Anthroposophy", "Steiner, Rudolf", "Waldorf education: goals", and "Waldorf schools".
— R.R.
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September 11, 2018
UNDEAD AGAIN?
RSSKL TRIES TO RISE, AGAIN
From the website of Rudolf Steiner School Kings Langley:
The Kindergartens are opening for the Autumn Term!
We are very pleased to announce the opening of two of our Kindergartens. Uriel and Michael Kindergartens will be open from the 17th of September and we are now taking applications for the Autumn Term.
Please ring 01923 262505 for more information about applying.
Yours sincerely,
The Trustees
[9/11/2018 http://rsskl.org]
Waldorf Watch Response:
Rudolf Steiner School Kings Langley (RSSKL) is making yet another effort to return from the grave. The school had been ordered shut by the government. Then, more recently, an effort by RSSKL to form an alliance with Alpha Schools Ltd. came to naught. [1]
But, as had seemed likely, the fervent Anthroposophists behind RSSKL refuse to give up. They are now evidently attempting to restart their school in the form of two kindergartens.
Whether this attempt has a prayer remains to be seen. The response of the UK government remains to be seen. The response of parents looking for schools for their children remains to be seen. (One of the chief problems inspectors found as RSSKL was a failure to safeguard the students. [2]) The response of insurance companies remains to be seen. (As things went from bad to worse at RSSKL, insurers eventually refused to extend coverage to the school. [3])
Almost everything remains to be seen. We will watch future developments with great interest.
Steiner or Waldorf schools often begin as very small operations, usually in the form of play groups or kindergartens. As the children enrolled in these operations age — and as new, older students transfer in — successively higher grades are added to accommodate them: a first grade is added, then a second grade, and so on. Thus does a full-fledged K-12 Steiner / Waldorf school eventually develop.
This would seem to be the plan for reconstituting Rudolf Steiner School Kings Langley. The old K-12 school is gone, but a new school — with the same name — may be be brought to life, following the usual Steiner / Waldorf strategy.
Here a screenshot of the home page at the RSSKL website as of this morning:
Still "Rudolf Steiner School Kings Langley"
[rsskl.org, September 11, 2018].
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While the new school may retain the old name, the two newly announced kindergartens are to be called "Uriel" and "Michael." They will be named, in other words, for two Archangels revered in Anthroposophy. According to Rudolf Steiner, there are nine ranks of gods. The beings often designated as Archangels are in fact gods of the second rank, Steiner taught. Uriel (or Oriphiel) is the Archangel of Saturn; Michael is the Archangel of the Sun. [4] An alternative designation for gods of the second rank, according to Steiner, is "Fire Spirits." [5]
The plans for the Uriel and Michael kindergartens may be somewhat unsettled. Although the home page at the RSSKL site says "we are now taking applications" for the kindergartens, a different page at the site — "Vacancies" — carries the following, less encouraging message: "There are no vacancies in the Kindergartens at the moment." [http://rsskl.org/vacancies/] Perhaps Uriel and Michael are already full? Or perhaps they currently exist only on the etheric level?
We will watch future developments with considerable interest.
[1] For coverage of the woes at Rudolf Steiner School Kings Langley, and for indications of the effort to reconstitute the school somehow, see "RSSKL".
[2] See, e.g., "Hertfordshire Private School Fails Ofsted Safeguarding Test - Again".
[3] See, e.g., "Closed Steiner School to Stay Closed - For Now", August 24, 2018.
[4] See "Oriphiel" and "Michael". Also see the entries for "Uriel" and "Michael" in The Brief Waldorf / Steiner Encyclopedia.
[5] See "Polytheism".
— R.R.
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September 10, 2018
HOPING TO BRING STEINER
TO THE MARY VALLEY
From The Gympie Times [Queensland, Australia]:
Mary Valley Steiner school hopes
[by] Arthur Gorrie
A SMALL group of Mary Valley parents are hoping they can generate enough support to establish a school, based on principles of allowing children to grow and develop at their own speed.
Steiner school advocate, Jonathan Anstock, of Doonan says the principles of Austrian philosopher Rudolf Steiner in many fields were a formative influence on some major historical figures.…
But Steiner principles do not pressure kids towards greatness, but allow them to achieve it at their own speed.…
"Our driving force is an understanding that children should not be rushed in their early years of development,” [Anstock] said.…
[9/10/2018 https://www.gympietimes.com.au/news/mary-valley-steiner-school-hopes/3224424/ This story is dated September 15, 2018.]
Waldorf Watch Response:
Despite the collapse of the Rudolf Steiner School in Kings Langley, UK, and other setbacks [1], efforts continue to create new Steiner schools worldwide. Often these enterprises begin small, aiming to grow with the passing of the years.
You can generally gauge the reliability of statements made about Steiner education by noting the terms used to describe Rudolf Steiner. If, for instance, Steiner is described as “an Austrian philosopher,” then you should realize that much is being withheld or misrepresented. [2] Steiner was an occultist — a self-described clairvoyant who claimed to possess occult or secret knowledge about the gods and their activities. [3] Steiner education (otherwise known as Waldorf education) is rooted in Steiner’s mystical pronouncements. [4]
Jonathan Anstock is correct that Steiner schools delay academic instruction, especially in the lower grades. The reasons are mystical, such as waiting for the kids’ “etheric bodies” to incarnate. [5]
But it is not generally correct to say that Steiner schools allow children to progress “at their own speed.” Despite claims that are often made, Steiner education generally does not respect the individuality of it students.
According to Steiner beliefs, all children of a given age stand at approximately the same level of spiritual evolution. Thus, there is a “right time” to teach every subject. When, for instance, children are in sixth grade, they all stand at roughly the developmental level of the ancient Romans, and therefore they should receive instruction that would have made sense to the ancient Romans. [6] Steiner instructional materials often refer to “the first grader,” "the tenth grader," and so on — the underlying assumption is that all children at a particular grade level are essentially alike. [7]
A teacher, workshop leader, and remedial movement therapist, Jonathan Anstock is the author of TEACH OUR CHILDREN WELL - Our Spiritual Investment (Kindle, 2013).
The Mary Valley is defined by the Mary River, a watercourse in Queensland. The town of Gympie lies on the banks of the Mary River. Doonan is a town north of Brisbane.
