Waldorf education 166343 222664764 2008-06-30T14:35:18Z Rocksanddirt 4640081 Please review the discussion in the talk and talk archive before adding this tag. {{Template:Anthroposophy}} [[Image:Trier-germany-waldorfschule.jpg|thumb|450px|right|Waldorf school in Germany.]] '''Waldorf education''' (also known as Steiner or Steiner-Waldorf education) is a [[pedagogy]] based upon the [[educational philosophy]] of [[Rudolf Steiner]], the founder of [[anthroposophy]]. Learning is [[interdisciplinary]], integrates practical, [[art education|artistic]], and intellectual elements,<ref name="Unesco150">Rist and Schneider, ''Integrating Vocational and General Education: A Rudolf Steiner School'', Unesco Institute for Education, Hamburg 1979, ISBN 92-820-1024-4, p. 150</ref> and is coordinated with "natural rhythms of everyday life".<ref name="McDermott_etal"/> The Waldorf approach emphasizes the role of the [[imagination]] in learning,<ref name="Nielsen"/><ref name="Nordlund">Carrie Y. Nordlund, "Art Experiences in Waldorf Education", Ph.D. Dissertation, University of Missouri-Columbia, May 2006</ref><ref>Southworth, Cheryl Ridgeway, ''Geometry, fir trees and princes: Imaginative cognition in education'', Ph.D. dissertation, The University of North Carolina at Chapel Hill, 1988, 294 pages; AAT 8823477 </ref> developing thinking that includes a creative as well as an analytic component.<ref name="Easton">Freda Easton, ''The Waldorf impulse in education:Schools as communities that educate the whole child by integrating artistic and academic work'', Ph.D. thesis, Columbia University Teachers College, 1995</ref><ref name="EJO">[http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED364440&ERICExtSearch_SearchType_0=eric_accno&accno=ED364440 Ogletree, Earl J., ''Creativity and Waldorf Education: A Study.'']</ref> Studies of the education describe its overarching goal as providing young people the basis on which to develop into [[Freedom (philosophy)|free]], [[morality|moral]]<ref name=Hether>Hether, Christine Anne, ''The moral reasoning of high school seniors from diverse educational settings'', Ph.D. dissertation, Saybrook Graduate School and Research Center, 2001, 209 pages; AAT 3044032</ref><ref>*"The overarching goal is to help children build a moral impulse within so they can choose in freedom what it means to live morally." - Armon, Joan, [http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED420605 "The Waldorf Curriculum as a Framework for Moral Education: One Dimension of a Fourfold System."], ([http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED420605&ERICExtSearch_SearchType_0=eric_accno&accno=ED420605 Abstract]), Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997), p. 1</ref> and integrated individuals,<ref name="Schneider">Peter Schneider, ''Einführung in die Waldorfpädogogik'', Klett-Cotta 1987, ISBN 3-608-93006-X</ref><ref>Ronald V. Iannone, Patricia A. Obenauf, "Toward Spirituality in Curriculum and Teaching", page 737, ''Education'', Vol 119 Issue 4, 1999</ref><ref name="Nielsen"/> and to help every child fulfill his or her unique [[destiny]] (the existence of which [[anthroposophy]] posits).<ref name="McDermott_etal"/><ref name=Uncommon/> [[Waldorf schools|Schools]] and [[teacher]]s are given considerable freedom to define [[curriculum|curricula]] within [[collegial]] structures.<ref name=Sturbaum/><!-- p.106 --> The first Waldorf school was founded in [[1919]]; there are now about 1000<ref>Holger Niederhausen, "Kulturfaktor Waldorfschule", ''Das Goetheanum'', 30 November 2007</ref><ref name=schulliste>[http://waldorfschule.info/upload/pdf/schulliste.pdf List of Waldorf schools worldwide]</ref> independent Waldorf schools and 1400 independent Waldorf kindergartens<ref>[http://unesdoc.unesco.org/images/0012/001223/122345E.pdf UNESCO 2001] Annex VI</ref> located in approximately sixty countries throughout the world, making up one of the world's largest independent educational systems; there are also Waldorf-based [[public education|public]] and [[Charter_schools|charter schools]], [[homeschooling]] environments,<ref name="Nielsen">Thomas William Nielsen, ''Rudolf Steiner's Pedagogy Of Imagination: A Case Study Of Holistic Education'', Peter Lang Pub Inc 2004 ISBN 3039103423</ref> and schools for [[special education]]. Waldorf methods have also been adopted by numerous educators teaching in other state and [[private school|private]] schools.