Waldorf Education Philosophy
Waldorf Education, is an educational philosophy that emphasizes the "child-centered" philosophies of the Progressives. Rudolf Steiner, the founder of the first Waldorf school in Germany in 1919, believed that all children should be given "individualized" attention rather than just those with special needs. Steiner, like his contemporary, Dewey, pushed for educational reform in the direction of "child-centered" philosophies as opposed to the more traditional "subject-centered" ideologies of that time.

Today there are over five hundred Waldorf schools world-wide, each following a "holistic approach to knowledge" (Richards,1980). This "holistic" vision of education centers around the ideology that a child must be educated in mind, body, and soul. As Rudolf Steiner himself describes, "Life as a whole is a unity, and we must not only consider the child, but the whole of life; we must look at the whole human being". Steiner's approach epitomizes the philosophies of the "child-centered" movement of the early Progressives, who sought to educate the child intellectually, physically, and socially. They felt that teachers should focus on the child's learning processes and achievements in all areas, not just the academic. In this way, the children can be developed as complete human beings, not just good test takers.

One of the key features of the Waldorf educational philosophy is the special attention paid to art and nature and its inherent connection to humanity. Steiner believed that a focus on art and nature in education would lead to a greater appreciation for the "beauty" of life: "Joy and happiness in living, a love of all existence, a power and energy for work - such are among the lifelong results of a right cultivation of the feeling for beauty and art" (Piening et al., 1979). This love for life is seen in the daily activities of these schools which emphasize music, art, and the imagination. Even the aesthetic atmosphere of the classroom reflects the "holistic" atmosphere. The Tampa Tribune describes a Waldorf setting: "Imagine a classroom with old wooden tables, a backyard garden and children learning to knit and crochet. Where art and music is intertwined with every subject, students write their own textbooks and the toys are all handmade" (Hoffman, 1995). This educational philosophy allows for children to learn in nurturing environments in order to allow for their true individual identities to blossom. This approach to educating children so that they grow in all aspects of their life emphasizes the "child-centered" philosophy, in that the learning environment centers around the children, rather than the material being taught. In other words, each child is valued for his or her achievements in different areas, not just how well she or he did on a math test or a spelling bee. Every child is valued for their accomplishments, be it a beautiful painting displayed on the wall or a well written book-report read out loud. Supporters of this "child-centered" movement view all children as unique individuals with their own gifts and needs: every child deserves the same attention given to gifted and learning-disabled, every child is "special."

What is the curriculum like in a Waldorf school? How does it differ from other schools?
Rudolf Steiner's philosophy of "holistic" education is clearly manifested in the curriculum in Waldorf schools, which emphasizes a focus on the 'individual' rather than the 'group'. The classes within these schools are structured in a unique system of "blocks" that focus on particular areas of study for a period of three to four weeks. The proponents of this "block" system believe that it is a more effective way to deal with the developing needs of the individual child. They argue that as children develop their abilities, their capacity for understanding changes. The content of study must be tailored to these changes. For instance, in the earlier years, (first through fourth grade), the children are often taught history, science, language arts, and math through stories and myths. As children grow older, more concrete and technical areas of these subjects are introduced. Through this method, not only are the developing child's needs met, but so are their interests. As a result, the children are often kept actively engaged in their studies.

The Waldorf curriculum is also known for its unique integration of the arts and music into all areas of study. Through daily drawing, painting, singing, instrument playing, and eurythmy (a special form of dance and movement), the children's mind, body, and soul are developed. Much of the same ideas and concepts from its founding are still used in the Waldorf schools today, despite the onslaught of new technology. In fact, Waldorf schools discourage the use of televisions and computers in developing children. Instead, they rely on imagination for entertainment and learning, as described by Hoffman, "Waldorf classrooms don't boast computers, televisions and videocassette recorders. Waldorf educators don't believe they are the best tools to teach children how to think."

Waldorf schools try to fully engage the individual student at each step by gearing the curriculum to their age and needs. As Richards describes, "The children are accepted as children and not hurried into being little adults before their time" (Richards,1980). This concept of letting children progress into adulthood at their own level is a unique quality of Waldorf education that clearly exemplifies the quest for the development of the 'individual'.

What type of teachers work in Waldorf schools? Do they have a specific training program?

Waldorf teachers often go through a specific Waldorf teacher training program for at least two years. There are several Teacher Training Institutes throughout the world, yet attendance at these institutes is not necessarily mandatory. Richards describes the much more "open" atmosphere of the Waldorf schools that allows interested parents and friends to become a member of the faculty, "many teachers still come to a school through an apprenticeship, which grows slowly from interest and familiarity with a particular school...Sometimes parents become interested and decide to work in the school, first as teacher's aids and gradually as committed teachers" (Richards, 1980, p. 23). These teachers often enter the school with an avid desire to be a part of the learning process, rather than simply conveyers of information. They are often drawn to the school through their own children or through other individuals making it a school of people, not just academics. The freedom to join the Waldorf School encourages interested and committed teachers. Often faculty members have their own children within the school, thus emphasizing the personal attention philosophy to each individual. As part of their dedication to students, the class teacher ideally remains with the same group of children from first grade through eighth. The commitment to a specific group of children for eight years helps to build a strong sense of community, leading to what many have described as "a second family." This "family" is often quite small, with classes averaging about fifteen to twenty students.