Concerning historical figures influenced by Steiner and/or Steiner education, see, e.g., the section "Praise" in "Advice for Parents".
[1] See "RSSKL" and “Failure”.
[2] Journalists — even those at small newspapers — presumably strive to tell the truth. But when they fail to penetrate misinformation furnished by their sources, journalists can become conduits for misinformation. This is often the case when reporters who know little about Steiner education write pieces about Steiner education. In the article excerpted here, the reporter seems to unquestioningly accept his source's claims (Steiner was an "Austrian philosopher;" a new Steiner school would allow children "to grow and develop at their own speed;" Steiner schools do not pressure kids, yet they help kids to achieve "greatness;" etc.).
[3] See “Occultism” and “Clairvoyance”.
Concerning the gods as described by Steiner, see "Polytheism".
[4] See “Oh Humanity”.
[5] See "Incarnation".
[6] See "Oh My Stars". For more on the Waldorf curriculum generally, see "The Waldorf Curriculum".
[7] See, e.g., the section "Waldorf High School Stereotypes" in "Today 6".
— R.R.
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September 8, 2018
QUOTING THE FOUNDER
ON THE EDUCATION OF THE CHILD
(CONT.)
Yesterday, we looked at the first paragraph from a long quotation posted at “The great [sic] Rudolf Steiner Quotes Site”. Here is the second, concluding paragraph:
Here we have an excellent opportunity to observe with what effect the spiritual knowledge of Anthroposophy must work in life and practice. When the teacher comes before a class of children, armed with parables he has ‘made up’ out of an intellectual materialistic mode of thought, he will as a rule make little impression upon them. For he has first to puzzle out the parables for himself with all his intellectual cleverness. Parables to which one has first had to condescend have no convincing effect on those who listen to them. For when one speaks in parable and picture, it is not only what is spoken and shown that works upon the hearer, but a fine spiritual stream passes from the one to the other, from him who gives to him who receives. If he who tells has not himself the warm feeling of belief in his parable, he will make no impression on the other. For real effectiveness, it is essential to believe in one’s parables as in absolute realities. And this can only be when one’s thought is alive with spiritual knowledge. Take for instance the parable of which we have been speaking. The true student of Anthroposophy need not torment himself to think it out. For him it is reality. In the coming forth of the butterfly from the chrysalis he sees at work on a lower level of being the very same process that is repeated, on a higher level and at a higher stage of development, in the coming forth of the soul from the body. He believes in it with his whole might; and this belief streams as it were unseen from speaker to hearer, carrying conviction. Life flows freely, unhindered, back and forth from teacher to pupil. But for this it is necessary that the teacher draw from the full fountain of spiritual knowledge. His words and all that comes from him must receive feeling, warmth and colour from a truly anthroposophic way of thought.
— Rudolf Steiner
Translated by George and Mary Adams
[https://rudolfsteinerquotes.wordpress.com]
Waldorf Watch Response:
To remind you: This quotation is from Steiner's essay "The Education of the Child in the Light of Anthroposophy", and it tells us a great deal about Waldorf education.
The essence of this second part of the quotation is that a true Waldorf teacher must be a true-believing Anthroposophist. [1] S/he should not invent a parable "out of an intellectual materialistic mode of thought." S/he should not devise a parable that needs to be puzzled out with "intellectual cleverness." We saw, yesterday, how Steiner disparaged intellect. [2]
No, the Waldorf teacher must truly, deeply believe in the parables s/he tells. "[I]t is essential to believe in one’s parables as in absolute realities." Waldorf parables must be spiritually true, in other words; they must convey genuine spiritual lessons to the students. Then "a fine spiritual stream passes from the one [the teacher] to the other [the student]." Then the teacher conveys genuine "spiritual knowledge." [3]
In other words, the instruction given by a true-believing Waldorf teacher is Anthroposophical religious instruction. It is Anthroposophical indoctrination. The teacher believes the lesson "with his whole might." The teacher conveys "conviction" to the students. The teacher draws "from the full fountain of spiritual knowledge." This fountain is Anthroposophy. The teacher's words "receive feeling, warmth and colour from a truly anthroposophic way of thought." The lesson is, then, Anthroposophical indoctrination. [4]
The true Waldorf teacher is a true believer, and the objective of Waldorf instruction is to lead the children toward becoming true believers. The teacher does not propound doctrines for the students to memorize. This would be intellectual instruction, and Waldorf schools heed Steiner's cautions about the dreadful dangers of intellect. No, the teacher speaks out of a "warm feeling of belief," aiming to affect the children's own feelings far more than their thoughts. Indoctrination is always most effective when it operates below the level of conscious thought. The children aren't so much told what to think as they are told what to feel. When a Waldorf teacher uses words that "receive feeling, warmth and colour from a truly anthroposophic way of thought," the feeling is far more important that the thought.
When Waldorf education works as designed, it is an example of how "the spiritual knowledge of Anthroposophy must work in life and practice." When the fine stream of conviction and feeling passes from teacher to student, a process of subtle proselytization occurs. [5] Waldorf schools do not aim to provide a good education in a conventional sense. [6] Instead, they aim to provide religious training in the spirit of Rudolf Steiner.
Perhaps you want to send your child to a school that will provide religious instruction. That's fine; it is your right. But make sure you understand what sort of religion is promoted by teachers at the school you select. At a Waldorf school, the religion promoted — subtly, quietly, but insistently — is Anthroposophy. [7]
True-believing Waldorf teachers think they are on a divine mission. They think they serve the gods. [8] They think they are the conduit through which the beneficent blessings of the gods flow out into the world. Remember what Steiner said to teachers at the first Waldorf school:
“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. [9] 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.
[1] This is what Steiner meant when he said the following to teachers at the first Waldorf school:
“As teachers in the Waldorf School, you will need to find your way more deeply into the insight of the spirit and to find a way of putting all compromises aside ... As Waldorf teachers, we must be true anthroposophists in the deepest sense of the word in our innermost feeling.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 118.
[2] For more on the issue of intellect, see "Steiner's Specific".
"Materialism," as Steiner means it here, is excessive devotion to life in the physical world; it is the belief that only the physical world exists. Use of the brain, as when relying on intellect, is materialistic in that the brain is a physical organ. Steiner taught that real knowledge comes primarily through the use of clairvoyance, which is not seated in the brain but in non-physical "organs of clairvoyance." [See the entry for "organs of clairvoyance" in The Brief Waldorf / Steiner Encyclopedia.]
