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1. What is Waldorf Education?
2. What is unique about Waldorf education? How is it different from other types of schools?
3. Distinctive features of Waldorf education.
4. How are subjects taught at a Waldorf School?
5. How is reading taught in a Waldorf school? Why do the schools wait so long to begin to teach reading?
6. Why do Waldorf Schools discourage TV and movie watching?
7. Why don't you have computers? Don't children need to learn computer skills?
8. How many Waldorf schools are there? How are they organized?
9. How did Waldorf education begin?
10. Who was Rudolf Steiner?
11. Do the schools teach religion?
12. Why is so much emphasis put on festivals and ceremonies? What are the Christian seasonal festivals and what do they mean?
13. What kind of role do parents play?
14. What kind of training do Waldorf teachers have?
15. Why do teachers stay with the same class year after year?
16. How are personality conflicts between students and teachers handled?
17. How does Waldorf deal with kids that have trouble academically?
18. What about children with learning disabilities or emotional difficulties?
19. How do Waldorf children fare when they transfer to "regular" schools?
20. How well do Waldorf graduates do on standard tests? How well do Waldorf high school graduates do in college?
21. Why should I send my child to a Waldorf school?
22. How can I find out if a Waldorf school is right for us?
23. What is Eurythmy?
24. What is Anthroposophy?
25. Recommended Reading
1. What is Waldorf education?
Waldorf education is a unique and distinctive approach to educating children. Waldorf schools teach all the traditional academic disciplines plus much more. These schools dedicate themselves to fostering creative thinkers who will engage life with confidence and curiosity and develop a strong sense of personal responsibility and reverence for life. Waldorf schools collectively form the largest and one of the fastest growing groups of independent private schools in the world.
2. What is unique about Waldorf education? How is it different from other types of schools?
Waldorf schools are based on a consistent philosophy and understanding of the nature of children and how they grow and learn. Waldorf schools seek to educate the whole child, integrating rigorous academics with emotional and spiritual growth and physical skills.
The arts play a big part at all levels as do movement and hand work. Self-expression, self-discipline and the wholeness of life are themes teachers weave into every lesson. Schools often describe the whole-child orientation as "head, heart and hands." Rather than follow the public school model of training children for the work force, Waldorf schools focus on encouraging creativity and free thinking.
Waldorf teachers are dedicated to creating a genuine love of learning within each child. Through the skillful interweaving of arts and activities in the service of academics, students naturally develop their own internal motivation to learn.
3. Some distinctive features of Waldorf education include the following:
Children learn as much as possible through direct personal experience and interaction with people, materials, subjects and ideas. Abstraction and conceptual teaching are kept to a minimum, especially with younger children. In this way children become more personally engaged in whatever they are learning.
The earliest years, through kindergarten and first grade, set the stage for later academic learning while containing little direct academic material. Certain types of play, storytelling, and artistic activities cultivate the skills that will make academic learning more interesting and effective in later years.
During the elementary school years (grades 1-8) the students have a primary class or "main lesson" teacher who stays with the same class year after year, more often than not, for as long as the entire eight years of elementary school.
Certain activities which are often considered frills at mainstream schools are central at Waldorf schools: art, music, handwork and foreign languages. Nature and the outdoors are used as a classroom whenever possible. All children learn to play music and to knit.
There are no textbooks as such in the first through fifth grades. Children have "main lesson books," their personal workbooks which they fill during the course of the year. By writing in these books daily they essentially produce their own textbooks which record their experiences and what they've learned. Upper grades use textbooks to supplement their main lesson work.
Learning in a Waldorf school is a noncompetitive activity. Testing and grading are not used to motivate study. Each child's progress is carefully monitored, however, and teachers meet regularly with parents and write a detailed evaluation of each child at the end of each school year.
The use of electronic media, particularly television, by young children is strongly discouraged in Waldorf schools.
