Here are additional items that illustrate the thinking  

— here and now, in the 21st century — 

within Waldorf/Anthroposophical circles.

From the Waldorf Watch News:

DECEMBER 1, 2019

◊ KEEPING UP WITH WHAT THEY READ ◊

WALDORF RX

One way to keep abreast of beliefs and practices within the Waldorf movement is to study documents produced by agents of that movement, especially works produced during the last few years. Internal documents, intended only for insiders, are naturally the most revealing, but they are also the most difficult to obtain. Waldorf/Anthroposophical publications aimed at a general audience are less reliable — they are often couched in defensive, euphemistic language that conceals at least as much as it reveals. Waldorf founder Rudolf Steiner taught that much inside or occult knowledge should be withheld from the uninitiated. [See, e.g., "Secrets".]

A WALDORF GUIDE TO CHILDREN'S HEALTH, published in 2018, outlines medical treatments advocated in and around Waldorf communities. It is written, at least in part, for the general public, yet it contains some revealing indications of occult Anthroposophical beliefs. Much of the book conveys more-or-less accurate, mainstream medical lore. But woven throughout the text are Anthroposophical medical beliefs that have essentially no basis in modern scientific or medical knowledge. Instead, these beliefs arise from the mystical and esoteric teachings at the heart of Anthroposophy. Many of the resulting therapies are likely to be useless or, in the worst cases, potentially injurious.

Here are a few excerpts from the book, along with my responses given in footnote form.

[Floris Books, 2018]

From chapter 9, about the major medical scourge of our time:

Cancer...

Anthroposophic treatment

To complement the child's treatment with conventional medicine [1], it is essential to support their healthy life forces [2], emotional balance and individuality [3] with a view to increasing their autonomy and forces of resistance [4] ... Central to anthroposophic treatment is mistletoe therapy [5] ... It can be administered either by injection...or as oral drops [6]....

— Waldorf school doctor Michaela Glöckler and Anthroposophical pediatricians Wolfgang Goebel and Karin Michael, A WALDORF GUIDE TO CHILDREN'S HEALTH (Floris Book, 2018), pp. 164-165.

◊

Waldorf Watch Footnotes:

[1] The authors acknowledge that conventional medicine has made great strides in curing cancer. They say this is "a clear success for modern medicine", and they say "children with cancer should be treated according to standardised therapeutic proctols" — p. 163. Unfortunately, they proceed to add Anthroposophical recommendations having little if any validity.

[2] The concept of "life force" has been rejected in virtually all areas of modern medicine, but it persists in Anthroposophical medical doctrine. [See "life force" in The Brief Waldorf / Steiner Encyclopedia (BWSE).]

[3] In Anthroposophy, the concept of "individuality" — development of a strong spiritual ego or "I" — is deemed extremely important. [See "Ego".] This is essentially a religious belief, not a scientifically founded hypothesis.

[4] There is little or no scientific basis for thinking that one can fend off cancer by cultivating "autonomy and forces of resistance," particularly if the "forces" are conceived as subjective (mental or spiritual) processes rather than physical processes.

[5] Rudolf Steiner taught that mistletoe can be used to cure or treat cancer. [See "mistletoe" in the BWSE.] There is scant scientific basis for this teaching. [See, e.g., https://www.ncbi.nlm.nih.gov/books/NBK77840/.] Indeed, some research suggests that mistletoe therapy may be harmful. 

"Proponents of anthroposophic medicine make two claims about mistletoe. Firstly, they claim that regular injections of mistletoe extract improve the natural course of cancer by slowing down or stopping tumour growth. Secondly, they say that such extracts improve the quality of life in patients with cancer ... [N]either of the above two claims is supported by good evidence ... A wide range of serious adverse reactions have been noted ... [M]istletoe extract may enhance the proliferation of some cancers ... [M]istletoe has been tested extensively as a treatment for cancer, but the most reliable randomised controlled trials fail to show benefit, and some reports show considerable potential for harm." — Physician Edzard Ernst, British Medical Journal, 12/23/06 [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1761165/].

[6] The most common mistletoe preparation used in Anthroposophic medicine has long been Iscador. Advocacy of this preparation seems to be declining among at least some Anthroposophical doctors today, but the preparation remains widely available. [Concerning Iscador, see, e.g., https://www.iscador.com/en/mistelpraeparate/beschreibung.html.]

From chapter 13, "Promoting Health and Preventing Illness":

A holistic approach to working with illness

Rudolf Steiner described human beings as functioning across four levels [1]:

• The physical body...

• The life (or etheric) body [2]...

• The soul (or astral) body [3]...

• The spirit (self or 'I') body [4]...

Children come into the world as soul-spirit beings [5] with the task of 'incarnating' into their bodies ... The role of medicine and education [6] is to create conditions that permits the healthiest possible incarnating process.

— A WALDORF GUIDE TO CHILDREN'S HEALTH, p. 237.

◊

Waldorf Watch Footnotes:

[1]  Steiner was the founder of Anthroposophy, Anthroposophical medicine, and Waldorf education, among other initiatives. As Anthroposophical physicians, the authors of A WALDORF GUIDE TO CHILDREN'S HEALTH are strongly inclined to accept Steiner's teachings as truth. There would be little real reason to allude to Steiner otherwise. (Mainstream medical texts rarely if ever mention Steiner, except occasionally to criticize him for such recommendations as the use of mistletoe to fight cancer.)

[2] Steiner taught that a fully incarnated human being has four bodies, only one of which — the physical body — is visible. The life body or etheric body, is a constellation of formative forces; it incarnates around age seven, Steiner said. [See "life body" and "etheric body" in the BWSE.]

[3] The soul body or astral body, a constellation of soul forces, incarnates around age 14, Steiner said. [See "soul body" and "astral body" in the BWSE.] Steiner differentiated between soul and spirit. [See the entries for these terms in the BWSE.]

[4] The spirit body or the "I" is a constellation of spirit forces; it incarnates around age 21, Steiner said. [See "spirit body", "ego," "ego body", and "I" in the BWSE.]

The problem with all this, of course, is that the nonphysical bodies do not exist. They are fantasies. Yet they are central to Anthroposophical/Waldorf belief and practice. As such, they constitute a fatal flaw in Anthroposophical/Waldorf practices.

[5] In Anthroposophical teachings, the "soul-spirit" (or "spirit-soul") is the combined soul and spirit. Steiner taught that each fully incarnated human being has both a soul and a spirit. [See "soul" and "spirit" in the BWSE.]

[6] Note that, in Anthroposophical belief, the roles of medicine (Anthroposophical therapy) and education (Waldorf education) are the same: to "create conditions that permits the healthiest possible incarnating process." [See "Incarnation". Also see such texts as Michaela Glöckler's EDUCATION AS PREVENTIVE MEDICINE (Rudolf Steiner College Press, 2002).] 

One important corollary is that the purpose of Waldorf education is not to provide a good, academically sound education. The purpose is to help kids incarnate properly. [See, e.g. "Here's the Answer", "Waldorf's Spiritual Agenda", and "Academic Standards at Waldorf".] 

You might think that the role of medicine is to preserve good health by eliminating diseases. You might think that the role of education is to give students reliable knowledge about the real world. But the Anthroposophical view is different. 

But note this: If belief in incarnation is false, then neither Anthroposophical medicine nor Waldorf education — which aim to facilitate the "incarnating process" — has any real purpose or justification. (Steiner taught that humans exist in the spirit realm before incarnation on Earth. The moment of physical birth is the first stage in the process of incarnation: It is the moment when the arriving human assumes an independent physical body. But the process of incarnation extends far beyond this, including the moments when the etheric body, the astral body, and the "I" incarnate. This is not how modern science sees things, of course. If Steiner was wrong about these things, then the Anthroposophical conception of incarnation is wrong, which knocks the props out from under both Anthroposophical medicine and Waldorf education.)

More from the same chapter:

A holistic approach to working with illness [continued]

Childhood illnesses play an important part in working through and individualising specific parts of the body [1]...

Illnesses with high fevers, like scarlet fever, measles or roseola, are primarily an indication that the 'I' and its warmth activity are intervening in functions of the life body [2]...

Diseases that involve significant swelling of lymph nodes or glands allow children [3] to get a grip on their life body processes...

If we attribute symptoms exclusively to germs...the most important questions remain unanswered [4]....

— A WALDORF GUIDE TO CHILDREN'S HEALTH, pp. 237-238.

◊

Waldorf Watch Footnotes:

[1] In Anthroposophical belief, childhood diseases are helpful — they are blessings: They assist children in overcoming harmful inherited attributes (attributes handed down by their parents), so that the children become more fully themselves as distinct individuals. [See, e.g., BLESSED BY ILLNESS (Anthroposophic Press, 1988), by Anthroposophical physician and Waldorf teacher L.F.C. Mees.]

[2] This intervention is deemed to be productive — burning away, as it were, unsound physical characteristics or dispositions. (This is the "warmth activity" of the "I" in such diseases.)

[3] Again, the effects of the disease are deemed beneficial. The diseases "allow" children to make progress in the process of incarnation (they "get a grip on their life body processes.")

[4] Anthroposophical medicine does not deny the existence of germs, but it minimizes their importance. The real reasons we develop diseases are deeper, Steiner taught. (For instance, we contract childhood diseases in order to perfect our incarnation on Earth.)

From a later section in chapter 13:

The powerful effects of art... [1]

Modelling therapy

The creative activity of modelling [2], sculpting and carving directly stimulates and regulates the sculpting, formative functioning of the life body [3]...

Painting therapy

Handling colour tones and moods in painting harmonises the collaboration between the life and soul bodies [4]...

Music therapy

Musical laws and their relationship to air (as vehicle of sound) corresponds [sic] to the activity of the soul body, which is also musical in character [5]...

Speech therapy

Through artistic speech and speech therapy, the "I" is directly activated [6]...

Curative eurythmy [7]...

Curative eurythmy is...helpful in treating movement, hearing and visual disorders because it helps the child's soul penetrate the body more completely [8]....

— A WALDORF GUIDE TO CHILDREN'S HEALTH, pp. 242-244.

◊

Waldorf Watch Footnotes:

[1] In Waldorf belief, all arts have potent spiritual effects. For this reason, arts are emphasized in Waldorf education. [See "Magical Arts".]

There is, in the real world of real medical care, such a thing as art therapy. By creating art, people with emotional problems may learn to express themselves, for instance. But the "modelling therapy," "painting therapy," and so on described here are not real medical care. They are mystical fantasies having claimed effects on nonexistent "bodies" such as the life body. (Read on.)

[2] "Modelling," in the sense used here, is shaping figures in clay, wax, or other pliable media.

[3] Steiner taught that the life body (or etheric body) molds and shapes the physical body. Here we are told that the activity of modeling is therapeutic — it "stimulates and regulates" the actions of the life body. It has this effect, allegedly, because it mimics and thus reinforces the actions of the life body.

[4] By bringing the "life body" into better collaboration with the "soul body," Anthroposophical therapists hope to heal the physical body. The endeavor is vain, however — the life body and soul body cannot be brought into closer collaboration, nor can they affect the physical body, for a clear reason: The life body and soul body are phantasms, they are not real.