[3] Remember that Steiner delivered this lecture years before founding the first Waldorf school. But once the school was up and running, Steiner made the same points again:
“Imagine that we wanted to convey a simple religious concept — for instance, the immortality of the human soul — to a class of young children ... A Waldorf teacher, an anthroposophically oriented spiritual researcher, would not feel, ‘I am the intelligent adult who makes up a story for the children’s benefit,’ but rather: ‘The eternal beings and powers [i.e., the gods], acting as the spiritual in nature, have placed before my eyes a picture of the immortal human soul, objectively, in the form of the emerging butterfly. Believing in the truth of this picture with every fibre of my being, and bringing it to my pupils through my own conviction, I will awaken in them a truly religious concept.’” — Rudolf Steiner, WALDORF EDUCATION AND ANTHROPOSOPHY (Anthroposophic Press, 1995), Vol. 1, pp. 49-50.
True Waldorf instruction is truly religious instruction ("I will awaken in them a truly religious concept"). The religion involved is Anthroposophy. [See "Is Anthroposophy a Religion?" and "Waldorf Worship".]
[4] All true Waldorf lessons have this as their ultimate purpose. [See, e.g., "Here's the Answer" and “Indoctrination”.]
[5] Bear in mind, in discussing the use of parables, we are primarily considering Waldorf education aimed at young children. The nature of Waldorf instruction changes in progressively higher grades. Just as Anthroposophists use their intellects to puzzle out Steiner's books and lectures, older Waldorf students are encouraged to begin using their dawning intellects in the higher grades. But Steiner's warnings about intellect persist throughout. Intellect destroys or hinders, Steiner said. The only form of intellect that can truly be trusted, from a Waldorf perspective, is intellect that is conditioned by heartfelt spiritual belief. Waldorf education is meant to continue throughout a child's life — a student should begin in a Waldorf nursery school and stay at Waldorf through the end of high school. In the earliest, formative years, the young child's feelings are worked upon by the teachers' feelings. The teachers conveys "conviction" to the students at a deep, almost unconscious level. This conviction should persist ever after — it is true "spiritual knowledge." When the child becomes old enough for the use of intellect to become permissible, all her/his thoughts should be controlled by the deep conviction implanted in earliest childhood. This, indeed, is indoctrination.
[6] Thus, for instance, we find statements such as the following:
“The success of Waldorf Education...can be measured in the life force attained. Not acquisition of knowledge and qualifications, but the life force is the ultimate goal of this school.” — Anthroposophist Peter Selg, THE ESSENCE OF WALDORF EDUCATION (SteinerBooks, 2010)‚ p. 30.
Waldorf schools do not primarily aim to pass knowledge to the students, and they do not primarily aim to help the kids become qualified for any future path in life — except the path of Anthroposophy.
“One could say that Waldorf education has a hidden agenda. Its curriculum is described in terms common to public schools in general; arithmetic, writing, reading ... But in Steiner schools the dimensions of these subjects are threefold: they are artistic, cognitive, and religious ... There is a continual interconnecting, a relinking, a re-ligioning, of one activity with another." — M. C. Richards, TOWARD WHOLENESS: Rudolf Steiner Education in America (Wesleyn University Press, 1980), p. 164.
Waldorf schools rarely give accurate, honest accounts of their real objectives. [See, e.g., "Secrets".] The "hidden agenda" is Anthroposophy.
[7] Not all Waldorf schools comply fully with Steiner's directives. Some are more Anthroposophically religious than others. Evaluating any particular Waldorf school — figuring out what sort of Waldorf school it is — can call for clever detective work on your part. [For some guidance, see "Advice for Parents" and "Clues".]
[8] Anthroposophy bears a superficial resemblance to Christianity, but it is in fact a polytheistic faith. [See "Polytheism".] Christianity, of course, is monotheistic.
[9] See the entry for "divine cosmic plan" in The Brief Waldorf / Steiner Encyclopedia.
— R.R.
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September 7, 2018
QUOTING THE FOUNDER
ON THE EDUCATION OF THE CHILD
Here is the beginning of today’s quotation posted at “The great [sic] Rudolf Steiner Quotes Site”:
It is of vast importance for the child that he should receive the secrets of Nature in parables, before they are brought before his soul in the form of ‘natural laws’ and the like. An example may serve to make this clear. Let us imagine that we want to tell a child of the immortality of the soul, of the coming forth of the soul from the body. The way to do this is to use a comparison, such for example as the comparison of the butterfly coming forth from the chrysalis. As the butterfly soars up from the chrysalis, so after death the soul of man from the house of the body. No man will rightly grasp the fact in intellectual concepts, who has not first received it in such a picture. By such a parable, we speak not merely to the intellect but to the feeling of the child, to all his soul. A child who has experienced this, will approach the subject with an altogether different mood of soul, when later it is taught him in the form of intellectual concepts. It is indeed a very serious matter for any man, if he was not first enabled to approach the problems of existence with his feeling. Thus it is essential that the educator have at his disposal parables for all the laws of Nature and secrets of the World.
— Rudolf Steiner
Translated by George and Mary Adams
[https://rudolfsteinerquotes.wordpress.com]
Waldorf Watch Response:
This quotation is from Steiner's essay "The Education of the Child in the Light of Anthroposophy", and it tells us a great deal about Waldorf education. [1]
Waldorf education is full of parables, fables, myths, fairy tales, and other narratives meant to convey spiritual meanings and lessons in an non-intellectual manner. [2]
Waldorf teachers often tell their students about such things as the immortality of the soul. Waldorf education is essentially religious — the religion being Anthroposophy. [3]
Parables, fables, etc., enable Waldorf teachers to convey Anthroposophical messages indirectly and subtly — in ways that may seem innocuous. But, indeed, the purpose is to lead children toward Anthroposophy. Steiner told Waldorf teachers they should express Anthroposophical “truths” in a form children can grasp. Thus, Steiner once corrected a teacher at the first Waldorf school is this way:
“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.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), pp. 402-403.