4. How are subjects taught at a Waldorf School?
Children are most receptive to different types of subjects and models of learning at different stages in their growing up. The Waldorf curriculum is specifically attuned to the stages of a child's development. Core subjects, such as history, English language skills, science and mathematics are taught in "main lesson blocks," two to three hour sessions each morning five days a week, with each block lasting from three to five weeks. This allows the children to become thoroughly immersed in a subject and learn it in depth. A Waldorf education covers an extraordinary range of material in the elementary grades. Additional subjects, usually taught by specialty teachers, include:
Foreign Languages: Spanish
Music: singing, flute, recorder, stringed instruments.
Handwork: woodworking, knitting, crochet, cross-stitch, basic building techniques, toy making.
Art: wet-on-wet watercolor painting, form drawing, beeswax and clay modeling.
Perspective and geometric drawing in later grades.
Movement: Eurythmy, basketball, group games.
The total Waldorf curriculum has been likened to an ascending spiral: subjects are revisited several times, but each new exposure affords greater depth and new insights into the material.
5. How is reading taught in a Waldorf school? Why do the schools wait so long to begin to teach reading?
Waldorf education is intimately bound up with the oral tradition. As has been done for centuries, young children first start to learn through the stories and fairy tales they are told. In this way the children learn language and the use of imagination together.
Reading instruction, as such, comes a bit later. Instead, writing is taught first. In the first grade children learn to make letter-like forms which lead to the letters of the alphabet. Writing thus evolves out of the children's art, and their ability to read likewise evolves as a natural aspect of their mastery of language. Oral communication continues to be important in the classroom and through dramatic presentations in all the grades.
6. Why do Waldorf Schools discourage TV and movie watching?
The reasons for this have as much to do with the physical effects of the medium on the developing child as with the questionable content of much of the programming. Television and movies create an artificially passive relationship where children become disengaged from three-dimensional physical reality. Instead of operating in an environment where they can respond with all their faculties to sensory input, their visual and auditory attention is fixed to a narrow screen and a flickering electronic signal. Waldorf teachers believe that television and movies hampers the development of a child's full imagination. Further, the highly stimulating nature of television and movies attunes young children to be engaged only at this raised level of excitement. It interferes with the child?s ability to be content simply being in nature or in the classroom without the ongoing level of excitement and stimulus that TV and movies produce with the result that the child then feels easily bored in life.
Waldorf teachers are not alone in encouraging the elimination of television and movies, especially for younger children. Many respected authorities on child development share this view. Some recent books on this subject include: Endangered Minds by Jane Healy, Four Arguments for the Elimination of Television by Jerry Mander, and The Plug-In Drug by Marie Winn
7. Why don't you have computers? Don't children need to learn computer skills?
Of course today's children will need computer skills, and Waldorf high schools have them and teach children to use them. For younger children, however, computer learning is a poor substitute for the kind of multi-sensory, multidimensional, truly interactive learning that takes place in all subjects at a Waldorf School. Material learned through computers arrives purely as information. It is not vital for the children as is knowledge gained through direct personal experience and integrated into their broader understanding of life and the world. While government and commercial interests clamor about the importance of computers and the Internet for all children, there is a growing sentiment that information technology is not the hoped-for answer to our nation's education problems. A recent book, Failure to Connect: How Computers Affect Our Children's Minds for Better and Worse by Jane Healy examines this subject in detail. The Internet newsletter Net future, edited by Steve Talbott, comments regularly about computers and education.
Waldorf students who know a foreign language and algebra by eighth grade are well prepared to master computer hardware and software quickly and easily at the high school level.
8. How many Waldorf schools are there? How are they organized?
There are over 700 Waldorf schools in some 32 countries serving in excess of 100,000 students. Approximately 135 Waldorf and Waldorf-inspired schools are currently operating in North America. There are also public Waldorf programs in San Diego, Milwaukee and Detroit and Waldorf-inspired charter schools in several states.
Each Waldorf school is independent in that there is neither centralized administrative structure nor governing body. Each school is free to respond to its own unique situation and constituency. There is an association, The Association of Waldorf Schools of North America (ASWNA) which provides resources, publishes materials, accredits schools, sponsors conferences, and promotes the Waldorf movement and the values and ideas embodied in Waldorf education. Similar organizations exist in other countries.