Anthroposophical doctors prescribe the therapeutic use of color in drawing as well as in painting. Here is one mother's report about Anthroposophic use of colors for their purported therapeutic effects: 

"Our nine-year-old was gravely ill, depressed, and had lost a lot of weight, because she refused to eat. The Anthroposophic doctor made a diagnosis: my child had lost the will to live. He announced one of the potential cures — we were to give our daughter red, yellow, and orange crayons to color with! I looked at my husband in disbelief ... During this encounter with the Anthroposophic doctor, I had an epiphany of sorts. After paying him his fee of $50, we left the school and I turned to my husband and said with certainty, 'We are in a real live cult!'" — Sharon Lombard, "Spotlight on Anthroposophy [http://www.waldorfcritics.org/articles/lombard_sharon_csr0202j.htm].

[5] Steiner taught that when we sleep at night, our soul body and spirit body leave Earth and sojourn in the spirit realm, where they hear celestial music. A musical composer, Steiner said, is guided by his memories of celestial music when he creates his earthly compositions. 

“When a man falls asleep, his astral body [i.e., his soul body] goes out from his physical body, his soul then lives in the devachanic [i.e., spiritual] world. Its harmonies make an impression on his soul ... The composer...takes his model from the spiritual world. He has in himself harmonies which he translates into physical terms. That is the secret connection between the music which resounds in the physical world and the hearing of spiritual music during the night....” — Rudolf Steiner, quoted in ART INSPIRED BY RUDOLF STEINER, by John Fletcher (Mercury Arts Publications, 1987), p. 136.

There is, in the real world of real medicine, such a thing as music therapy. But Anthroposophical music therapy is based on fantasies.

[6] Just as Anthroposophists believe modelling stimulates the life body, they believe speech therapy stimulates the ego body or "I".

[7] Eurythmy is a form of spiritual dance — in essence, a type of temple dancing — devised by Rudolf Steiner. [See "Eurythmy".] Steiner said eurythmy connects us to the spirit realm. 

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

Eurythmy is usually a required activity for students in Waldorf schools.

"Eurythmy is obligatory. The children must participate. Those who do not participate in eurythmy will be removed from the school." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 65.

[8] Anthroposophists believe eurythmy would benefit everyone (such as every student in a Waldorf school), but they think it has special therapeutic value for people who suffer from "movement, hearing and visual disorders." Eurythmy achieves its beneficial effects, Anthroposophists believe, through mystical means: It helps the soul to perfuse the physical body ("it helps the [patient's] soul penetrate the body").

Quote of Note

December 18, 2019

[Floris Books, 2019]

Astrology has been important in Anthroposophy from the beginning, and it remains so today. According to Anthroposophical doctrine, astrological influences have guided human evolution on Earth. Our progress has occurred as various constellations of the zodiac, gaining ascendance in sequence, have beamed their influences down to us. Here, for instance, is a summary of human history (and the human future) since the sinking of Atlantis, according to Anthroposophical teachings. According to these teachings, humanity's forward steps have occurred under the auspices of the zodiacal constellations:

"The post-Atlantean sequence of cultural epochs   Cancer: the first post-Atlantean cultural epoch [1], that of Ancient India, arose in the constellation of Cancer. Here the task was to develop the etheric body [2] ... Gemini: in the next, the Ancient Persian cultural epoch, we start to deal with the inevitable confrontation of the forces of darkness...in the conflict between Ahura Mazdao, god of light, and Ahriman, spirit of darkness [3] ... Taurus: the third post-Atlantean age, the Egyptian-Chaldean, comes under the sign of Taurus. Mankind's progressive conquest of the earth is seen inwardly as the development of the sentient soul [4]. Aries: there follows the fourth, or Greco-Latin epoch ... Here the intellectual (or mind-heart) soul is formed [5] ... Pisces: the single event of the previous epoch...the deed of self-sacrifice carried out by the Sun-Being, Christ...continues to shine ... The descent of the human being into matter persists, however, in this cultural epoch [6] ... Aquarius: the sixth cultural epoch, ruled by Aquarius, belongs to the Russian impulse of brotherly love [7] ... Capricorn: the seventh, or American cultural period, coming under Capricorn, will close the cycle of post-Atlantean evolution [8]." — Anthroposophist Werner Barfod, THE ZODIAC GESTURES IN EURYTHMY (Floris Books, 2019), pp. 81-82. This is a translation of a German text published in 2018 by the Anthroposophical publishing house Verlag am Goethenanum. [9]

◊

Waldorf Watch Footnotes:

The following gets a bit convoluted. But this is typical of Anthroposophical doctrine. If you become deeply engrossed in Waldorf education, you will probably need to grapple with such thinking sooner or later.

[1] Steiner taught that human beings once lived on the continent of Atlantis. [See "Atlantis".] He said we currently live in the Post-Atlantean Epoch (the age following the destruction of Atlantis). The Post-Atlantian Epoch, Steiner said, is the fifth epoch (or "great epoch") that humanity has undergone on the Earth. [See "great epochs" in The Brief Waldorf / Steiner Encyclopedia (BWSE).] In turn, this great epoch consists of a succession of shorter eras that Steiner called "cultural epochs." [See "cultural epochs" in the BWSE.] The first cultural epoch was the Ancient Indian Age, which occurred under the influence of the constellation Cancer. [For an overview of Steiner's teachings about human evolution, see "epochs" and "evolution" in the BWSE; also see "Matters of Form".]

[2] Steiner taught that our history is purposeful and, to a large extent, planned. The stars and constellations embody various gods who guide us in fulfilling the divine cosmic plan. [See "divine cosmic plan" in the BWSE.] So, each epoch or era has a planned "task" or purpose. During the first cultural epoch after Atlantis went down, the task for humanity was to develop the etheric body. [See "etheric body" in the BWSE.] This invisible body, Steiner taught, is the first of three such bodies that humans now possess, in addition to the physical body. The etheric bodies of children today incarnate around age seven, Steiner said. [See "Incarnation".] Here we are told that the etheric body was developed during the Ancient Indian Age. 

[3] Ahura Mazdao (or Ahura Mazda) is the chief god in Zoroastrianism. He is the Sun God, the same god whom Steiner identified as Christ. [See "Sun God".] In Zoroastrianism, Ahriman is the enemy of Ahura Mazdao — Ahriman is the devil. [See "Ahriman".] Steiner taught that Ahriman really exists, just as the Sun God really exists. Here we are told that during the second cultural epoch, the Ancient Persian Age, mankind began dealing with the confrontation between the forces of good, embodied in the Sun God, and the forces of evil, embodied in Ahriman. The Ancient Persian Age occurred under the aegis of the constellation Gemini, we are told.

[4] I.e., during the Egypto-Chaldean Age — under the sign of Taurus — mankind made further progress in mastering the physical plane of existence (our "progressive conquest of the earth") here upon the physical planet Earth. The inner reflection of this progress was our development of the "sentient soul." Steiner taught that in addition to several bodies, humans have several souls or soul components and several spirits or spirit components. [See "What We're Made Of".] The sentient soul is the first of three souls (or soul parts) humanity has come to possess. This soul forms feelings and concepts. [See "sentient soul" in the BWSE.]

[5] Here we are told that the mind-heart soul (also called the intellectual soul or the mind soul) was developed during the Greco-Roman cultural epoch, overseen by Aries. This soul, receiving feelings and concepts from the sentient soul, mulls over these constructs. Only after we developed this soul, Steiner taught, did humans become capable of rational thought. [See "intellectual soul" in the BWSE.] Bear in mind that the Anthroposophical attitude toward intellect is ambivalent at best. [See "intellect" in the BWSE.] We did not become truly aware or conscious, Steiner taught, until the third soul or soul part developed. [See "consciousness soul" in the BWSE.] 

[6] Steiner taught that the most important event in human history upon the Earth occurred during the fourth cultural epoch. This event was the incarnation, ministry, crucifixion, and vindication of the Sun God (Ahura Mazda or Christ). [See "Turning Point of Time" in the BWSE.] According to Steiner, this enormously important event ("the deed of self-sacrifice carried out by the Sun-Being, Christ") still shines during the fifth cultural epoch — our own period. [See "Anglo-Germanic Age" in the BWSE.] During our age, overseen by Pisces, humanity has progressed even further in its mastery of the physical plane ("the descent of the human being into matter"). Descending into materiality is dangerous for us, but — Steiner taught — it will strengthen us for our future re-ascent into spirituality.

[7] Ruled by Aquarius, we will evolve to the sixth cultural epoch, which Steiner called the Russian Age. Brotherly love — which Steiner said is an impulse of the Russian soul — will blossom. But racial conflict will also reach a crescendo before being consigned to the past. [See "Russian Age" in the BWSE.]

[8] Under the rule of Capricorn, we will evolve to the seventh and final cultural epoch of the Post-Atlantean Epoch: the American Age. [See "American Age" in the BWSE.] This developmental stage will take us into a titanic conflict, the War of All Against All — a necessary cleansing crisis that will sweep away much of what is low and vile among the human population. [See "All v. All".] The survivors of this conflict will then be able to evolve into the next great epoch, the sixth — the Epoch of the Seals. [See "Sixth Epoch (Seals)" in the BWSE.]

[9] Note that all of this mysticism, entwined with astrology, is presented in a book about eurythmy — a form of spiritual dance devised by Steiner. [See "Eurythmy".] Steiner indicated that eurythmy gives visible expression to his teachings, Anthroposophy — teachings such as those we have been reviewing here. Students in Waldorf schools are often required to perform eurythmy. 

"Eurythmy is obligatory. The children must participate.  Those who do not participate in eurythmy will be removed from the school." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 65.

By ordering students to perform eurythmy, Waldorf schools seek to connect them directly to the supernatural or spiritual world(s):

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

The supersensible realm, lying beyond the reach of our ordinary senses, is the realm of the gods and the astrological powers flowing outward from the gods, Steiner indicated. [See "Astrology".]

— R.R.

On the page "Today 7" we had a preview of the following book.

Here are two quotations from the book as published.

Two Quotes of Note

December, 2019

[SteinerBooks, 2019]

1.xxxxxxxx

"The exercises given [1] in the Esoteric School [2] for inner development [3] should lead also to knowledge of the 'Masters of Wisdom and of the Harmony of Sensations and Feelings [4],' as the actual founders and leaders of the Esoteric School [5]. These supreme beings [6], active already on the higher planes [7]...'have completed the path the rest of humanity still has to tread [8]' ... Imparting an understanding of these lofty spiritual leaders of humanity is an essential motive that extends from the beginning, throughout not only the esoteric but also through the whole of Rudolf Steiner's teaching activity [9] ... [T]he leaders of humanity and Masters of the fifth great epoch — the post-Atlantean epoch [10] — will arise from the ranks of human beings [11] ... Such individuals will then become the 'true' Masters of Wisdom and of the Harmony of Sensations and Feelings." — Anthroposophist Hella Wiesberger, RUDOLF STEINER'S ESOTERIC TEACHING ACTIVITY (SteinerBooks, 2019), pp. 52-55.

2.xxxxxxxx

"Rudolf Steiner [said]...'[W]e have need of a principle of initiation [12] so that the primeval connection with the spiritual worlds [13] may be renewed. The task of the anthroposophic world movement is to supply this principle [14]' ... [Steiner added] that secret connections [15] exist between what happened in the third post-Atlantean cultural epoch (the Egypto-Chaldean epoch) and our own fifth post-Atlantean epoch [16] ... On another occasion, Anthroposophy is alluded to [by Steiner] as the new Isis wisdom [17] for the new era ... Again, a deep connection was established between the Isis Mystery [18] and the Grail Mystery, the latter being a Christianized revival of the Egyptian Mysteries [19], just as the Parzival figure [20] acts as 'a model for our spiritual movement'. [21]" — Ibid., pp. 122-123.