Bringing Anthroposophy — and all other matters — down to a child’s level largely means avoiding intellectuality, Steiner taught. Although Steiner himself was an intellectual, he warned his followers against intellect, which he said can kill truth. [4]
Steiner taught that intellect is most damaging for young children (who are incapable of rational thought, he said), but it is potentially harmful for the pursuit of truth at all stages of life. Intellectuality should be developed and guided among older students, Steiner said; the Waldorf curriculum in the higher grades provides for this. [5] But the cold, rational, intellectual use of the brain is always potentially damaging, Steiner taught.
Here are a few of Steiner’s cautionary words about intellect or critical thinking:
◊ “The intellect destroys or hinders.” — Rudolf Steiner, WALDORF EDUCATION AND ANTHROPOSOPHY, Vol. 1 (Anthroposophic Press, 1995, p. 233.
◊ "Intellectuality flows forth from Ahriman as a cold and frosty, soulless cosmic impulse.” — Rudolf Steiner, ANTHROPOSOPHICAL LEADING THOUGHTS (Rudolf Steiner Press, 1998), p. 98. [6]
◊ “[T]he brain and nerve system have nothing at all to do with actual cognition.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 60. [7]
◊ "You will injure children if you educate them rationally.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE, p. 61.
◊ “A man who would receive Anthroposophy with his intellect kills it in the very act.” — Rudolf Steiner, LIFE, NATURE, AND CULTIVATION OF ANTHROPOSOPHY (Anthroposophical Society in Great Britain, 1963), p. 15.
Waldorf education steers children away from critical thought and toward the uncritical embrace of Anthroposophy. [8]
[1] Steiner delivered this lecture years before the founding of the first Waldorf school. But after the school was up an running, he repeated the quotation's central messages many times. Thus, for instance, he said the following to faculty members at the first Waldorf School:
“[I]t is important that we develop imaginative pictures through which we can show the supersensible through nature. For example, I have often mentioned that we should speak to the children about the butterfly’s cocoon and how the butterfly comes out of the cocoon. I have said that we can explain the concept of the immortal soul to the children by saying that, although human beings die, their souls go from them like an invisible butterfly emerging from the cocoon.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 43.
The "supersensible" is anything that lies beyond the reach of our normal senses. In general, this means anything spiritual or supernatural.
[2] See "Oh My Word" and “Sneaking It In”.
[3] See "Is Anthroposophy a Religion?"
[4] See "Steiner's Specific".
[5] See "The Waldorf Curriculum".
[6] Ahriman is a terrible demon, according to Steiner. [See "Ahriman".] Steiner associated Ahriman with intellect, the brain, and science. So, for instance, Steiner once said this"
"To conceal from mankind that in modern intellectual, rationalistic science with its supplement of a superstitious empiricism, one is dealing with a great illusion, a deception — that men should not recognize this is of the greatest possible interest to Ahriman. It would be a triumphant experience for him if the scientific superstition which grips all circles today and by which men even want to organize their social science, should prevail into the third millennium. He would have the greatest success if he could then come as a human being into Western civilization and find the scientific superstition.” — Rudolf Steiner, THE AHRIMANIC DECEPTION (Anthroposophic Press, 1985), a lecture, GA 193.
Steiner taught that Ahriman and his colleague/rival, Lucifer, offer mankind gifts. These can be put to good use, Steiner said; but they may also prove to be temptations that will lead us to ruin. We must remember, Steiner said, that these demons have evil intentions. So, for instance, Steiner once said this:
“Lucifer wants to take men's souls away and found a planet with them of his own. Ahriman has to help him. While Lucifer sucks the juice out of the lemon, as it were, Ahriman presses it out, thereby hardening what remains. This is what he tried to do to the civilization of Rome. Here we have an important cosmic process going on — all due to the intention and resolve of luciferic and ahrimanic powers [i.e., the powers of Lucifer and Ahriman]. As I have said, they were disappointed. They have continued their efforts, however, and our fifth post-Atlantean age [i.e., the present — the fifth age since the sinking of Atlantis] has yet to learn how strong these attacks are. They are now only beginning but they will become stronger and stronger. This age must learn, too, that the necessity to understand these attacks will become ever greater.” — Rudolf Steiner, INNER IMPULSES OF EVOLUTION (Anthroposophic Press, 1984), lecture 2, GA 171.
Steiner often reiterated such beliefs when addressing Waldorf teachers. For example, he told Waldorf teachers this:
"[T]oday...the spirit-soul [i.e., the combined human spirit and soul] is asleep. The human being is thus in danger of drifting into the Ahrimanic world [i.e., Ahriman's own world or planet], in which case the spirit-soul will evaporate into the cosmos. We live in a time when people face the danger of losing their souls ... This is a very serious matter. We now stand confronted with that fact." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 115.
[7] A recent Anthroposophical text, written by a Waldorf teacher, affirms this surprising proposition:
"The brain does not produce thoughts." — Henk van Oort, ANTHROPOSOPHY A-Z (Sophia Books, Rudolf Steiner Press, 2011), p. 16.
Actual cognition, according to Anthroposophical belief, comes through the use of clairvoyance, which is not seated in the brain but in non-physical "organs of clairvoyance." [See the entry for "organs of clairvoyance" in The Brief Waldorf / Steiner Encyclopedia.]
[8] See,"Spiritual Agenda" and “Indoctrination”.
— R.R.
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September 6, 2018
SCREENS EVERYWHERE:
HOW TO COPE
Here is an announcement of an upcoming event to be held at a Waldorf school — High Mowing School, in New Hampshire, USA. The announcement appears at the website of the Association of Waldorf Schools in North America (AWSNA):
BUILDING CONNECTIONS
IN THE AGE OF SCREENS
September 20, 2018 - Wilton, NH and Online
High Mowing School
Renowned consultant and trainer Kim John Payne, M.ED, offers real-world, tried and true suggestions and tips for raising children in a world where screens are supreme.
[9/6/2018 https://waldorfeducation.org/news_resources/events_calendar]
Here is additional information posted on High Mowing's Facebook page:
On September 20, Kim [John Payne] comes to High Mowing School to discuss:
• How to maintain loving limits, warm, firm and calm discipline and strong family connections in a world where increasingly “screens are supreme” [sic]
• How to build focus, grit and good judgment so that our kids do not become overwhelmed with media driven [sic] images but can shape their own self esteem [sic], hopes, and dreams.
• How to encourage respect when negative images of adults pervade pop culture.