<ref>[http://www.landfallprods.com/TWP-Synop.html The Waldorf Promise]</ref><ref>Stephanie Luster Bravmann, Nancy Stewart Green, Pamela Bolotin Joseph, Edward R. Mikel, Mark A. Windschitl, ''Cultures of Curriculum'', Lawrence Erlbaum Associates, 2000. p81, "[Steiner, who] developed the Waldorf School system of education, is another whose ideas are reproduced, often less in whole than in part...in an expanding number of American public and private schools today."</ref><ref>Peter Schneider, ''Einführung in die Waldorfpädagogik'', ISBN 3-608-93006-X, p. 16; "more than 2,000 participants per year, most of whom are state-school teachers, attend summer Waldorf pedagogical seminars in Stuttgart, Herne and Hamburg."</ref> == Pedagogy and theory of child development == The structure of the education follows Steiner's pedagogical model of [[child development]],<ref name="uwe.ac.uk_RR645_1.5_Findings">Woods, Ashley and Woods, [http://www.dfes.gov.uk/research/data/uploadfiles/RR645.pdf ''Steiner Schools in England'', University of West of England, Bristol: Research Report RR645], section 1.5, "Findings from the survey and case studies"</ref> which views childhood as divided overall into seven-year developmental stages, each having its own learning requirements;<ref name="Edwards">Carolyn Pope Edwards, [http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1001&context=famconfacpub "Three Approaches from Europe"], Early Childhood Research and Practice, Spring 2002</ref> the stages are similar to those described by [[Jean Piaget|Piaget]].<ref name="IHG"/> The approach has been termed "the most complete articulation of an evolutionary developmental K-12 curriculum and creative teaching methodology".<ref>Joan Jaeckel, cited in [http://www.edweek.org/chat/transcript_03_26_08.html?levelId=1000&qs=waldorf%20schools%20growing%20movement&rale2=KQE5d7nM%2FXAYPsVRXwnFWYRqIIX2bhy1%2BKNA5buLAWFRzXKDtt9gA6cIr9H5JhNPYGtI75%2FD%2BSKn%0A50ITaiTFcGVkLZoutSymtbI1RUuYNHqnGnBnA9DqnWz6gaP2dycXYjwAx%2BvharjqEZv%2F%2BQnhgCt2%0A%2BlQN%2Bth%2FoW6bBXB8Dxplr5pAWw%2BMngRvtxy4sBZPQ%2Fj3VOnrDu4c9Su2T%2FxCqa3mDv0T%2BdnthKtU%0A06lB14H1Q2dmAZWFQnNrZeDQFYoNJz60tvAcMJLRYIsUrzE3zpqVbH8AcK0tGtPUBaUhD%2BbyE%2Bzb%0AnrBY8AJZAeqU6d12XVuSMhtILS7qEZv%2F%2BQnhgLVG2aMst4I6lE8dYXxUViQQR1ZbNgNfFOSqGJQ2%0AFDVChKtU06lB14FyY95iHmBw%2FpmsyY7KShEUqc3%2BtVF2ul4k0YkyiCoWtTA%2FLmuZd9%2BfQumeN9Qw%0A0qKADmKCZUccBezUS4GpyDvZ%2BahFBYW5F55EwR%2BGOxepIKWKr5jM%2FUWv6hGb%2F%2FkJ4YDmcTIJZgEO%0Armb%2FxLKWIE%2FI%2BCoNEvTZbbZxhDQLU3Aca6AWAQHbpUQ9NNslo%2F5lA8ET6FeFV6mSjHGENAtTcBxr%0A6pisipiF92Jjz2DZ8Yk9lmI8AMfr4Wq46hGb%2F%2FkJ4YDtZ2WMqQ7t7MNvRhGKB5RjLxw4YDtlKazq%0ABNE65IbhAVTKPi8fetkg0ofUNFrMUDVc5dFjc3ewmvkEl5dWk%2FwA%2BZ%2FxNDZJSVUdCk%2FiRAimkN4n%0A9SixUv1oMp0M36W8sazDb0YRigeUYy8cOGA7ZSms6gTROuSG4QFUyj4vH3rZINKH1DRazFA1XOXR%0AY3N3sJr5BJeXVpP8APmf8TQ2SUlVHQpP4kQIppDeJ%2FUosVL9aNdTbr5NFoYcl%2FAhBoi1AMTy6W17%0Am3qTMQ%3D%3D "Sparking Greater Innovation in K-12 Education"], ''Education Week'', March 26, 2008</ref> According to Waldorf pedagogy: *[[Early childhood education|Early childhood learning]] is largely [[Experiential education|experiential]], imitative and [[sense|sensory]]-based.<ref name="TheAtlantic"> Todd Oppenheimer, [http://www.theatlantic.com/issues/99sep/9909waldorf.htm ''Schooling the Imagination''], Atlantic Monthly, Sept. 99</ref> The education emphasizes learning through practical activities.<ref name="PBU"/></li> *[[Elementary school]] years (age 7-14), learning is regarded as artistic and imaginative. In these years, the approach emphasizes developing children's "feeling life" and artistic expression.