◊

Waldorf Watch Footnotes:

[1] These were spiritual exercises such as meditations.

[2] This was the spiritual academy — dispensing esoteric and/or hidden (occult) spiritual teachings — created by Rudolf Steiner and others during Steiner's period as a practicing Theosophist. [See "Esoteric School" in The Brief Waldorf / Steiner Encyclopedia (BW/SE).]

[3] I.e., for developing one's spiritual capacities.

[4] These are enlightened spirits who have acquired extremely high — and generally occult — spiritual knowledge. [See "Masters of Wisdom" in the BW/SE.]

[5] Steiner founded the Esoteric School, but he claimed that transcendent spirits were the true inspirers or creators of the school.

[6] "Supreme" must be understood, in this context, as a relative term. The Masters are essentially gods, spirits higher than human beings — but they are not the highest of the gods. Steiner taught that there are nine ranks of gods under the Godhead. Gods who are close to humanity rank low, while those who are close to the Godhead rank high. [See "Polytheism".]

[7] I.e., on levels of existence higher than the physical plane. [See "Higher Worlds".]

[8] I.e., they have risen to extraordinary enlightenment, becoming gods. This is the path Steiner said all human should eventually follow (the path he claimed to lay out).

[9] Steiner disseminated his teachings in various ways. He delivered thousands of lectures, and he wrote numerous articles and books. He also established educational institutions such as the Esoteric School, its successor the School of Spiritual Science [see "School of Spiritual Science" in the BW/SE], and the original Waldorf school [see "Waldorf School, the first" and "Waldorf schools" in the BW/SE].

[10] Steiner taught that we currently live in the fifth major evolutionary period here on Earth. During the fourth such period, we occupied Atlantis. We now live in epoch following the destruction of Atlantis — the "post-Atlantean epoch."

[11] Humans walking the Earth today may become Masters if they heed Steiner — they may become sufficiently enlightened to rise into the ranks of the gods (as all humans should do in the future, Steiner taught). Note that Steiner's followers generally regard him as one of the greatest spiritual Masters, if not literally a Master of Wisdom and of the Harmony of Sensations and Feelings. [See, e.g., "Guru".]

[12] Initiation, as understood in Anthropsoophy, means gaining entree into the inner circles of occultism, so that one acquires secret or hidden spiritual wisdom. [See "initiation" in The Brief Waldorf / Steiner Encyclopedia (BW/SE).]

[13] Steiner taught that ancient people had innate awareness of, and connections to, the spirit realm. They possessed natural clairvoyant powers, which humanity has generally lost in modern times.

[14] As devised and promulgated by Steiner, Anthroposophy looks backward, drawing "wisdom" from ancient belief systems, but it also looks forward with the goal of creating new, higher spiritual awareness.

[15] Much spiritual knowledge is secret or hidden (occult), according to Steiner. Anthroposophy aims to pierce spiritual mysteries or secrets. [See "Occultism".]

[16] Steiner taught that humanity once lived on Atlantis, but we destroyed that continent through our wickedness. [See "Atlantis".] Since then, we have evolved through a series of "post-Atlantean" cultural periods or epochs. The ancient Egyptian and Chaldean civilizations occurred during the third of these periods. Our own civilization has arisen during the fifth of these periods (often called, in Anthroposophy, the "Anglo-Germanic Age").

[17] Isis was the ancient Egyptian goddess of fertility. Steiner associated her with Mary, the mother of Jesus. [See "Goddess".] "Isis wisdom" is wisdom possessed by, or wisdom about, Isis.

[18] In Anthroposophy, a "Mystery" is a secret body of spiritual wisdom. The Isis Mystery, then, is the secret meaning of Isis and her pronouncements and actions. Essentially, this is the mystery of the origins of life (as embodied by the procreator of life, Isis): 

"[W]ith anthroposophy the time has come when the veil of the physical worlds should be lifted so that we once again perceive the spiritual origin of the physical world." — "Isis", in ANTHROPOSOPHY A-Z, by Waldorf teacher Henk van Oort (Rudolf Steiner Press, 2011), p. 62.

[19] The Grail Mystery, in Anthroposophy, is the secret meaning of the mythic search for the Holy Grail, a search undertaken by King Arthur and his knights. In Anthroposophy, the Grail itself is deemed to symbolize occult wisdom, especially the occult wisdom of the ancient East (including Egypt). [See "Holy Grail" in the BW/SE.]

[20] For Anthroposophists, Parzival (Perceval) is the most important of the knights who sought the Grail. [See "Parzival" in the BW/SE.] Parzival is accorded great importance in Anthroposophical discourse and in Waldorf circles. [See, e.g., "He Went to Waldorf".]

[21] Anthroposophists describe their own quest as scientific — they endeavor to use "exact" clairvoyance to obtain objective knowledge of the spirit realm. [See "Exactly" and "Knowing the Worlds".] Hence, they refer to Anthroposophy as a "spiritual science." [See "spiritual science" in the BWSE]. But, in fact, Anthroposophy is a religion: It is a mystical system involving belief in a vast number of concepts having no basis in verifiable reality (spiritual worlds, Atlantis, Isis, the Grail, etc.). [See "Is Anthroposophy a Religion?"]

 — R.R.

JANUARY 13, 2020

FORGOTTEN PAST HAUNTS 

TODAY'S ANTHROPOSOPHY 

Perhaps the most controversial issue swirling around Anthroposophy [1] concerns Rudolf Steiner's racial teachings [2]. Closely connected to this is the issue of alleged ties between Anthroposophy and extreme right-wing, racist political movements [3].

Historian Peter Staudenmaier has written extensively on these subjects [4]. He points out that today many Anthroposophists — perhaps unaware of Anthroposophy's history — profess admiration for Anthroposophical predecessors who were deeply involved with Fascism in Italy and Nazism in Germany. As one example, Staudenmaier points to the recent publication by an Anthroposophical press of books written by Massimo Scaligero (1906-1980).

Here is part of a message Staudenmaier posted recently at the Waldorf Critics website:

"[Someone] asked me recently about the current state of research on Italian anthroposophist Massimo Scaligero, a favorite among some of Steiner's followers today. SteinerBooks continue to publish Scaligero's works; they apparently just published an English translation of his autobiography a couple months ago. His admirers seem consistently uninterested in and unaware of Scaligero's background. This is particularly true of his record during the Fascist era, when Scaligero was a vocal antisemite and a staunch proponent of what he called 'integral racism,' combining spiritual racism and biological racism into an integrated whole. In addition to promoting esoteric versions of racism and antisemitism, Scaligero consistently advocated a closer alliance between Fascist Italy and Nazi Germany, calling in his words for a 'united Aryan front' against the common enemy." — Dr. Peter Staudenmaier, "Massimo Scaligero and anthroposophy's neglected history" [1/13/2020   https://groups.io/g/waldorf-critics/message/31938   This message was posted on January 12.]

Staudenmaier argues that many Anthroposophists fail to understand the real nature of their movement at least in part because they ignore Anthroposophy's history:

"The fact that so little of this [historical information]...is known among admirers of Scaligero and Steiner unfortunately tells us something revealing about esoteric approaches to revered figures and to the past in general. Learning more about anthroposophy's neglected history could help Steiner's followers understand their own movement better." — Peter Staudenmaier, ibid.

◊

Here are some of Scaligero's books published in recent years by Lindisfarne Books, an imprint of the Anthroposophic Press:

THE LOGIC AGAINST HUMANITY

The Myth of Science and the Path of Thinking

(Lindisfarne Books, 2017)

From the publisher's description: 

"The Logic against Humanity is considered by many to be Massimo Scaligero’s most important work. It examines the difficulties faced by modern-day philosophers and scientists who employ 'discursive' thinking [5] to explain the mystery of human existence. 'Discursive' thinking, which [embodies] the inherent limitations of rationalism and scientific presumptions, is viewed by Scaligero as a form of mental disorder, widely prevalent in today’s culture [6] ... Massimo Scaligero insists that a 'science of thinking' must be engendered within humanity — thinking that transcends the limits of conceptual elaboration — science enlivened continuously by the living being from which it arises [7]."

FROM YOGA TO THE ROSE CROSS 

(Lindisfarne Books, 2019)

"Using an autobiographical form as his framework, the author shows how the experience of Yoga [8] is actually the most esoteric path — that of the Rose Cross [9] — when taken to its ultimate conclusion by flowing into a 'modern' initiatory path that manifests formally as Spiritual Science [10]."

THE LOGOS AND THE NEW MYSTERIES

(Lindisfarne Books, 2019)

"In this powerful guidebook, Massimo Scaligero describes in detail the esoteric path of thinking [11], which allows us to reach beyond our bondage to sensory perception and the physical view of reality, to realize our true cosmic connection with the Logos [12], the living Christ [13]."

THE SECRETS OF SPACE AND TIME

(Lindisfarne Books, 2013)

"This masterly book by Massimo Scaligero...teaches us how to enter and recognize the spiritual reality [14] behind and within what we objectify as space and time [15]. Those who read The Secrets of Space and Time with meditative effort [16] will be well rewarded with profound insights about the true nature of the world around us."

A TREATISE ON LIVING THINKING

A Path beyond Western Philosophy, beyond Yoga, beyond Zen

(Lindisfarne Books, 2015)

"This treatise, though logically formulated and accessible, proposes a task that few can probably actualize. Its thoughts are assembled so that retracing them becomes the proposed experience [17]. This experience, insofar as it is realized, is not merely one of many possibilities, but an experience of our inner essence [18], which the spirit demands of us at the present time [19]."

A PRACTICAL MANUAL OF MEDITATION

(Lindisfarne Books, 2015)

"Rudolf Steiner often emphasized the importance of meditation practice for the self-development of students of Anthroposophy. In his writings and lectures, he offered various instructions for approaches to meditation and for strengthening qualities needed to unfold our latent spiritual capacities [20].

"In this accessible book, Massimo Scaligero — a lifelong student of Rudolf Steiner and Spiritual Science —systematically illumines Steiner’s practices [21]...."

◊

Today 8 Addendum

There are numerous areas of agreement between fascistic and Anthroposophical belief. While fascists and Anthroposophsts disagree on many subjects, they have historically tended to share views such as these [22]: 

◊ there is a hierarchy of human races, with white Europeans at or near the pinnacle [23]

◊ races or peoples have shared "group" or "folk" souls [24]

◊ mankind is engaged in a difficult evolutionary process [25]

◊ highly evolved humans will evolve even higher, becoming a new, super-human race [26]

◊ will power is crucial to human advancement [27]

◊ truth comes more through intuition and will than through rational thought [28] 

◊ the Enlightenment set modern humans on a false path [29]

◊ political and cultural liberalism tend to cause serious harm [30] 

◊ the past was, in various ways, better than the present [31]

◊ people in the past were, in various ways, wiser than modern people [32]

◊ life in the country, close to nature, is superior to life in urban centers [33]

◊ Bolshevism (Communism) is virtually demonic [34]

◊ representative democracy should be tightly limited if not abandoned [35] 

◊ Jews and Judaism tend to impede mankind's progress [36] 

◊ decadent modern society needs a new impulse of spirituality [37] 

◊ Christianity (as redefined by fascist and Anthroposophical leaders) should be defended and promoted [38]

◊ traditional schools and universities, as centers of intellectuality, disserve their students [39]

◊ education should concentrate more on molding character, less on conveying knowledge or promoting intellectual growth [40]

And so forth. [For a summary of the characteristics of fascism, see the ENCYCLOPAEDIA BRITANNICA, January 14, 2020, "Common Characteristics of Fascist Movements": https://www.britannica.com/topic/fascism/Common-characteristics-of-fascist-movements.]