• Fitting in with friends. “Won’t my kids be disadvantaged if I limit screen media?”
• Aloneness vs. loneliness. Helping kids know the difference.
• The alluring world of no boundaries that screen use develops and how this makes discipline difficult.
[9/6/2018 https://www.facebook.com/HighMowing/ This posting originally appeared on September 4.]
Waldorf Watch Response:
This returns us to a topic we considered here recently. [1]
Many parents nowadays struggle with the issue of electronic media. How much time should kids be allowed to spend plugged into computers and e-pads and smart phones? How much of their days should kids spend swapping messages online, and surfing the Web, and roaming through virtual realities? Shouldn't kids instead play outdoors, kicking soccer balls, climbing trees, exploring nature, and meeting friends face-to-face?
These are serious questions to ponder. Parents may indeed want to seek help in figuring out what to do, and Kim John Payne may have some helpful suggestions to offer.
Payne's views appear to be compatible with the prevailing Waldorf view. Generally speaking, Waldorf schools recommend minimizing kids' exposure to electronic devices and media, especially when children are very young. Plausible arguments can be offered to support such an approach. But before you yield to Waldorf persuasion on these matters, you may want to investigate the roots of the Waldorf view.
Waldorf education is rooted in the religion called Anthroposophy [2], and this religion includes a deep aversion to — indeed, a fear of — virtually all modern technology. Even simple technological gadgets such as steam engines are considered dreadful. This dread extends to the use of electricity for virtually any purpose.
At the heart of the Anthroposophical attitude toward technology is a fear of demons.
Here are a few quotations that present the Anthroposophical/Waldorf view.
◊ “When we build steam-engines, we provide the opportunity for the incarnation of demons ... In the steam-engine, Ahrimanic demons [i.e., demons under the control of the arch-demon Ahriman] are actually brought to the point of physical embodiment.” — Rudolf Steiner, “The Relation of Man to the Hierarchies” (ANTHROPOSOPHICAL MOVEMENT, Vol. V, Nos. 14-15, 1928). [3]
◊ "[W]hat has been said here about the steam engine applies in a much greater degree to the technology of our time ... [T]elevision, for example. The result is that the demon magic spoken of by Rudolf Steiner is spreading more and more intensively on all sides ... It is very necessary that anyone who aspires towards the spiritual should realise clearly how the most varied opportunities for a virtual incarnation of elemental beings and demons are constantly on the increase." — George Unger, “On ‘Mechanical Occultism’” (Mitteilungen aus der Anthroposophischen Arbeit in Deutschland nos. 68–69, 1964). [4]
◊ "One of the latest ideas in the educational field is programmed learning ... The idea is new, and lends itself to mechanical contraptions [i.e., mechanized teaching aids] ... As a means of instilling facts, the programme may be efficient. As an educator, it is a monster. Similar arguments apply to the use of radio and television." — Roy Wilkinson, COMMONSENSE SCHOOLING (Henry Goulden, 1975), pp. 5-6.
◊ "The computer is special because of its relation to the spiritual being here called Ahriman." — David Black, THE COMPUTER AND THE INCARNATION OF AHRIMAN (Rudolf Steiner College Press, 1981), p. 2.
◊ “[T]he whole computer and Internet industry is today the most effective way to prepare for the imminent incarnation of Ahriman.” — Sergei Prokofieff, “The Being of the Internet” (The Philosophy of Freedom).
◊ "[E]lectric atoms are little demons of Evil ... [W]hen we listen to a modern physicist blandly explaining that Nature consists of electrons, we merely listen to him explaining that Nature really consists of little demons of Evil! And if we acknowledge Nature in this form, we raise Evil to the rank of the ruling world-divinity ... If we contemplate electricity today, we contemplate the images of a past moral reality that have turned into something evil." — Rudolf Steiner, "Concerning Electricity" (General Anthroposophical Society, 1940), GA 220.
Rudolf Steiner did not instruct his followers to completely shun modern technology. Instead, he said Anthroposophists should bravely confront the demonic power found within modern technology:
"[T]he characteristic nature of modern technology arose as a result of man acquiring knowledge of natural laws and then proceeding to use the material world to fashion his machines according to these natural laws ... Thus we see that it is the modern age that has established real natural science and the resultant mastery over nature and its forces. [paragraph break] You often hear people speaking like this [i.e., affirming "mastery over nature"]. However if we speak like this we are speaking Ahriman's language for this is using the language of Ahriman ... It would be the worst possible mistake to say that we should resist what technology has brought into modern life, that we should protect ourselves from Ahriman by cutting ourselves off from modern life. In a certain sense this would be spiritual cowardice. The real remedy for this is not to let the forces of the modern soul weaken and cut themselves off from modern life, but to make the forces of the soul strong so that they can stand up to modern life.” — Rudolf Steiner, ART AS SEEN IN THE LIGHT OF MYSTERY WISDOM (Rudolf Steiner Press, 1984), lecture 1, GA 275.
Waldorf education is meant, in part, to "make the forces of the soul strong so that they can stand up to modern life.” With this in mind, Waldorf schools allow a slight intrusion of modern technology into their classrooms and operations. The schools may allow older students to use computers for a few, restricted purposes, and the schools often have websites for use in recruitment and public relations. [5] On the other hand, Waldorf schools often have "media policies" under which families agree to sharply limit the use of electronic gadgetry (televisions, computers, and so on) at home. Often, these policies come close to demanding a complete rejection of modern technological inventions, at least during the school week. Here is how one Waldorf school has explained its media policy:
"Why do we choose to protect our children from exposure to TV, videos, movies, computer games, gameboys, and other media? ... The Waldorf School is designed to nourish the feeling life of children and to strengthen the imagination ... Students accustomed to passively receiving impressions have difficulty making the inner effort necessary to sustain imaginative thought ... Parents are especially asked to refrain, throughout the years at Summerfield (even in HIGH SCHOOL!), from any media exposure on a school night ... We encourage parents to....create a media-free lifestyle." — Summerfield Waldorf School, downloaded May 13, 2015.
If you enroll your child in a Waldorf school, you may be asked to enact the school's media policy in your home. You may want to think hard before complying. Do you agree that "electric atoms are little demons of Evil"? Do you agree that teaching machines are "monsters"? Do you agree that televisions contribute to "demon magic"? Do you worry that computers are enabling Ahriman in incarnate? Do you believe in Ahriman? Do you believe in any of this?