9. How did Waldorf education begin?
In 1919, Rudolf Steiner, the Austrian philosopher, scientist and artist, was asked to establish and lead a school for the children of employees at the Waldorf-Astoria cigarette factory in Stuttgart, Germany. Steiner agreed to do so on four conditions:
- The school must be open to all children
- It must be coeducational
- It must be a unified twelve-year school
- The teachers who work directly with the children should take the leading role in administering the school, with a minimum of interference from governmental or business concerns.
These conditions were met and the first Waldorf school was opened in September, 1919.
10. Who was Rudolf Steiner?
Dr. Rudolf Steiner was a respected scientific, literary and philosophical scholar who was particularly known for his work on Goethe. In his later life he came to incorporate his scientific investigations with his interest in spiritual development. He was a forerunner of the 20th century field of spiritual-scientific investigation. You will find more information on Rudolf Steiner in the resource list at the end of this FAQ list.
11. You use the word "spiritual." Do the schools teach religion?
No. Waldorf schools do not subscribe to or teach the beliefs of any particular religious denomination or sect, though the word "God" may be mentioned in verses and stories. Waldorf schools are spiritually oriented in the sense of recognizing that all human beings have a spiritual dimension which is inseparable from other parts of our nature. Religious issues are discussed in the teaching of history at a Waldorf school because religion has played such a central role in the shaping of history.
Consistent with the beginnings of Waldorf education in early 20th century Europe, most Waldorf schools maintain a generally Christian perspective. Historic festivals of Christianity are celebrated, especially to mark the turn of the seasons (see below.) Non-Christian families are usually welcome to bring their own deeply felt festivals and celebrations into their children's classes or to school assemblies.
Children of all religions and backgrounds attend Waldorf schools. No religious doctrine is ever taught as part of the Waldorf curriculum. Attention to the spiritual dimension is aimed at awakening the child's natural reverence for Nature and the beauty of life.
12. Why is so much emphasis put on festivals and ceremonies? What are the Christian seasonal festivals and what do they mean?
Seasonal festivals serve to connect humanity with the rhythms of Nature. Cultures all over the world have celebrated rituals to mark the cycle of the seasons since ancient times, and Waldorf festivals echo these traditional events. Celebrating the seasonal festivals benefits the inner life of the child by reflecting the felt changes in the environment as summer turns to winter and back again.
The four Christian seasonal festivals celebrated in Waldorf schools are: Michaelmas (fall), Christmas (winter), Easter (spring), and St. John (summer).
Michaelmas, September 29: St. Michael is known as the conqueror of the dragon, the heavenly hero with his starry sword who gives strength to people.
Christmas: Christmas coincides with the winter solstice when the sun sends its least power to the earth, Christmas is a time when the soul withdraws into the innermost depths to experience the inner spiritual light.
The word Easter comes from pre-Christian goddess symbols of rebirth, fertility and spring. The renewal of man's being is celebrated with that of the earth. Such symbols as the hare and egg signify the return of life after winter's sleep.
St. John's Tide - June 24 - Midsummer Day: At midsummer the sun reaches its highest and strongest point. Ancient peoples lit bonfires to encourage it to continue to shine its life-giving force. This celebration helps us to take in the full power of Nature to enrich our spirits and purify our hearts.
13. What kind of role do parents play?
Parents play a significant role at a Waldorf school. Waldorf education is a community event with the school and the families committed to the one similar goal of the best possible education for the children. This partnership between the school and the parents requires involvement of the parents in all aspects of the school. It is expected that parents will understand this partnership and step up to fill the critical committees and positions that make a Waldorf education so special. Since a Waldorf education concerns a child's whole life, communication between parents and teachers is frequent and important. Parents and teachers meet for private conferences several times a year. Teachers expect parents to raise issues of concern at home which may affect the way their child responds in class. From time to time the school will offer special educational seminars and classes for parents and you are encouraged to attend so you may learn more about Waldorf education and how to create a consistent educational theme at home as well as at school. Active participation in the school by parents is beneficial for everyone.