An important qualification: Fascistic and Anthroposophical understandings of the concepts listed above often differ significantly. Anthroposophy is not fascism; we must not confuse these two movements. Nor must we ascribe all of the above beliefs to all Anthroposophists today. Many Anthroposophists today would forcefully reject the charge that their belief system is racist or anti-Semitic. 

Nevertheless, there are indeed similarities in at least some portions of fascistic and Anthroposophical thought. 

In many instances, fascistic and Anthroposophical thinking stems from the same, or similar, ideological roots. Here are some of the foundational beliefs of fascism, as described in the ENCYCLOPAEDIA BRITANNICA:

Intellectual Origins

Mussolini and Hitler did not invent fascist ideology...

Many fascist ideas derived from the reactionary backlash to the progressive revolutions of [the 18th and 19th centuries] and to the secular liberalism and social radicalism that accompanied these upheavals. [Joseph] De Maistre condemned the 18th-century Enlightenment ... [Hippolyte] Taine lamented the rise to power of the masses, whom he suggested were at a lower stage of biological evolution ... [Gustave] Le Bon wrote a primer on how to divert...the masses from revolution to reaction. [Maurice] Barrès...contended that too much civilization led to decadence...

German populist politicians and writers...extolled the idea of racially pure peasants close to the soil who would one day follow a charismatic leader able to intuit the Volk soul ... Anti-Semitism was a staple in the work of [numerous] best-selling authors. Britain’s Houston Stewart Chamberlain preached Aryan racism, and many of the anti-Semitic ideas espoused by Carl Lueger’s Christian Social Party and Georg von Schönerer’s Pan-German movement in Austria were later adopted by Hitler.

Racial Darwinists...glorified the survival of the fittest ... Chamberlain saw no reason to give inferior races equal rights. [Heinrich von] Treitschke raged against democracy, socialism, and feminism ... [Paul Anton de] Lagarde said of the Slavs that “the sooner they perish the better it will be for us and them,” and he called for the extermination of the Jews...

In the late 19th century many conservative nationalists were philosophical idealists who accused liberals and socialists of materialism and thereby portrayed their own politics as more spiritual....

— THE ENCYCLOPAEDIA BRITANNICA, January 14, 2020, "Fascism - Intellectual Origins" [https://www.britannica.com/topic/fascism/Intellectual-origins].

Bear in mind, the BRITANNICA is characterizing fascism and its origins, not Anthroposophy. But an exaimination of Anthroposophy produces traces of similar beliefs and attitudes. [See, e.g., "Materialism U.", "Steiner's Specific", "Evolution, Anyone?", "Atlantis and the Aryans", "Threefolding", "Democracy", "The Ancients", "Steiner and the Warlord", "Steiner's Racism", "RS on Jews", etc.]

Anthroposophy is not fascism. Steiner was not Hitler. The harm caused by Anthroposophy is far less than the immense damage caused by fascism. But there are intersections between Anthroposophy and fascism, and these help explain why some Anthroposophists — some, a minority, a subset — have been drawn toward fascism.

◊

Waldorf Watch Footnotes:

[1] An occult religion, Anthroposophy provides the vision that undergirds Waldorf education. [See "Anthroposophy" in The Brief Waldorf / Steiner Encyclopedia (BWSE).

[2] See "Steiner's Racism".

[3] See "Sympathizers?"

[4] See, e.g., Staudenmaier's book BETWEEN OCCULTISM AND NAZISM: Anthroposophy and the Politics of Race in the Fascist Era (Brill, 2014).

[5] I.e., logical argumentation, as opposed to intuitive affirmation. Steiner and his followers generally disparage science, logic, intellect, and indeed brainwork. [See, e.g., "Steiner's Specific".]

[6] Anthroposophists and fascistic thinkers generally share an antipathy to modern society and modern science. (Arguably, some apologists for fascism have been leaders in the deconstruction movement, which generally denies that statements have any absolute or definite meaning. One advantage of this position, for fascists or former fascists, is that their objectionable statements cannot be held against them since these statements have no actual meaning.)

[7] This is essentially a description of Anthroposophical "thought" — intuitive, imaginative, clairvoyant. [See "Thinking" and "Thinking Cap".]

[8] Steiner affirmed yoga as one of the paths leading to spiritual initiation. [See "Yoga".]

[9] This is a reference to Rosicrucianism, which Steiner said is the correct spiritual path for modern humans. He meant Rosicrucianism as redefined by himself, a form of Rosicrucianism that is virtually indistinguishable from Anthroposophy. [See "Rosy Cross".]

[10] "Spiritual science" is, putatively, the antidote to modern, physical science — it is the true, objective study of the spirit realm through spiritual/clairvoyant consciousness. As Steiner used the term, "spiritual science" is Anthroposophy. [See "spiritual science" in the BWSE.]

[11] This is Anthroposophical thought, as mentioned above.

[12] See "Logos".

[13] Christ, according to Steiner, is the Sun God who descended to Earth and incarnated in a human body for a period of three years. [See "Sun God" and "Was He Christian?"]

[14] According to Steiner, there are two "higher worlds" above or behind the physical level of existence. [See "Higher Worlds".] Those worlds are inhabited by a plethora of gods. [See "Polytheism".]

[15] Space and time presumably define, and are limited to, the physical level of existence: the physical universe.

[16] Meditation is central to Anthroposophical practice, which aims at the development of clairvoyant powers. Steiner gave instructions for such practice in, for instance, his book KNOWLEDGE OF THE HIGHER WORLDS AT ITS ATTAINMENT. [See "Knowing the Worlds".]

[17] This is a typical example of Anthroposophical discourse, which may deflect rational analysis. Steiner taught that the human brain does not produce thought; rather, it receives thoughts from on high, much as a radio receives broadcasts. Proper thoughts are "living thoughts," he said — they emanate from the gods (and from ourselves when we are attuned to the gods) as living essences. [See "living thoughts" in the BWSE.]

[18] According to Anthroposophy, the core of our "inner essence" is our spiritual ego or "I". [See "Ego"; also see "I" in the BWSE.]

[19] These are perilous times, Anthroposophist believe; the fate of humanity and, indeed, the fate of the entire created cosmos hangs in the balance. Our own spirits (or the spirits — the gods — on high) require us now to move to Anthroposophy: the initiatory path that enables us to "experience of our inner essence" so that we may fulfill the gods' grand plan. [See "divine cosmic plan" in the BWSE.]

[20] Our spiritual capacities should continuously evolve to higher and higher levels, Steiner taught. [See "evolution of consciousness" in the BWSE.]

[21] "Steiner's practices" are, chiefly, the Anthroposophical meditative procedures laid out by Rudolf Steiner. [See, e.g., "Power Words". For an overview of Anthroposophy, see "Everything".]

[22] In the following footnotes, I will document various Anthroposophical beliefs. For fascist beliefs, see the entries from THE ENCYCLOPAEDIA BRITANNICA referenced in the Today 8 Addendum, above.

[23] Steiner made numerous references to higher and lower races, such as this:

"[T]he lower races had fewer and fewer descendants, while the higher races had more and more.” — Rudolf Steiner, THE SPIRITUAL FOUNDATION OF MORALITY (SteinerBooks, 1995), p. 30.

The highest races come closest to embodying human perfection, he said. 

"A race or nation stands so much the higher, the more perfectly its members express the pure, ideal human type." — Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Anthroposophic Press, 1944), p. 149. 

The ideal type, he indicated, is European; specifically, it can be found in Greek statuary. If evolution had gone as it should, this ideal would prevail today, Steiner said. 

"[I]f we have a sense for Greek sculpture, we can feel how the ancient Greeks dreamed of a uniform, perfect, beautiful type of human being that should have developed." — Rudolf Steiner, THE UNIVERSAL HUMAN (Anthroposophic Press, 1990), p. 76.

White people, Steiner said, lead thinking lives (they exercise their forebrains), whereas yellow people lead emotional lives (they rely on their mid-brains), and black people lead instinctive lives (they are creatures of the rear-brain). [See Rudolf Steiner, Vom Leben des Menschen und der Erde; Über das Wesen des Christentums (Dornach: Rudolf Steiner Verlag, 1993), p. 51.] Thus, Steiner said that whites are more intelligent: 

“If the blonds and blue-eyed people die out, the human race will become increasingly dense ... Blond hair actually bestows intelligence. In the case of fair people, less nourishment is driven into the eyes and hair; it remains instead in the brain and endows it with intelligence. Brown- and dark-haired people drive the substances into their eyes and hair that the fair people retain in their brains.” — Rudolf Steiner, HEALTH AND ILLNESS, Vol. 1 (Anthroposophic Press, 1981), pp. 85-86.

[24] See "group soul" and "folk soul" in the BWSE.

[25] See "evolution" and "evolution of consciousness" in the BWSE.

[26] When we evolve to our next major developmental stage, "on" Jupiter, we will become gods, Steiner said. [See "Future Stages".]

[27] See "Will".

[28] See "intuition" (also "imagination" and "inspiration") in the BWSE. These are types of clairvoyance, Steiner taught, and intuition is the highest of the three.

[29] See, e.g., "Clairvoyant Vision" (scroll to "Enlightenment").

[30] See, e.g., "Upside" (scroll to "liberalism").

[31] Drawing from Hinduism and Theosophy, Steiner posited a "golden age" in the past, approximately 48,000 years BCE. [See, e.g., "Krita Yuga" in the BWSE.]

[32] See, e.g., "The Ancients".

[33] For the somewhat equivocal Anthroposophical view of nature, see "Neutered Nature".

[34] "Steiner battled Bolshevism as fiercely as possible and called for its 'elimination through war.'" [See "Sympathizers ?".]

[35] See "Democracy".

[36] See "RS on Jews".

[37] This is provided by Anthroposophy, Steiner claimed. [See "Anthroposophy" in the BWSE.] In the four occult plays he wrote, "what there is of action seems to consist of the characters’ engaging in extended arguments about the need for a new spiritual vision." [See "Plays".]

[38] The "Christianity" affirmed by Steiner is, in essence, Anthroposophy. Mainstream Christians would find Anthroposophical teachings extremely odd, however. In many cases, indeed, they would deem those teachings to be heretical. [See "Was He Christian?".]

[39] See, e.g., "Materialism U." Waldorf schools are meant to provide a better alternative to traditional schools. [See "Waldorf schools" in the BWSE.]

[40] For statements by Waldorf teachers and their allies about the nature of Waldorf education, see, e.g., "Here's the Answer".

— R.R.

FEBRUARY 4, 2020 

BOOSTING STEINER 

DOWN UNDER 

Announcement of an upcoming event in Australia:

HEAD, HEART, HANDS: 

REFLECTIONS ON STEINER EDUCATION 

IN AUSTRALIA 1957-2020

Steiner Education Australia [1] is excited to be involved with the Australian National Museum of Education exhibition on Steiner education in Australia 1957-2020.

The exhibition, which is housed in the University of Canberra Library Exhibition Space, opens at 9am on February 24th and runs until March 27th.

The official opening is on Friday March 6th at 4.30 pm. There will be a book launch at the official opening of Dr Tom Stehlik’s new book WALDORF SCHOOLS AND THE HISTORY OF STEINER EDUCATION: An International View of 100 Years.