You may want to think hard, not just before accepting a Waldorf media policy, but before sending your child to a Waldorf school. The quotations, above, are genuine examples of Anthroposophical/Waldorf thinking. Unless you agree with such thinking, you probably should find a different sort of school for your child. [6]
[1] See "Protecting Kids from Electronic Overload", September 2, 2018.
You may also want to consider "Nature, Technology, Ahriman, and Waldorf", June 28, 2018, and "Waldorf and Technology", February 10, 2018.
[2] See "Is Anthroposophy a Religion?"
[3] For the Anthroposophical conception of Ahriman, see "Ahriman".
[4] Elemental beings are also called "nature spirits." In Anthroposophy, these beings are generally deemed amoral. They may help humanity, but they may also trick or mislead us. Some elemental beings are lower, and more nearly demonic, than others. [See "Neutered Nature".]
[5] For a look at Waldorf public relations efforts, see "PR".
[6] For more on the Waldorf view of modern technology, see these entries in The Brief Waldorf / Steiner Encyclopedia: "computers", "mechanization", "media policies", "technology", and "television".
For more examples of Anthroposophical/Waldorf thinking today, see, e.g., "Who Says" and "Today", "Today 2", "Today 3", etc.
— R.R.
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September 4, 2018
◊ READINGS ◊
WONDROUS WALDORF ART
Why do Waldorf schools place so much emphasis on art? There are many reasons, some of which make excellent sense. Creating and appreciating art is, after all, good for human beings. It is very good for human beings.
But the underlying reason Waldorf schools emphasize art makes no sense at all. It is mystical and otherworldly.
The founder of Waldorf education, Rudolf Steiner, said that art is a spiritual activity. Hence, one collection of lectures Steiner delivered on the subject of art is titled ART AS SPIRITUAL ACTIVITY (Anthroposophic Press, 1998).
Art takes us into the spirit realm, Steiner said. He taught that gods of various types descend to earth through the colors of paintings, for instance, and through the notes of music. [1] And, he said, we can ascend into the spirit realm [2] through the same means. [3]
Steiner went further. He said that art gives us access to hidden or occult spiritual knowledge, which he sometimes called mystery wisdom. Hence, another collection of Steiner lectures on art is titled ART AS SEEN IN THE LIGHT OF MYSTERY WISDOM (Rudolf Steiner Press, 1996).
Acquiring mystery wisdom is the central goal in the religion Steiner gobbled together: Anthroposophy. [4] The process of acquiring access to such knowledge is what Steiner called “initiation” or “occult initiation.” [5] Receiving initiation into the mysteries of the universe enables us to know the meaning of life on Earth, Steiner said. Creating and admiring great art helps us to find such meaning, he said. Hence, a recent collection of Steiner lectures on art is titled ARTISTIC SENSITIVITY AS A SPIRITUAL APPROACH TO KNOWING LIFE AND THE WORLD (SteinerBooks, 2018).
[SteinerBooks, 2018]
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An entry in the table of contents of this book, describing the third lecture in the book, gets to the core of Steiner’s thinking about art: “Genuine art is rooted in the secrets of initiation.” [6]
When Waldorf students are led to create and appreciate art, the underlying, ultimate purpose is to lead them toward initiation in the Steiner belief system, Anthroposophy. Indeed, this is the underlying, ultimate goal of all parts of the Waldorf curriculum. [7]
On this crucial point, a diagram in ARTISTIC SENSITIVITY is revealing. It presents in broad form many key elements of Waldorf belief:
— ARTISTIC SENSITIVITY, p. 3
[see https://steiner.presswarehouse.com/Books/BookDetail.aspx?productID=547622]
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This chart is virtually a tabular summary of key doctrines in the Anthroposophical faith. Waldorf students are usually not taught these doctrines as such, but they are nudged toward receptivity to such doctrines. [8] Here are some bits of "mystery wisdom" that Anthroposophical art is meant to embody or at least suggest. [9] The "Saturn Stage", "Sun Stage", etc., are stages in humanity's spiritual evolution, according to Steiner. We once lived "on" Saturn, then "on" the Sun, and so forth; we are headed toward living "on" Vulcan someday. [10] Note that each stage is associated with a sign of the zodiac; astrology is built into much of Anthroposophy. [11] The growth of a child's four bodies is also indicated on the chart (!). [12] So is the intervention of various gods in our evolution and growth (!). [13] Moreover, the three fundamental human capacities as conceived in Waldorf pedagogy — thinking, feeling, willing — are specified. [14] All of this is linked to two forms of revelation — "Inner Revelation" and "Outward Revelation." In brief, revelation is acquisition of mystery knowledge — for Steiner and his followers, it is initiation in Anthroposophy. [15]
Bear in mind: This astonishing chart is included in a book about art. It is an indication of how, in Anthroposophy, art is meant to be "a spiritual approach to knowing life and the world."
So, let's summarize. Art is emphasized in Waldorf schools. Why? Because art is a spiritual activity. Art, as conceived in Anthroposophy, opens doors to mystery wisdom. Art, as conceived in Anthroposophy, is a spiritual approach to understanding the meaning of life (as conceived in Anthroposophy).
In other words, art in Waldorf schools is a preliminary form of Anthroposophical initiation, suitable for children. It is a quiet form of preliminary initiation; it is lovely and subtle. But we should not be misled by the beauty of the art created and displayed in Waldorf schools. The creation and appreciation of art in Waldorf schools is a lovely, subtle form of preliminary Anthroposophical initiation.
Remember: “Genuine art is rooted in the secrets of initiation.” If you doubt this, study the chart again. [15]
Waldorf Watch Footnotes:
[1] Anthroposophy is polytheistic. [See "Polytheism".]
[2] Steiner said that the spirit realm consists of "higher worlds" that we can objectively study by following his instructions. [See "Higher Worlds" and "Knowing the Worlds".]
[3] See "Magical Arts".
[4] See "Is Anthroposophy a Religion?"
[5] See "Inside Scoop".
[6] ARTISTIC SENSITIVITY, p. vii. [See https://steiner.presswarehouse.com/sites/steiner/resrcs/tocs/1621481778_TOC.pdf.]
[7] See “Indoctrination”, "Waldorf Curriculum", and, e.g., “Sneaking It In”.