The teacher has the privilege of watching and participating in the development of each individual, as Richards describes, "The path through the eight grades of elementary school is meant to be as personally enriching to the teachers as it is to the children" (Richards, 1980, p. 28). This concept of schools as sources of benefit for the teachers as well as the children was part of Steiner's original philosophy helps to reinforce the "community" aspect of his schools. Richards describes Steiner as encouraging the teachers to enjoy themselves while teaching, "Steiner was continually urging the teachers to teach out of personal enthusiasm, rather than grim duty...Make the experience interesting - that above all" (Richards, 1980, p. 28). Waldorf schools, in essence, are "child-centered" schools which are supported by "teacher-centered" philosophies. The attention given to the well-being of teachers, a phenomenon unfortunately neglected in most schools today, encourages an atmosphere of well-being that encompasses the entire school, teachers and children alike.

In addition to this need for teacher "enthusiasm" in order for the 'individualized' attention to students to exist, Waldorf schools require a good deal of knowledge about the philosophy. The Waldorf Course Requirements from Antioch College, one of the leading Waldorf Teacher Training Institutes in North America describes the curriculum of prospective Waldorf instructors. The requirement of the study of Rudolf Steiner's "child-centered" philosophy ensures that every teacher within the school follows in the traditions of Progressive education.

Are the students fully equipped to meet the ever-increasing demands of society? Do they go on to college and have "successful" lives after graduation?

The goals of Waldorf education is to fully develop its students in mind, body, and soul, to become actively engaged members of society. As Richards describes, "It helps us to look at the whole span of life as schooling and to be open to the developmental changes in body and perception which characterize it" (Richards,1980). Steiner describes this goal as a desire to fully develop human beings, "Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives" (Piening et al., 1979). Waldorf schools focus on every child and student as a unique individual who is an important member of this society. In turn, the students often leave these schools with a sense of "who they are."

The identity gained through a Waldorf education is different for each person and these differences are where the flexibilities and variations of the different Waldorf schools comes into play. Although the schools all have a common philosophy, each school is its own entity made up of its unique teachers, students, and communities. These teachers, students, and communities have different influences and together define the individual. Many of the students go to prestigious colleges, while others pursue personally fulfilling vocations from carpentry to music. Several Waldorf graduates claim that while they were in the schools they were aware of some of the obvious benefits of their education (small classes, integration of art and music into their studies, close relationships with teachers, etc.), but it was not until they had entered the "real world" that they were able to truly appreciate its gifts. They felt that they often had the ability to look at life in a more comprehensive way than most people they ran into in college and beyond. One recent graduate described her abilities as being able to "see the beauty of the little things in life." In an analysis of Waldorf graduates entitled, The Results of Waldorf Education, three different outside critics discuss their involvement and experiences with Waldorf graduates. James Shipman, a teacher from the Marin Academy in California describes some of his students who have come from the Marin Waldorf Grade School: "What I see here is an integration of the faculties - mental, emotional, physical and spiritual - which, when coupled with the overtones of personality, unite to form unique individuals." A Biology Professor from Adelphi University describes the graduates who come to his class as always showing "a unique reverence for life." The third article describes the results of a study of Waldorf graduates performed in Germany. The examiners found that the students had achieved "an educational plateau well above average." To learn more about this study and the two articles see The Results of Waldorf Education.

What are the main criticisms concerning Waldorf schools?

Many critics of these schools argue that the curriculum is too relaxed and "Progressive" and thus the students are not adequately challenged and educated. Critics argue that the "child-centered" education focuses too much on each individual child, thus sacrificing attention to others while one is helped. This same argument of "wasted time" has been used against programs for gifted and special needs children, with the idea that they take away time form others. E. D. Hirsch criticized this form of individualized attention as often resulting in "individual neglect" (Hirsch, 1987). Many feel that the emphasis on the arts detracts from the basics of reading and arithmetic. Without these skills, students' quantitative and analytical abilities become limited. Critics feel that the children are not adequately prepared for standardized tests because formulaic challenges are not introduced until late in high school. Many people argue that the educational crisis in America stems from a lack of standards and academic rigor, as Hirsch argues, "there has been little movement toward rigor in American educational theories" (Hirsch, 1987). He feels that our nation's lack of academic competencies compared to other nations is a result of too much "flexibility" in education and not enough "rigor."

In a recent criticism of Waldorf schools, Plans: People for Legal and Non-Sectarian Schools explains that although the schools claim to be non-sectarian, they are in fact based on the religion of Anthroposophy. The critics contend that Anthroposophy is a cult and that the students of the Waldorf schools are vulnerable to its influences. Indeed, there is a great deal of attention payed to holidays, be it Christmas or Michaelmas (a European celebration of St. Michael), or Hannukah. But these holidays are not of any one religion, in fact acknowledgement of differences is encouraged. The holidays are looked at as natural parts of the seasons and consequently natural parts of the world. Steiner believed that children were inherently religious in their appreciation and awe of life, "small children, Rudolf Steiner observed, are naturally religious, in that they identify with the environment, and believe that everything is worthy of imitation: in other words, everything is GOOD" (Richards, 1980). Waldorf schools try to create environments where children will retain this natural inclination that everything is "GOOD", through their attention to religion and the individual. However, there is still a great deal of fear in anything that is termed "religious", particularly when applied to education. This criticism is especially prominent in discussions of integrating Steiner's techniques into public education, because there is fear that it would violate the separation of church and state.

Additional Information

Waldorf schools can be found throughout the world and many of these schools have their own links which can be accessed according to region, which can be found in the Directories of Rudolf Steiner (Waldorf) Schools Worldwide. If there are still some questions concerning the "child-centered" educational philosophies of Waldorf Schools, then see Frequently Asked Questions About Waldorf Education.
Government 375: Educational Reform and Ideology