It would be wonderful to see as many people there as possible to celebrate where we have come from within our own place, time and sense of community...

[2/4/2020    https://www.steinereducation.edu.au/events/head-heart-and-hands-reflections-on-steiner-education-in-australia-1957-2020/]

◊

Waldorf Watch Response

The first Waldorf school in Australia — Glenaeon Rudolf Steiner School — opened in 1957. Like other Waldorf or Steiner schools elsewhere, Glenaeon has been devoted to Rudolf Steiner's conception of holistic education, education that is meant to benefit not only the head but also the hands and heart [2].

The current Head of School at Glenaeon offers the following greeting at the school's website:

"Glenaeon has always been ahead of its time. When the school began in 1957, we talked about the importance of imagination and the arts, about emotional growth, about looking for the positive in every student, about school as a community, and about building a sustainable relationship with the natural environment. Today, we continue to give students a rich, nourishing, and fully supported environment that will inspire them to lead a meaningful life." — Andrew Hill, "Welcome from the Head of School", Glenaeon Rudolf Steiner School [https://www.glenaeon.nsw.edu.au/about/]

The language used in Waldorf/Steiner promotional materials is often inspiring, if a bit vague. Interpretation or even translation is usually required. So, for instance, the Waldorf movement is forward-thinking chiefly in its devotion to Rudolf Steiner's vision, which entails his clairvoyant descriptions of humanity's future evolution [3]. Imagination is stressed in Waldorf schools because it is considered to be a precursor to, or even an initial stage of, clairvoyance [4]. The Waldorf movement finds transcendent significance in the natural world because, according to Steiner, nature is the abode of invisible beings — "nature spirits" — such as gnomes [5]. Steiner taught that nature spirits, although lowly, serve the multitudinous gods who contribute to mankind's progress from behind the scenes of physical reality [6].

One of the most important things to realize about Waldorf schools is that they are often (not always, but often) run by dyed-in-the-wool, gung-ho, true-believing apostles of Rudolf Steiner [7]. Moreover, proponents who advocate Waldorf by, for instance, writing scholarly books about these schools, are often deeply invested in the Steiner worldview, Anthroposophy [8]. An example is provided by Dr. Tom Stehlik, the author of the book mentioned in the above announcement.

[Palgrave Macmillan, 2019]

Here are excerpts from the preface Dr. Stehlik wrote for his book:

"My own interest in Steiner Education developed initially through my involvement as a parent at the Mount Barker Waldorf School in South Australia in the 1980s. My partner Christobel and I were...introduced to the work of Rudolf Steiner through our interest in Biodynamic gardening [9], one of the many movements that Steiner founded during his influential life [10] ... [A] close friend had just started teaching at the newly established school at Mt Barker that was based on the educational philosophies of Steiner ... [We enrolled our daughter.] As parents we also embarked on a learning journey, attending parent education talks and workshops...[and] joining reading groups to undertake formal studies of Steiner’s writings [11] ... The apparent change in our consciousness not only towards parenting but to our own spiritual awareness and development was so striking that it became the subject of my doctoral research...." — Tom Stehlik, The Author’s Position and Perspective: Personal and Professional, WALDORF SCHOOLS AND THE HISTORY OF STEINER EDUCATION: An International View of 100 Years (Palgrave Macmillan, 2019), pp. vii-ix.

Having begun with a predisposition that leaned toward Waldorf values — Dr. Stehik and his partner were interested in biodynamic gardening — the pair were gradually drawn deeper and deeper into the Anthroposophical mindset. They "embarked on a learning journey" that led to "formal studies of Steiner’s writings." This eventually produced a "change in our consciousness" that affected "our own spiritual awareness and development." Dr. Stehlik is effectively describing a conversion experience.

None of this should prejudice us. Knowing that people like Tom Stehlik and Andrew Hill have an abiding attachment to Rudolf Steiner's teachings should not lead us to automatically embrace or automatically reject their statements. But anyone who becomes interested in Waldorf education — and especially anyone thinking about sending kids to Waldorf schools — should at least realize what sorts of beliefs are often held (not always, but often) by the people who operate these schools.

Unfortunately, if you meet someone who praises Waldorf education, you may have difficulty eliciting her/his underlying views. Steiner's followers often conceal their deepest convictions. If Dr. Stehlik has been reasonably forthright, some of his counterparts have not been. Indeed, Rudolf Steiner sometimes urged his followers to conceal the depth of their devotion to Anthroposophy. So, for instance, he once said the following to teachers at the first Waldorf school:

"[W]e have to remember that an institution like the Independent Waldorf School with its anthroposophical character, has goals that, of course, coincide with anthroposophical desires. At the moment, though, if that connection were made official, people would break the Waldorf School’s neck." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 705.

A miasma of secrecy often obscures the nature of Waldorf education [12]. For help in penetrating this haze, see "Advice for Parents" and "Clues".

◊

Waldorf Watch Footnotes

[1] Steiner Education Australia is the umbrella organization for Waldorf or Steiner schools in Australia: "SEA is the peak body for Australian Steiner schools." [See https://www.steinereducation.edu.au.]

[2] See "Holistic Education". [The promotion of the hands and heart to equivalent importance with the head reflects the way Waldorf schools actually deemphasize intellectual or brain-centered instruction. See, e.g., "Academic Standards at Waldorf".]

[3] See "evolution of consciousness" in The Brief Waldorf / Steiner Encyclopedia (BWSE).

[4] See "imagination" in the BWSE.

[5] See "Neutered Nature" and "Gnomes".

[6] Chiefly, the supernatural beings Steiner discussed are gods. Anthroposophy is polytheistic. [See "Polytheism".] There are nine ranks of gods, Steiner said, and humanity stands one rank lower than the lowest gods. Below us, in a sense, are the nature spirits or elemental beings. [See "elemental beings" in the BWSE.]

[7] See, e.g., "Schools as Churches"  and "Waldorf Now".

[8] See "Anthroposophy" in the BWSE.

[9] This is a form of organic gardening based on occult principles enunciated by Rudolf Steiner. [See "Biodynamics".] Waldorf schools often have biodynamic gardens on their grounds, and students are often require to work in these gardens.

[10] See "What a Guy".

[11] Waldorf schools often work, quietly, to lure students and their parents toward Steiner. [See "Indoctrination".]

[12] The "moment" Steiner mentioned has stretched, in attenuated form, to include the present day. [See "Secrets".]

QUOTE OF NOTE

FEBRUARY 5, 2020

"After ten years of school teaching I had moved into teacher education at the University of South Australia ... Most of [our students] had not even heard of Steiner Education or Waldorf Schools ... However, interestingly and anecdotally, the occasional student who came to us having experienced a Waldorf education stood out as being more confident, self-motivated and able to think critically — as observed not only by me but some of my colleagues." — Waldorf proponent Tom Stehlik, WALDORF SCHOOLS AND THE HISTORY OF STEINER EDUCATION: An International View of 100 Years (Palgrave Macmillan, 2019), pp. ix-x.

◊

Waldorf Watch Response:

Almost all Waldorf schools are either exclusive private schools or high-tone state-funded academies. As Tom Stehlik suggests, students who emerge from Waldorf schools often exhibit considerable confidence and self-regard. In this, they are not unlike kids who attended other sorts of private or "advanced" schools. Youngsters from classy, special schools are, after all, members of a privileged cohort, set apart from — and perhaps snobbishly seeing themselves as standing above — kids in more commonplace schools: lowly public schools that serve the general, run-of-the-mill populace [1].

But the self-assurance found among Waldorf students is often particularly acute. Waldorf teachers often pamper, sweet-talk, and fawn over their students, assuring them of their specialness — whether or not the kids have actually distinguished themselves in any discernible way. This is virtually a core component of the Waldorf approach: to inflate the kids' egos [2]. The result is that Waldorf graduates often stride forth from these schools prepared, in their hearts, to conquer the world. But a subsequent consequence is that when these students crash into the harsh realities of life outside the Waldorf cocoon, their self-regard may crumble. One of the chief criticisms of Waldorf schools is that they do not prepare students well for real life in the real world [3].

Aside from their super-abundant (but possibly short-lived) self-confidence, Waldorf grads are often marked by another quality. These kids often have unusual, "interesting" minds. Waldorf education leads kids to see the world very differently from the way most other folks else see it. When you first encounter the Waldorf way of seeing things, it can seem refreshing — at first blush. Waldorf grads don't fall in line with the prevailing prejudices and preoccupations of society at large; they don't mouth the same platitudes and commonplaces that everyone else spouts.

If you meet a handful of Waldorf grads, you may get the impression that these are original thinkers. Certainly Waldorf graduates are likely to express views unlike the clichéd, commonplace perspectives you encounter elsewhere. But if you meet more and more former Waldorf students, the impression of originally may fade. You are likely to realize, eventually, that all these kids think much alike (different from other people, but markedly similar to one another). This should not be surprising. Children who attend Waldorf schools are typically immersed for years in a countercultural, mystical worldview [4]. They have been encouraged to adopt a peculiar, off-base mode of thought that stresses intuition and imagination rather than rational cogitation [5]. They have been lured into, or at least toward, the toils of Anthroposophy [6].

Tom Stehlik errs when he suggests that Waldorf students have been taught how to "think critically" [7]. Waldorf schools encourage their students to reject modern science and modern scholarship; in this sense, they encourage the kids to be "critical." But Waldorf education does not promote critical thought in a more general sense, as carefully reasoned analysis. Waldorf education is anti-intellectual; indeed, it devalues brainwork generally [8]. Consequently, a child emerging from a Waldorf school may have little or no experience with genuine critical thinking — genuine rationality.

Rudolf Steiner opposed rationality in the classroom, especially in the lower grades. So, addressing Waldorf teachers, he said this:

"You will injure children if you educate them rationally.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (Anthroposophic Press, 1996), p. 61.

Steiner opposed letting children question their teachers. Students should not even discuss what their teachers tell them.

"[W]e need to create a mood, namely, that the teacher has something to say that the children should neither judge nor discuss." — Rudolf Steiner, THE CHILD's CHANGING CONSCIOUSNESS AS THE BASIS OF PEDAGOGICAL PRACTICE (Anthroposophic Press, 1996), p. 94.

Waldorf students should not seek clarifications or think too hard; they should sit passively.

"[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. 

The result of all this is that critical thinking is virtually banished in Waldorf schools. A leading Waldorf headmaster put the Waldorf view this way:

"A youth whose childhood has been touched by the blight of 'critical thinking' will [be] badly crippled ... [S]kepticism [will have] robbed him of part of his heart." — Waldorf teacher John Fentress Gardner, THE EXPERIENCE OF KNOWLEDGE (Waldorf Press, 1975), pp. 127-128. [9]

Waldorf students are encouraged to "think" with their hearts, not with their brains. Thinking with the heart may sound nice, but the concept has little real meaning. We think, after all, with our brains. But this is exactly what Rudolf Steiner denied.

◊ "Within the brain there is absolutely no thought." — Rudolf Steiner, WONDERS OF THE WORLD (Rudolf Steiner Press, 1983), p. 119. 

◊ ”[T]he brain and nerve system have nothing at all to do with actual cognition.” — Rudolf Steiner, THE FOUNDATIONS OF HUMAN EXPERIENCE (SteinerBooks, 1996), p. 60.