[8] See, e.g., "Spiritual Agenda".
[9] See, e.g., "Anthroposophical Art".
[10] See "Matters of Form" and "Stages". For a more concise summary, see the entry for "evolution" in The Brief Waldorf / Steiner Encyclopedia.
[11] See "Astrology" and "Star Power".
Vulcan, being the most advanced stage, is not associated with a zodiacal sign. For more on this planet or stage, see "Vulcan".
[12] See "Incarnation".
[13] Steiner taught that the beings usually called "Angels" are really gods one level higher than humanity. The beings usually called "Archangels" are gods two levels higher than humanity, Steiner said, and the beings usually called "Archai" are gods three levels above humanity. Altogether, there are nine ranks of gods in Anthroposophical theology. [See, again, "Polytheism".]
[14] See the entries for "thinking", "feeling," and "will" in The Brief Waldorf / Steiner Encyclopedia.
[15] See "Everything".
[16] I realize that much of what we are reviewing here seems incredible. Could Waldorf education really be keyed toward initiation in mystery knowledge? Could art in Waldorf schools really have such a purpose? It seems incredible. Many, many facts about Waldorf education seem incredible. But we need to study the evidence and recognize what the evidence shows. Incredible or not, this is what Waldorf is.
— R.R.
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September 2, 2018
PROTECTING KIDS
FROM ELECTRONIC OVERLOAD
Here is an opinion piece published recently in The Portland Press Herald [Maine, USA]:
Another View:
Freeport school
offers lesson in how to
curtail screen time
By David Sloan
…Maine Coast Waldorf School in Freeport manages to instruct their early childhood and elementary students without the aid of any electronic devices in the classroom.
Even lessons in the high school proceed in the old-fashioned way, with teachers encouraging students to engage in spirited debates and to practice critical inquiry, usually without the intervention of computers....
Outside of school, technology is inescapable for most young people. Yet the world increasingly needs young people armed with capacities unachievable through electronic devices – compassion, resilience, creativity, the cultivation of meaningful relationships. Maine Coast Waldorf School offers a refuge from the unrelenting claims such devices make on their precious time and attention.
[9/2/2018 https://www.pressherald.com/2018/08/31/another-view-freeport-school-offers-lesson-in-how-to-curtail-screen-time/ This op-ed piece originally appeared on August 31.]
Waldorf Watch Response:
It is, of course, possible to educate children without the aid of electronic devices. All education used to be gadget-free, and much of it still is gadget-free today.
The question is whether electronic devices can be used to improve education. On this issue, there can be debate. Surely, children need to do more than stare at electronic screens all day — surfing the Web, asking for answers from Google and Wikipedia, watching dopey "instructional" cartoons (and exchanging text messages, and playing video games, and watching laugh-a-minute Youtube clips, and looking at stuff they aren't old enough to look at), and so on. Screen time needs to be kept within rational limits.
On the other hand, banning electronic gadgetry altogether can be an extreme overreaction. Waldorf schools lean toward this extreme. [1] Thereby, they may deprive kids of the educational benefits of the intellectually rich and culturally diverse universe that can opened up by wise, selective use of modern media.
Proponents of Waldorf education like to point to executives of tech companies who limit their own kids’ access to electronic gadgetry. Some of these execs actually send their kids to Waldorf schools! [2] But there is nothing surprising about this. Everyone knows that too much exposure to high-tech flash and dazzle can be bad. Professionals in high-tech industries know this as well as, or even better than, most other parents know it. But tech professionals also know that their kids will grow up in an increasingly technologically sophisticated society. They are busily at work helping to create that society. Meanwhile, if they try to give their kids a balanced upbringing (with plenty of electronic flash and dazzle, but also with plenty of quiet time unplugged from all the lights and whistles), they are surely doing the right thing. But these tech pros do not, by any means, go to the extreme found in the Waldorf movement, which tends to deplore and fear modern technology. If tech pros went to this extreme, they wouldn’t remain tech pros.
By the way, when you read glowing accounts of Waldorf education, you may occasionally want to consider the sources of these accounts. The Press Herald identifies David Sloan as “a resident of Brunswick” — a town in Maine. This identification is true, as far as it goes. But it leaves out a lot. Sloan is a teacher at the very school he praises. If you go to the website of the Main Coast Waldorf School [3], you will find that Sloan is a “founding high school teacher” at that school, and he is the author of several pro-Waldorf publications. Additionally, as the site reports, “David is a faculty member of the Center for Anthroposophy, teaching humanities in the Waldorf high school teacher training summer program.” [4]
What Sloan says about Waldorf education may or may not be true. [5] But, in reading his words, you should at least know that he is addressing you from deep within the Waldorf movement. (Very often, when you come upon glowing accounts of Waldorf education, a little digging may reveal that these accounts come from deep within the Waldorf movement.)
For previous coverage, here, of the Waldorf attitude toward electronic gizmos, see, e.g., "Waldorf and Technology", February 10, 2018, "Nature, Technology, Ahriman, and Waldorf", June 28, 2018, "Super Brains and the Master", July 11, 2018.
[1] Their underlying reasons for doing so tend to be bizarre — involving fear of demons. So, for instance, “The exploitation of electric forces — for example in information and computing technologies — spreads evil over the Earth in an immense spider's web. And fallen spirits of darkness [i.e.,demons]…are active in this web.” — Anthroposophist Richard Seddon, THE END OF THE MILLENNIUM AND BEYOND (Temple Lodge Publishing, 1996), p. 24. [See, e.g., “Spiders, Dragons and Foxes”.]
The chief demon associated with computers, according to Anthroposophists, is Ahriman. “[T]he whole computer and Internet industry is today the most effective way to prepare for the imminent incarnation of Ahriman.” — Anthroposophist Sergei Prokofieff, “The Being of the Internet” (The Philosophy of Freedom). [For background on this demon, see "Ahriman".]
[2] See, e.g., “Did Bill Gates, Steve Jobs, and Other Tech Billionaire Parents Advocate Limiting Children’s Technology Use?” — SNOPES [https://www.snopes.com/fact-check/tech-billionaire-parents-limit/].
[3] See https://www.mainecoastwaldorf.org/faculty-staff/david-sloan/.
Waldorf schools do tend to have websites these days. Although they may worry about Ahriman, they are willing to employ electronics to get their message out to the wide world.