14. What kind of training do Waldorf teachers have?
While requirements to be a Waldorf teacher are not hard and fast, as a rule Class Teachers have both a university degree and teaching certification from a recognized Waldorf teacher training college or institute. Typically, the course of study for teachers is from two to three years and includes practice teaching under the supervision of experienced Waldorf teachers. Teachers must also satisfy whatever state requirements might apply.
Rudolf Steiner, speaking in Oxford in 1922, defined "three golden rules" for teachers: "Receive the child in gratitude, educate the child with love, send the child forth in freedom."
15. Why do Waldorf teachers stay with the same class year after year?
By advancing together for a number of years, Class Teachers and students form a deep bond of trust and establish a continuity of learning that would be impossible otherwise. This saves months of learning each other's ways every September. In the fall the class can simply pick up where it left off in the spring. The class is always safe for children because it is like a second family with the teacher in the role analogous to parent. A Class Teacher who has seen the children grow over a period of years is able to find the best ways to work with each individual because he or she knows them all so well.
Teachers who stay with a class for years frequently develop a close friendship with the families of the children in their classes.
16. How are personality conflicts between students and teachers handled?
This is a very common concern among parents when they first hear about the Class Teacher method. In practice however, difficulties of this type are rare given the sort of people who are motivated to become Waldorf teachers and the kind of training they receive. Understanding the child's needs and temperament is an essential part of the teacher's role. Waldorf teachers work hard at getting to know their students individually and doing what it takes to help them learn and thrive. If problems of this sort should occur, the faculty as a whole would work with the teacher and the family to determine whatever corrective action would be in the best interests of the child and of the class.
17. How does Waldorf deal with kids that have trouble academically?
Waldorf schools hesitate to categorize children, particularly in terms such as "slow" or "gifted". A given child's weaknesses in one area, whether cognitive, emotional or physical, will usually be balanced by strengths in another area. It is the teacher's job to try to bring the child's whole being into balance.
A child having difficulty with the material might be given extra help by the teacher or by parents. Tutoring might also be arranged. Correspondingly, a child who picks up the material quickly might be given harder problems to work on, or might be asked to help a classmate who is progressing more slowly.
18. What about children with learning disabilities or emotional difficulties?
Though most schools have neither the staff nor special skills to educate children with severe difficulties, a given school may accept a child with learning problems if the faculty believes the child will do well at the school. Each such case is considered individually and carefully evaluated with regards to the child and the class as a whole.
19. How do Waldorf children fare when they transfer to "regular" schools?
Generally the transition to public schools, when properly planned, does not cause a problem. The most common transition--from a Waldorf eighth grade to a traditional high school--usually takes place without significant difficulties.
Transitions in the lower grades, particularly between the first and fourth grades, can be more of a problem because of the differences in curricula and the pace of learning. A second grader from a traditional school may well read better than a Waldorf-schooled second grader. The Waldorf-schooled child will likely be ahead in arithmetic.
20. How well do Waldorf graduates do on standard tests? How well do Waldorf high school graduates do in college?
To the best of our knowledge, no controlled studies have been done in this country on these questions, but anecdotal evidence collected from various sources suggests that Waldorf graduates tend to score exceptionally well on standardized examinations such as the Scholastic Aptitude Tests. Waldorf graduates have been accepted at and have graduated from some of the most prestigious colleges and universities in the United States.
21. Why should I send my child to a Waldorf school?
The main reason is that Waldorf schools honor and protect the wonder of childhood. Waldorf schools place the children's needs first rather than responding to the interests and agendas of various segments of adult society.
Waldorf education has a consistent philosophy of child development underlying the curriculum. All subjects are introduced in age-appropriate fashion. Waldorf schools produce graduates with a broader base of understanding than their public school counterparts, young people who are eager to discover and explore what the world has to offer.
22. How can I find out if a Waldorf school is right for us?
The best way is to come visit. See what the classrooms look like and notice how they feel. Waldorf schools have a particular ambience that appeals to some people right away. Talk to teachers and parents to find out if what you want for your child's education fits with what the school offers. Bring your child to an open house or schedule a class visit. Your child's response may be the most important factor in helping you decide.
Waldorf education is not just an "alternative" educational form. It is unique in many ways. Experience the school environment for yourself to learn if a Waldorf school is right for your family.