Amazingly, Waldorf teachers today still affirm this mystical nonsense. So, for instance, a Waldorf teacher recently published this statement:

"The brain does not produce thoughts." — Waldorf teacher Henk van Oort, ANTHROPOSOPHY A-Z (Rudolf Steiner Press, 2011), p. 16. 

If there are any virtues in Waldorf education, they are not the ones Tom Stehlik indicates. They surely have little or nothing to do with teaching students how to think for themselves. 

◊

Waldorf Watch Footnotes

[1] As a former Waldorf student, I can attest to the phenomenon of Waldorf snobbery. I found it in some of my schoolmates just as I found it in myself. [See "I Went to Waldorf".]

[2] See, e.g., a report written by another former Waldorf student (who attended a different Waldorf school from mine, on a different continent, in a different decade): "Mistreating Kids Lovingly".

Not all Waldorf students emerge from the schools full of vim and confidence, of course. Some are deflated by their Waldorf experiences; some stagger away wounded. [See "Who Gets Hurt".] But producing artificially amped-up grads can serve the Waldorf mission, which is to spread Anthroposophy. [See "Here's the Answer".] Waldorf graduates who shine — or seem to — can be useful emissaries. Wittingly or not, they may further the schools' proselytizing efforts.  

[3] See, e.g., two reports written by mothers who sent their children to Waldorf schools: "Our Experience" and "Coming Undone". Also see the section "Waldorf Graduates" on the page "Upside".

[4] See, e.g., "Soul School". The effect of Waldorf schooling is often a subtle but extensive indoctrination in Anthroposophical attitudes and beliefs. [See "Indoctrination". Also see the section "We Don't Teach It" on the page "Spiritual Agenda".]

[5] See "Thinking Cap" and "Thinking".

[6] See, e.g., "Sneaking It In".

[7] Note how much Stehlik qualifies his assertion, as if he knows it is questionable. He says his evidence is anecdotal, he says he is talking about only an "occasional" Waldorf student, and he says that only "some" of his colleagues saw what he saw. 

[8] See "Steiner's Specific".

[9] Like Steiner, Gardner said that intellect should not be developed until high school, perhaps late in high school. If a child has not been damaged by the "blight" of critical thinking, s/he will then be able to embrace the insights attained intellectually in later years, Gardner argues. The problem is that if children have been immersed in irrational, mystical thinking throughout their formative years, their indoctrination in such thinking may be so complete that no real rationality will be possible in later years.

— R.R.

[Waldorf Publications, 2019]

INTO THE WORLD is an important book, one that deserves close scrutiny. It purports to show, objectively and factually, the success of Waldorf education.

Released in 2019 by Waldorf Publications, INTO THE WORLD is subtitled "How Waldorf Graduates Fare After High School". The book's authors aim to demonstrate the value of Waldorf education by showing how well Waldorf graduates have done in their post-Waldorf pursuits. According to promotional material on the back cover, the book analyzes "responses of more than 1,000 alumni who graduated from some 40 Waldorf high schools spread across North America ... Perceptive responses from graduates pay ample tribute to the effectiveness of their Waldorf education."

An impartial, factual report on the strengths and weaknesses of Waldorf education would surely be valuable. Everyone interested in Waldorf education — proponents and critics alike — would benefit from reading it.

Be cautious, however, about accepting the arguments advanced by INTO THE WORLD. Waldorf Publications is housed at the Research Institute for Waldorf Education. Note the "for." The Institute strives to make the best case possible for Waldorf education. The Institute is scarcely an impartial observer; indeed, it does not pretend to be. On its website, the Institute describes itself this way:

"The Research Institute for Waldorf Education is an initiative working on behalf of the Waldorf movement." [1]

The Institute works "on behalf" of Waldorf. It is, in effect, a promotional arm of the Waldorf movement; it is an advocacy group. The Institute's "research" largely consists of gathering bits of information that might possibly be interpreted (or perhaps misinterpreted) as substantiating the Waldorf approach and its underlying ideology, Anthroposophy. This is not real research. It is not scholarly work aimed at developing new knowledge that might lead us in new directions. It is, instead, a systematic program of rationalization, designed to bolster a predetermined set of conclusions.

INTO THE WORLD is a tendentious — and ultimately unreliable — book that aims to beat the drum for Waldorf schooling. Read it, by all means. But be cautious.

Reasons for caution start appearing at the very beginning of the book. Here are the opening lines of the book's Introduction:

"INTRODUCTION

I look into the world

In which the sun is shining,

In which the stars are sparkling,

In which the stones repose;

Where living plants ate growing,

Where sentient beasts are living,

Where human souls on earth

Give dwelling to the Spirit.

"With these or similar words of translation, a growing number of children and adolescents in Waldorf schools around the world begin each day. The verse, originally written by Rudolf Steiner at the founding of the first Waldorf school in Stuttgart [Germany] one hundred years ago, summons students to look into the world and notice its various marvels, then look into their own being as they invoke strength and blessing 'for learning and for work.'" [2]

This opening is misleading. The "verse" quoted is actually a prayer, and the authors of INTO THE WORLD have omitted the second half of the prayer. Here is the complete text of the prayer, in a slightly different translation:

"I look into the world;

In which the Sun shines,

In which the stars sparkle,

In which the stones lie,

The living plants are growing,

The animals are feeling,

In which the soul of man

Gives dwelling for the spirit;

I look into the soul

Which lives within myself.

God’s spirit weaves in light

Of Sun and human soul,

In world of space, without,

In depths of soul, within.

God’s spirit, ‘tis to Thee

I turn myself in prayer,

That strength and blessing grow

In me, to learn and work." [3]

Note that the students who recite this "verse" explicitly address God ("God's spirit"), and they explicitly say that they turn themselves to God in prayer ("God’s spirit, ‘tis to Thee/ I turn myself in prayer"). The students are praying. The "verse" is a prayer.

Waldorf schools are religious institutions. [4] They exist to advance the religion created by Rudolf Steiner: Anthroposophy. [5] But these realities are generally kept hidden from outsiders. Rudolf Steiner himself urged Waldorf teachers to disguise the real nature of their work. So, for instance, during a Waldorf faculty meeting, Steiner said the following about the sort of "verse" quoted by the authors of INTO THE WORLD:

“We also need to speak about a prayer. I ask only one thing of you. You see, in such things everything depends upon the external appearances. Never call a verse a prayer, call it an opening verse before school. Avoid allowing anyone to hear you, as a faculty member, using the word ‘prayer.’” [6]

But the verses Steiner wrote for the opening of the school day are distinctly prayers. Steiner frequently told his followers to deceive outsiders, and many of his followers continue to follow this directive today. [7]

Perhaps the authors of INTO THE WORLD have unimpeachable motives. Perhaps deceit is the farthest thing from their minds. But at the very start of their book, they give readers a powerful reason to become skeptical. Readers need to approach this book with considerable caution.

◊

For the rest of this review,

see "Into the World".

◊

Waldorf Watch Footnotes

[1] See "About Us", http://www.waldorfresearchinstitute.org/aboutus.html.

[2] INTO THE WORLD (Waldorf Publications, 2019), p. v.

[3] Rudolf Steiner, quoted in PRAYERS FOR PARENTS AND CHILDREN (Rudolf Steiner Press, 2004), p. 47.

This is the prayer written for older students to recite. Steiner wrote a different prayer for younger students. It, too, is undeniably a prayer. In it, the students address and praise God:

"I reverence, O God, 

The strength of humankind,

That thou so graciously

Hast planted in my soul...

From Thee come light and strength,

To Thee rise love and thanks."

— PRAYERS FOR PARENTS AND CHILDREN, p. 45.

For more on prayers written by Steiner and/or used in Waldorf schools, see "Prayers".

[4] See "Schools as Churches".

[5] See "Is Anthroposophy a Religion?"

[6] Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 20.

[7] See "Secrets".

— R.R.

JUNE 4, 2020

MICHAEL AND HIS SCHOOL

(AND WALDORF SCHOOLS)

According to Anthroposophical teachings, we currently live under the mentorship of a mighty god: Michael, the Archangel of the Sun. [1] Rudolf Steiner taught that Michael is a warrior god who fights on behalf of a still greater god: the Sun God (commonly known as Christ). [2] Michael's main enemies — his opponents in the cosmic war — include the terrible demon Ahriman and Sorat, the Antichrist. [3]

Michael's task at present is to promote human evolution to a new, more elevated level of spiritual consciousness. He is working on this primarily by pouring his spiritual resources into Anthroposophy, the religion concocted by Steiner. [4] The ties between Michael and Anthroposophy — and, through Anthroposophy, Waldorf education — are a matter of central concern for Steiner's followers. Here is a summary offered by a Waldorf teacher:

"St Michael and anthroposophy are connected in a special way. As the custodian of cosmic intelligence [5], and as spirit of the age [6], Michael inspires all human beings who wish to connect the human spirit with the spirit of the cosmos. [7] Anthroposophy is also called the School of Michael." — Waldorf teacher Henk van Oort, ANTHROPOSOPHY A-Z (Rudolf Steiner Press, 2011), p. 78.

Steiner taught that the victory of Michael, while not assured, is crucial for our future. And Steiner said a vital stage of Michael's battle is occurring now, during the early years of the 21st century. In what is sometimes called the "Michael Prophecy,"  Steiner taught that great numbers of highly enlightened, Anthroposophically inclined human spirits would incarnate at the end of the 20th century in order to lend their aid to Michael in his struggle. All Anthroposophists and their institutions (the Anthroposophical Society, Anthroposophical medical clinics, Waldorf schools, and so on) are directed toward assisting Michael.

A newly released Anthroposophical book discusses many of these matters. 

THE MICHAEL PROPHECY AND THE YEARS 2012-2033

Rudolf Steiner and the Culmination of Anthroposophy

(Temple Lodge Publishing, 2020)

Here is how the book is described on the SteinerBooks website:

In a series of vibrant and lively essays, Steffen Hartmann focuses on a little-known but critically important theme relating to the teachings of Rudolf Steiner, who described the collaboration between human souls connected to the Platonic and Aristotelian “schools,” or groupings [8], both on Earth and in the spiritual world [9]. These groups of souls work in a wider metaphysical collective known as the “Michael School,” led by the Archangel Michael, the ruling Spirit of our age. Prior to birth, millions of human souls were prepared in this school to face the challenges of the twentieth and twenty-first centuries. 

We might have forgotten these preexistence experiences [10], but they can be awakened within us, says Hartmann. Indeed, it’s possible to reconnect consciously with earlier incarnations and to perceive our karma. [11]

The book begins with this theme and leads to Rudolf Steiner’s “Michael Prophecy” of 1924 [12], his vision of the millennium and the era in which we live, especially the crucial period between 2012 and 2033.

Dealing with the “anthroposophic block” in the emerging holistic building of humanity, the author contextualizes the topic in connection with direct personal experiences [13]. Sharing such experiences can stimulate self-reflection in the anthroposophic movement and contribute real spiritual substance to contemporary culture. 

This book provides stimulation to spiritual seekers who carry profound questions about life in the modern world.

[http://shop.steinerbooks.org/Title/9781912230419]

The author, Steffen Hartmann, is a widely published Anthroposophist. He is the leader of the Rudolf Steiner Haus Hamburg branch of the Anthroposophical Society.

According to the publisher, THE MICHAEL PROPHECY AND THE YEARS 2012-2033 was released in May, 2020.

◊

Waldorf Watch Footnotes

[1] See "Michael".

[2] See "Sun God". 

[3] See "Bad, Badder, Baddest".