[4] The Center for Anthroposophy is a Waldorf teacher-training institution, located in New Hampshire. [See http://www.centerforanthroposophy.org.]
[5] We might meditate on specific assertions Sloan makes. For instance, do Waldorf schools really encourage students "to practice critical inquiry?" On the contrary, these schools often suppress inquiry, imposing a stultifying atmosphere of uncritical acceptance and submission. Rudolf Steiner complained that students raised their hands too much — the kids should sit quietly, he said, and accept what their teachers tell them. Addressing Waldorf teachers, Steiner said this: "[T]each the children respect. The children should not raise their hands so much." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 65. In this spirit, a leading American Waldorf teacher warned against the "blight" of critical inquiry. "A youth whose childhood has been touched by the blight of 'critical thinking' will come to the moment of independent insight badly crippled ... Because skepticism has long since robbed him of part of his heart, he will now feel unable to embrace enthusiastically what he has come to understand." — John Fentress Gardner, THE EXPERIENCE OF KNOWLEDGE (Waldorf Press, 1975), pp. 127-128. [See "Methods".] What passes for "spirited debates" in Waldorf schools might well strike outsiders as circumscribed and tame.
Sloan also says that electronic devices cannot contribute to the achievement of "compassion, resilience, creativity, [and] the cultivation of meaningful relationships." He is clearly wrong on two of these four points. Using electronic devices surely calls for resilience (the danged things ain't perfect), and using them well often calls for and promotes creativity (the more creative you are, the more you will get out of these gizmos). As for compassion, exchanging text messages and emails with kids from other cultures and kids at different levels of well-being (including children in war zones and children inflicted with illnesses) can surely contribute to compassion. And while meaningful relationships depend on far more than the exchanges made possible by social media, such relationships may be fostered and advanced by sensitive, kindly uses of such media.
— R.R.
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.September 1, 2018
DEAD AGAIN:
REVIVAL EFFORTS FAIL
From The Hemel Gazette [Johnson Publishing, UK]:
School’s out forever, as
Rudolf Steiner School Kings Langley
sees ‘takeover’ deal collapse
By Ben Raza
Parents at a scandal-riven school were told it will not re-open after all — less than one month before the start of term.
Rudolf Steiner School Kings Langley (RSSKL) was forced to close in June, after a series of problems with safeguarding, leadership, and inability to get insurance.
Just weeks later trustees announced plans to re-open a ‘new’ school on the same site on September 24, with the same staff, curriculum and students.
But they have now had to admit defeat.
In an email to parents the trustees said: “It was a very difficult decision to terminate negotiations [with Alpha Group] having put so much time and effort into them and having, we believed, come so close to reaching a deal....”
The re-opened school would have been part of the Alpha Schools group, an organisation based in High Wycombe.
The Alpha Group’s chief executive Ali Khan was unimpressed by RSSKL’s version of events, saying there were a number of inaccuracies in the email sent to parents.
And he accused the £9,857-a-year school of either having “a complete lack of understanding” or “deliberately misleading” parents….
…Alpha chief executive Ali Khan…said: “Before writing to parents on July 12, we had agreed to the terms set out by the [RSSKL] trustees themselves…to run a Waldolf curriculum on the site as part of the provision.
“The trustees then decided to add even more requirements, which included monitoring committees, annual reporting, and affiliation with the Steiner Fellowship [i.e., the Steiner Waldorf Schools Fellowship].…”
[9/1/2018 https://www.hemeltoday.co.uk/news/school-s-out-forever-as-rudolf-steiner-school-kings-langley-sees-takeover-deal-collapse-1-8621139 This story originally appeared on August 31.]
Waldorf Watch Response:
Is this, then, the absolute, final, definitive end for the Rudolf Steiner School Kings Langley? Is the headline, above, "School's Out Forever", the sure and certain conclusion to this sad story?
It seems unlikely.
RSSKL has been one of the leading Steiner schools in Britain. The Steiner movement will almost certainly continue trying to revive the school in some form.
But certainly the prospects look bleak. RSSKL ran afoul of the government, which ordered the school to close. And now RSSKL has crossed metaphorical swords with the private educational firm that has seemed to offer the school salvation.
Many problems contributed to RSSKL's collapse. [See, e.g., "Remembering RSSKL - The Faults Found" — July 7, 2018.] Perhaps the greatest problem was the evident inability of RSSKL faculty and staff to work cooperatively with any outside, non-Steiner authorities or organizations. RSSKL fought the government, and now it has fought with the private enterprise that extended a lifeline to it.
The unswerving determination of RSSKL's leaders to remain true to Steiner education, as they conceive it, has made compromise with outsiders all but impossible. But, of course, this same determination is also a source of strength.
RSSKL has suffered numerous setbacks, now, but the true-believing Anthroposophists are the core of the school may well continue their struggle, somehow, in some fashion. From an idealistic, romantic perspective — which true-belieiving Anthroposophists often embrace — lost causes are the only causes truly worth fighting for.
So the struggle may continue, somehow.
As of today — September 1, 2018 — the RSSKL website continues to display the following message:
The Trustees of the school are very sad to announce that RSSKL has now closed and we are currently planning for a new future.
Please do check back for the latest developments. We will be providing updates as soon as we can.
[9/1/2018 http://rsskl.org.]
Perhaps this message tells us a lot. Or perhaps not. At some point, perhaps, RSSKL's sad story may really and truly, finally and completely, end.
But the school may not have reached that point — or it may not have accepted that it has reached that point — quite yet.
Alpha Schools is a private limited company, headquartered in High Wycombe, Buckinghamshire. Its chief business is running private primary schools. At present, it is reported to operate about eight such schools.
The Steiner Waldorf Schools Fellowship (SWSF) is the "the membership organisation for all the Steiner schools and independent Steiner Early Years settings in the UK and Ireland." [See https://www.steinerwaldorf.org.]
The Alpha Group's leader said RSSKL may have intentionally deceived students' parents. There has long been a tendency among Steiner and/or Waldorf schools to deceive and dissemble on numerous issues. This has, indeed, been a central cause for complaints lodged against the schools. [See, e.g., "Our Experience", "Coming Undone", and "Secrets".]
To review the unfolding of RSSKL's recent tribulations, see "RSSKL".
— R.R.
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