23. What is Eurythmy?
Simply put, eurythmy is a dance-like art form in which music and speech are expressed in bodily movement. Specific movements correspond to particular notes or sounds. Eurythmy can be thought of as a kind of visible speech or song.
Eurythmy is part of the curriculum of most Waldorf schools. While it often puzzles parents, (especially those new to Waldorf education,) the children respond well to its simple rhythms and exercises. Eurythmy enhances coordination and helps children strengthen and harmonize their body and their life forces.
Eurythmy is usually taught by a trained eurythmy teacher who has completed a special four-year course of study. In addition to pedagogical eurythmy, there are also therapeutic ("curative") and performance-oriented forms of the art
24. What is anthroposophy?
The term "anthroposophy' comes from the Greek "anthropos-sophia" or "human wisdom". Steiner believed that people are at essence spiritual beings. Many of his ideas came from his personal research, using scientific methods, into the spiritual realm. Through study and practiced observation the student of anthroposophy awakens his or her own inner nature to the spiritual realities of outer Nature and the cosmos. The awareness of those relationships brings deep personal gratification and a greater reverence for all of life.
Steiner and his followers have applied this knowledge in various practical and cultural ways in communities around the world. Waldorf education is but one example. Steiner's methods in curative education for mentally and emotionally handicapped adults and children have been particularly successful with people who have this difficult destiny. Bio-dynamic farming and gardening greatly expand the range of techniques available to organic agriculture. Anthroposophic medicine and pharmacy, although less widely known in the U.S., are subjects of growing interest.
It should be stressed that while anthroposophy forms the theoretical basis underlying the teaching methods used in Waldorf schools, it is never brought directly into the classroom or taught to the students.
"Anthroposophy has its roots in the perceptions, already gained, into the spiritual world. Yet these are no more than the roots. The branches, leaves, blossoms, and fruits of Anthroposophy grow into all the fields of human life and action."---Rudolf Steiner
RECOMMENDED READING
Baldwin, Rahima: You Are Your Child's First Teacher. Celestial Arts, Berkeley, 1989.
Barnes, Henry: An Introduction to Waldorf Education. Mercury Press, Chestnut Ridge, NY, 1985.
Childs, Gilbert: Steiner Education in Theory and Practice. Floris Books, Edinburgh, 1991.
Davy, Gudrun: Lifeways: Working with Family Questions. Hawthorne Press, Gloucestershire, 1983.
Finser, Torin: School as a Journey. Anthroposophic Press, New York, 1994.
Gorman, Margaret: Confessions of a Waldorf Parent. Rudolf Steiner College Publications, Fair Oaks, CA, 1990.
Harwood, A. C.: Recovery of Man in Childhood. Myrin Foundation, New York, 1958.
Harwood, A. C.: Life of a Child. Rudolf Steiner Press, London, 1979.
Querido, Ren?: Creativity in Education: The Waldorf Approach. Dakin, San Francisco, 1982.
Richards, M. C.: Toward Wholeness: Steiner Education in America. Wesleyan University Press, Irvington, NY, 1980.
Spock, Marjorie.: Teaching as a Lively Art. Anthroposophic Press, New York, 1978.
Stebbing, Lionel.: Understanding your Child. New Knowledge Books, Sussex 1962.
Steiner, Rudolf.: Kingdom of Childhood. Rudolf Steiner Press, London, 1982.
The Association of Waldorf Schools of North America (AWSNA) maintains a list of all Waldorf schools in North America, and publishes Renewal, a twice-yearly journal on Waldorf education.
Association of Waldorf Schools of North America
3911 Bannister Road
Fair Oaks, CA 95628
Phone: 916-961-0927
email: awsna@igc.apc.org
Phone: 301-460-6287
The Rudolf Steiner Library, the national lending library of the Anthroposophical Society, has an excellent selection of books on curriculum, childhood and other topics of interest to Waldorf teachers, parents of Waldorf students and home schoolers.
Rudolf Steiner Library
R.D.2, Box 215
Ghent, NY 12075
Phone: 518-672-7690