[4] See "Is Anthroposophy a Religion?"

[5] I.e., the wisdom on the gods.

[6] See the entry "Spirits of an Age" in The Brief Waldorf / Steiner Encyclopedia.

[7] I.e., the gods collectively or the Godhead. [See "God" and "Polytheism".]

[8] I.e., followers of the philosophers Plato and Aristotle. Steiner taught that both Plato and Aristotle were spiritual initiates — in effect, they were his predecessors.

"Plato...was certainly an initiate, and from past lives had reached a high degree of spiritual development ... But Plato's teachings, deeply spiritual as they were, were not perfectly suited for the [new age of intellectual thinking, ushered in by the Greeks] ... What was needed was indeed for spiritual truths to be brought down to the earthly level so that they could be understood by men who were not initiated. The newly achieved power of creating abstract ideas and thinking abstractly (which had not been possible [previously]) had to be understood and made intelligible. Platonism would always be a philosophy for the mystic and would-be mystic ... [T]he developing intellectual soul was deeply interested in metaphysics. It was Artistotle who provided this soul with its new material for study ... [He] brought so many of Plato's teachings down to an earthly level.

"Nevertheless, Steiner tells us that Aristotle was himself a great initiate and a highly developed individuality [possessing a highly developed spiritual ego or 'I'] who had already passed through important previous earth lives. It was precisely because of this spiritual background that he was able to perform his difficult task of transmuting the living ideas and thoughts of his predecessors into material satisfying to the analytical mind that was coming into existence...." — Anthroposophist Stewart C. Easton, MAN AND WORLD IN THE LIGHT OF ANTHROPOSOPHY (Anthroposophic Press, 1989), pp. 68-69.

Steiner said members of the Platonic and Aristotelean schools have become key members of the Michael School — Anthroposophy.

[9] According to Steiner, we reincarnate: We alternate between lives on Earth and lives in the spirit realm. [See "Reincarnation".]

[10] I.e., our experiences in past lives — experiences prior to our current life on Earth.

[11] See "Karma".

[12] See lecture 7, "The New Age of Michael", in KARMIC RELATIONSHIPS, Vol. 3 (Rudolf Steiner Press, 1977):

"Those who are able to receive Anthroposophy today with true and deep devotion in their hearts — those who are able to unite themselves with Anthroposophy — have within them the impulse, as a result of all they experienced in the super-sensible [i.e., the spirit realm] at the beginning of the 15th century and at the beginning of the 19th century, to appear again on earth at the end of the 20th century together with the others [i.e., spiritual allies] who have not yet returned ... My dear friends, the anthroposophist should receive these things into his consciousness. He should...look with active participation and to co-operate in the battle between Ahriman and Michael. Only when a spirituality, such as is seeking to flow through the Anthroposophical Movement on earth, unites with other spiritual streams, will Michael find the [strength he needs for his battle] ... It will yet be my task to show you by what refined and clever means Ahriman is seeking to hinder this, so that you will see how sharp is the conflict that rages in our 20th century. Through all these things we can become aware of the earnestness of the time and of the courage that is needed if we are to take our right place in these spiritual streams ... To know oneself in the very midst of this battle, this decisive conflict between Michael and Ahriman, is one thing, my dear friends, that lies inherent in true anthroposophical enthusiasm and inspiration." — Rudolf Steiner, July 28, 1924.

[13] I.e., direct spiritual experiences, especially those attained through the practice of Anthroposophy.

[14] See https://templelodge.com/viewbook.php?isbn_in=9781912230419.

— R.R.

December 28, 2020

ATTEMPTING TO UNDERSTAND HERE

BY MISCONSTRUING WHAT IS THERE

Here is a new book released by a major Anthroposophical/Waldorf publisher. The book is currently featured in the publisher's website. I will quote the official description given there.

AS ABOVE, SO BELOW — Star Wisdom, Volume 3

(Lindisfarne Books, 2020).

Lindisfarne is an imprint of Steinerbooks/Anthroposophical Press.

As Above, So Below  includes articles of interest on star wisdom (Astrosophy [1]), as well as a guide to the correspondences between stellar configurations [2] during the life of Christ and those of today. This guide includes a complete sidereal ephemeris [3] and aspectarian — geocentric and heliocentric [4] — for each day of the year 2021...

According to Rudolf Steiner, each step taken by Christ during his ministry, from the Baptism in the Jordan to his Resurrection, was in harmony with, and an expression of, the cosmos [5]. The Star Wisdom series is concerned with these heavenly correspondences during the life of Christ and is intended to help in building a foundation for cosmic Christianity, the cosmic dimension of Christianity. It is this approach that, until now, has been largely missing from Christianity and its 2,000-year history [6].

Readers can begin this path today by contemplating the movements of the Sun, Moon, and planets against the background of the zodiacal constellations (sidereal signs [7]) in relation to corresponding stellar events during the life of Christ. In this way, the possibility is opened for attuning in a living way to the life of Christ, who since the beginning of his Second Coming in 1933 is now spiritually present in the etheric aura of the Earth [8].

This year’s edition of Star Wisdom commemorates the 100-year anniversary of the Astronomy Course given by Rudolf Steiner in 1921 ... In the tenth lecture of that course (Jan. 10, 1921), Steiner reintroduces to the study of stars the Hermetic Axiom “As Above, So Below” [9] in a new and more complex form.

He observes that, while the starry heavens above us radiate their forces toward the Earth, there is an inverted image of those starry heavens radiating outward from the Earth’s center [10]...

This guide to direct interaction between human beings on Earth and angels and other heavenly beings connected with the stars [11] is intended to help the reader develop the capacity to receive the wisdom-filled teachings of the spiritual hierarchies [12].

[12/28/2020   http://shop.steinerbooks.org/Title/9781584209058.   This book was originally released in November, 2020.]

◊

ADDENDUM

TALKING SENSE, AS OPPOSED

TO WHAT WE HAVE JUST SEEN

Astrophysicist Neil deGrasse Tyson on astrology:

"If you want to believe in astrology, go right ahead. Just don’t base any decision that relates to your health, your wealth, and your security on it. Shield all your friends from doing the same. Otherwise, what could go wrong? [Astrology is] basing decisions on what people thought was true about the universe 2000 years ago. Basically, it’s all bull***t." [https://newsd.in/astrophysicist-neil-degrasse-tyson-talks-about-astrology-and-how-real-it-is/].

Anthroposophical/Waldorf thinking is fundamentally — and fatally — backward. [See, e.g., "The Ancients — Mistaking Ignorance for Wisdom".]

◊

Waldorf Watch Footnotes

[1] Astrology is central to Anthroposophical belief. [See "Astrology"] Astrosophy, as understood in Anthroposophy, is essentially a refined form of astrology (Anthroposophical astrology) developed in part through the professed use of clairvoyance. [See "Astrosophy".]

[2] "Stellar configurations" are the positions of the stars (and, often, planets) at a particular moment. (The positions are essentially perceived positions as observable from the surface of the Earth.) Tracing such configurations, and drawing conclusions about their meaning for us on Earth is the essence of astrology.

[3] A "sidereal ephemeris" is a table specifying the position of a star in the sky at various regular intervals.

[4] An "aspectarian" is a chronological list of planetary positions relative to one another. 

A "geocentric" astrological chart, table, or list deals with celestial objects as seen from the Earth (as if the Earth were central); a "heliocentric" chart, table, or list deals with such objects as the would be seen from the Sun (as if the Sun were central).

[5] That is, Christ's movements on the surface of the Earth were reflected in the movements of planets and stars overhead. Thus, Christ's movements had astrological import.

[6] Anthroposophy claims to "correct" the Bible and Christianity on several levels. [See, e.g., "Steiner's Fifth Gospel".] One of the chief "corrections" concerns the identity of Christ. Steiner taught that Christ was in fact the incarnated Sun God, the same god — ruking the Sun — who had been worshipped in the past under such names as Hu and Ahura Mazda. [See "Sun God".]

[7] The "sidereal signs" are the signs of the zodiac: symbols for constellations given such names as Aquarius, Cancer, Capricorn, Gemini, and so on. Astrologers observe the apparent movements of the Sun, Moon, and planets across the background consisting of these constellations. (Bear in mind that these movements are largely illusory: They are created chiefly by the the rotation and orbital motions of the Earth itself.)

[8] Whereas Christians look forward to the Second Coming of Christ sometime in the future, Anthroposophists believe this event has already occurred: In 1933, or thereabouts, the Sun God repositioned himself in the etheric realm around the Earth. [See "Second Coming of Christ", "Etheric Christ", and "etheric realm" in The Brief Waldorf / Steiner Encyclopedia (BWSE).]

[9] "As above, so below" is the fundamental precept of astrology: Events "above" (in the starry heavens) are reflected in — or may actually control — events here "below" (on Earth or on the sublunary level of existence). 

"Hermetic" teachings stem from ancient occult beliefs; the word derives from the name of Hermes, the ancient god associated most closely with alchemy and astrology. 

[10] Steiner taught that the stars influence us, but we also influence the stars. There is a continuous flow of mystical influences between the stars (the macrocosm) and the Earth or, more specifically, the human being (the microcosm). [See "The Center".]

[11] Unlike Christianity, Judaism, and Islam — the world's three great monotheistic religions — Anthroposophy is polytheistic. [See "Polytheism".] Anthroposophists believe there are a vast number of gods, many of whom dwell on or near various planets and stars. In this sense, the Sun God is typical of many other gods. When Anthroposophists contemplate the astrological influences of planets and stars, they are actually attempting to divine the influences of the gods who reside there.

[12] In Anthroposophy, the "spiritual hierarchies" are the gods, who are arrayed in nine different ranks or three major divisions of the nine ranks, divisions that Anthroposophists call "hierarchies." So, for instance, "angels" are actually gods of the lowest rank: They stand in the ninth rank or in the lowest level of the third hierarchy. [See "gods" in the BWSE.]

— R.R.

The following is an item that also appears

on the page "Waldorf Wisdom, Part 2".

INDICATIONS FROM WITHIN 

A HANDBOOK FOR WALDORF CLASS TEACHERS

 (Steiner Waldorf Schools Fellowship, 

revised edition, reprinted 2011)

This enlightening handbook was compiled by Waldorf teacher Kevin Avison, aiming to provide guidance for Waldorf teachers, to help them in their work.

The book — an official, internal Waldorf document — was not meant for the likes of you and me. So let's take a gander.

Here are some of the handbook’s contents:

◊ The handbook explicitly identifies Waldorf schools as esoteric Anthroposophical institutions. Thus, when recommending “anthroposophical exercises” for the faculty members, it speaks of “the esoteric community which is the true heart of the Waldorf school” [p. 19]. Anthroposophical exercises are generally meditations. Steiner prescribed many such exercises, at least some of which are meant to foster clairvoyance.

◊ The “spiritual content of the curriculum” is openly acknowledged [p. 18].

◊ Consistent with Rudolf Steiner’s instructions, the handbook says the relationship between Waldorf teachers and their students is fundamentally spiritual. It speaks, for instance, of the “meditative relationship between teacher and class (a relationship of and to spiritual beings)” [p. 20]. The relationship "of" spiritual beings involves teachers and students; the relationship "to" spiritual beings involves human beings and gods (the humans reach upward to the gods).

◊ The handbook says that each day at a Waldorf school should begin with an "incarnating exercise, register, [and] Morning Verse" [p. 38]. In Anthroposophical belief, childhood is a time when three nonphysical bodies — the etheric body, the astral body, and the ego body or "I" — gradually incarnate. "Incarnating exercises" are meant to aid this process. The "register" is the calling of the roll. "Morning Verses" are prayers, generally written by Steiner himself. So, Waldorf days begin with prayers. Steiner instructed Waldorf teachers to disguise such prayers by calling them “verses." Steiner encouraged his followers to disguise or hide their beliefs and practices in many instances.

◊ Classes may end with "a closing verse or grace" [p. 39]. Both the "verse" and the grace would normally be a prayer addressed, directly or indirectly, to one or more gods.

◊ Faculty meetings should open and close with "verses," and the agenda often should include preparations for "festivals" [pp. 46-47]. Again, the "verses" would normally be prayers; the "festivals" would usually be disguised or reconceived religious observances, such as the "fall festival" (the Anthroposophical version of Michaelmas) and the "spring festival" (the Anthroposophical conception of Easter).

◊ Classroom study of religion is indicated repeatedly in the handbook [e.g., pp. 26 and 28].

◊ Reverence [p. 25] and repentance [p. 22] are identified as goals of various undertakings prescribed for students and faculty.

◊ The aim of literature studies in class two is described as “to encourage reverence for that in humanity which aspires toward the Divine” [p. 26].

◊ Similarly, the aim of literature studies in class three is "to prepare the child’s feeling life for a recognition of the Divine” [p. 28].

◊ Study of the lives of saints is promoted. The purpose is "to give a picture of the striving of the human being in respect to the ideal (saints)” [p. 26].

◊ The aim of writing lessons in class seven is "to provide some means with which to delineate the contours of the soul" [p. 35].

◊ The aim of anatomy lessons in class eight is "to encourage a sense of 'educated' wonder and reverence" [p. 36].

◊ The teachers are directed to bring "the spiritual world" into the classroom. Thus, for instance, "[W]ithout active recall the teacher cannot claim to be including the spiritual world, the activity of the night, in the lesson. Recall time is the moment in the lesson when what is beginning to individualise itself in the child through their unconscious communication with the hierarchies...during sleep can express itself" [p. 42]. "Active recall" consists of class activities during which students review what they have learned previously. The "hierarchies," in Anthroposophical usage, are gods. Steiner taught that there are nine ranks of gods subdivided into three groupings called hierarchies. Steiner also taught that at night the astral body and "I" rise into the spirit realm, where they interact with the gods (this is "the activity of the night"), while the physical body and etheric body lie asleep on Earth.

◊ The teachers work in service to the gods, and thereby they help improve human society. "By enabling the spiritual world to think and work positively for the good, the teacher begins to be not simply one who enjoys community, but becomes a builder of community" [p. 45]. The spiritual world can "work" here on the physical plane of existence because Anthroposophists, including Waldorf teachers, serve as conduits for the powers of the spiritual world. The ultimate aim for Anthroposophists, in their Earthly lives, is to revolutionize human society — to build a new community that conforms to Anthroposophical principles.

◊ The teachers are urged to turn to Steiner and to the gods for guidance and aid. "When nothing seems to be working...wrestling meditatively with a few paragraphs from ALLGEMEINE MENSCHENKUNDE [Steiner's STUDY OF MAN] will...help, especially when accompanied by the angels of the children...and your own work with those Beings that concern themselves most closely with education" [p. 86]. Anthroposophists believe that Angels are gods one level higher than humanity. Each Angel oversees one human being; each Angel is thus a Guardian Angel. The other "Beings" mentioned are gods of higher rank than Angels — generally Spirits of Fire (Archangels) and Spirits of Personality (Archai). Waldorf teachers attempt to work in compliance with august gods who take particular interest in human education.

Although defenders of Waldorf education typically argue that Rudolf Steiner’s esoteric spiritual teachings have little or no influence within the Waldorf movement today, in fact Steiner is mentioned over and over in the handbook, his esoteric teachings are taken as predicates, and Waldorf teachers are directed to study various Steiner books and lectures for the guidance they will find there. Understanding and acceptance of Anthroposophical doctrines are assumed (the teachers are addressed as, in effect, Anthroposophists).

◊ Thus, for instance, the handbook refers to “the ether body” [p. 10] — this is the lowest of the three nonphysical bodies mentioned previously; it is usually called the "etheric" body. Other distinctly (and, sometimes, uniquely) Anthroposophical references in the handbook include the following:

◊ “soul imitation” [p. 10]

◊ “incarnating equilibrium” [p. 11]

◊ “dynamic imagination” [p. 26]

◊ “imaginative participation with the rhythm of the year, with [religious] festivals as a focus” [p. 27]

◊ “one’s angel” [p. 22]

◊ “the threefold nature of the human form” [p. 32]

◊ “temperamental qualities of animal types … choleric…phlegmatic…melancholic…sanguine” [p. 32]

◊ “the evolution of human consciousness” [p. 33]

◊ "devotion to phenomenon [sic]" [p. 34]

◊ "the Third Post Atlantean epoch [sic]" [p. 37]

◊ "the lemniscate of teacher-learner and learner-teacher [relationships]" [p. 40]

◊ "the destiny [i.e., karma] of individuals" [p. 44]

◊ The handbook indicates that roll call "helps the 'I' [the highest of our three nonphysical bodies] to be present" [p. 38].

◊ Eurythmy exercises are prescribed for inclusion in class work [p. 38].

◊ The handbook says faculty discussions of individual students ("child study") should begin with a "Soul Calendar verse corresponding to the week of a child's birthday" and include discussion of the child's temperament and constitutional type [pp. 47-48]. The "Soul Calendar" is the book THE CALENDAR OF THE SOUL, consisting of meditations and prayers written by Steiner. The four "temperaments" recognized in Anthroposophy derive from ancient Greek medical speculations: sanguine, choleric, phlegmatic, and melancholic dispositions. The six "constitutional types" of children as usually discussed in Anthroposophy are cosmic children, earthly children, fantasy-rich children, fantasy-poor children, large-headed children, and small-headed children.

◊ Teachers are cautioned not to flaunt their devotion to Anthroposophy. "Anthroposophy, when it is worn as a badge, is apt to divide people who may have very different perceptions of it" [p. 45].

◊ The teachers' work is described as having goals that extend considerably beyond the classroom. "While our educational work strives to be the highest possible expression of spiritual-cultural goals for our time, our meetings work into, and draw upon, the intentions of the future (q.v. TOWARDS THE SIXTH EPOCH)" [p. 46]. Waldorf educational work is meant to manifest the highest purposes of Anthroposophy ("the highest spiritual-cultural goals for our time"). The meetings referred to are Waldorf faculty meetings. These meetings, the handbook says, draw upon, and contribute to, the gods' intentions for the future. Steiner laid out his clairvoyant vision of the future in numerous Anthroposophical lectures.

A quotation from Steiner serves as the handbook's epigraph [p. 2], and teachers using the handbook are repeatedly guided to various Steiner texts for the guidance they will find there. Each reference to a Steiner text underscores the handbook's claim to authority; the handbook is firmly rooted in Steiner's own works. For example,

◊ “Some useful background reading: [Steiner's] PRACTICAL ADVICE [FOR TEACHERS] lecture 1; KINGDOM OF CHILDHOOD lecture 4; A MODERN ART OF EDUCATION lecture 9” [p. 24].

◊ "Some useful background reading: PRACTICAL ADVICE lectures 1, 2 and 5; SOUL ECONOMY AND WALDORF EDUCATION lecture 9; DISCUSSIONS 3 and 4; A MODERN ART OF EDUCATION lecture 8….” [p. 25].

◊ “Some helpful background reading: THEORY OF KNOWLEDGE - end of lecture 12; A MODERN ART lecture 9; DISCUSSIONS 4; KINGDOM OF CHILDHOOD lecture 5” [p. 25].

◊ “DISCUSSIONS 4 (important section [on] fables); also beginning of 5 and 6; KINGDOM OF CHILDHOOD lecture 4” [p. 26]

◊ “Background reading: TEMPLE LEGEND lecture 2; GENESIS (Munich 1910)” [p. 29].

◊ Consult Steiner's CALENDAR OF THE SOUL when considering the strengths and weaknesses of individual students [pp. 47-48].

◊ When having difficulties, meditatively consult Steiner's STUDY OF MAN [p. 86].

Waldorf teachers are directed to perform spiritual exercises as prescribed by Steiner (exercises that Steiner said would lead to the development of clairvoyance and provide other remarkable benefits). Thus, for instance,

◊ “[A] method to help consolidate strength is the reverse review exercise (Rückshau). Rudolf Steiner gave this exercise as a mean of helping to bring order in our life body [i.e., etheric body] and thus bring it refreshment” [p. 19]. In this exercise, an Anthroposophist reviews a series of events (often the events of an entire day) in reverse order: last first, first last. The handbook lays this out, in the following words:

◊ “There are many reference sources for the Rückshau in Steiner’s work and elsewhere (e.g. OCCULT SCIENCE, pp. 251-252 of 1979 edition — Rudolf Steiner Press) … [T]ake a small section of the day, even an activity, and to try to picture the whole procedure in reverse [order] can be…strengthening … Painful events, or ones that arouse strong emotion in other ways, once they have been ‘freeze-framed’…can then be placed in the lap of one’s angel before sleep, with a prayer toward wisdom (and possibly repentance)….” [pp. 21-22.]

The handbook makes clear that Waldorf schools are Anthroposophical religious institutions. The schools' immediate aim is to minister to students as spiritual beings; their larger goals include revolutionizing human society and promoting human evolution in accordance with the will of the gods. Hence, the handbook is consistent with statements made by various Waldorf teachers and representatives elsewhere, such as the following:

◊ "Waldorf education is a form of practical anthroposophy." — Waldorf teacher Keith Francis, THE EDUCATION OF A WALDORF TEACHER (iUniverse, 2004), p. xii.

◊ "Waldorf teachers must be anthroposophists first and teachers second." — Waldorf teacher Gilbert Childs, STEINER EDUCATION IN THEORY AND PRACTICE (Floris Books, 1991), p. 166.

◊ "[I]n a broad and universal way, the Waldorf school is essentially religious.” — Waldorf teacher Jack Petrash, UNDERSTANDING WALDORF EDUCATION  (Nova Institute, 2002), p. 134.

◊ "I think we owe it to our [students'] parents to let them know that the child is going to go through one religious experience after another [at a Waldorf school] ... [W]hen we deny that Waldorf schools are giving children religious experiences, we are denying the whole basis of Waldorf education." — Waldorf teacher Eugene Schwartz, "Waldorf Education - For Our Times Or Against Them?" (transcript of a talk given at Sunbridge College, 1999).

◊ "The reason many [Waldorf] schools exist is because of Anthroposophy, period. It's not because of the children. It's because a group of Anthroposophists have it in their minds to promote Anthroposophy in the world ... Educating children is secondary in these schools." — Former Waldorf teacher “Baandje" (waldorfcritics list, December 7, 2006).

◊ “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...are actually carrying out the intentions of the gods ... [W]e 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.

For all the installments of the "Today" series, see

"Today"

"Today 2"

"Today 3"

"Today 4"

"Today 5"

"Today 6"

"Today 7"

and

"Today 8"

Painting by a Waldorf student,

courtesy of People for Legal and Nonsectarian Schools.

Although this picture generally conforms to Waldorf/Anthroposophical

aesthetic preferences, the student's teacher criticized it.

Can you guess what the teacher found objectionable in it?