<ref>Thomas William Nielsen, "Rudolf Steiner's Pedagogy of Imagination: A Phenomenological Case Study", Peter Lang Publisher 2004</ref><ref name="Edwards">Carolyn P. Edwards, "Three Approaches from Europe: Waldorf, Montessori and Reggio Emilia", ''Early Childhood and Practice, Spring 2002, pp. 7-8</ref></li> *During [[adolescence]], to meet the developing capacity for abstract thought and conceptual judgment<ref name="PBU">P. Bruce Uhrmacher, Making Contact: An Exploration of Focused Attention Between Teacher and Students", ''Curriculum Inquiry'', Vol 23, No 4, Winter 1993, pp433-444.</ref> the emphasis is on learning through intellectual understanding and ethical thinking, including taking social responsibility.<ref name="Edwards">ibid.</ref> This theory of child development is founded in turn upon the [[Anthroposophical view of the human being]]. ===Pre-school and kindergarten: birth to age 6 or 7=== Waldorf schools approach learning in early childhood through imitation and example.<ref>Ginsburg and Opper, ''Piaget's Theory of Intellectual Development'', ISBN 0-13-675140-7, pp. 39-40</ref><ref name=RS144>Rist and Schneider, ''Integrating Vocational and Generla Education: A Rudolf Steiner School'', Unesco Institute for Education, Hamburg 1979, ISBN 92-820-1024-4, pp. 144-6</ref> Extensive time is given for guided free play in a classroom environment that is homelike, includes natural materials and provides examples of productive work in which children can take part;<ref name="Edwards"/> such an environment is considered by Waldorf pedagogues to be supportive of the physical, emotional and intellectual growth of the child through assimilative learning.<ref name=RS144/> In Waldorf schools oral language development is addressed through songs, poems and movement games. These include daily story time when a teacher usually tells a fairytale, often by heart.<ref name="IHG">Iona H. Ginsburg, "Jean Piaget and Rudolf Steiner: Stages of Child Development and Implications for Pedagogy", ''Teachers College Record Volume 84 Number 2, 1982, p. 327-337. </ref> Waldorf kindergartens and lower grades discourage exposure to media influences such as [[television]], [[computers]] and recorded music, as they believe these to be harmful to cognitive development in the early years.<ref name=TheAtlantic/><ref>Earl J. Ogletree, ''Creativity and Waldorf Education: A Study'' 1991, ERIC #ED364440, op. cit., p14</ref> The education emphasizes early experiences of daily and annual rhythms, including seasonal festivals drawn from a variety of traditions. Though Waldorf schools in the [[Western Hemisphere]] have traditionally celebrated [[Michaelmas]] and [[Martinmas]] in the [[autumn]], [[Christmas]] in [[winter]], [[Easter]] and [[May Day]] in the [[Spring (season)|spring]], and [[Midsummer|St. John's Day]] in [[summer]],<ref name="IO">Ida Oberman, "Waldorf History: A Case Study of Institutional Memory", Paper presented to Annual Meeting of the American Education Research Association, IL Mar 24-28, 1997, published US Department of Education - Educational Resources Information Center (ERIC)</ref> the schools are now incorporating an increasingly wide range of cultural and religious traditions.<ref>Fitzjohn, Sue, et al, ''Festivals Together: A Guide to Multi-Cultural Celebration'', ISBN 1869890469</ref> ===Elementary education: age 6/7 to 14=== {{see also|Curriculum of the Waldorf schools}} [[Image:Waldorf classroom.JPG|thumb|400px|right|Waldorf elementary school classroom]] In Waldorf schools elementary education may begin when the child is nearing or already seven years of age.<ref>Criteria for school readiness often include the onset of primary tooth loss, which has been found to correlate strongly with somatic and psychological criteria of school readiness. Cf. Ernst-Michael Kranich, "Anthropologie", in F. Bohnsack and E-M Kranich (eds.), ''Erziehungswissenschaft und Waldorfpädagogik'', Reihe Pädagogik Beltz, Weinheim 1990, p. 126, citing F. Ilg and L. Ames (Gesell Institute), ''School Readiness'', p. 236ff and "...the loss of the first deciduous tooth can serve as a definite indicator of a male child's readiness for reading and schoolwork", Diss. Cornell U. Silvestro, John R. 1977. “Second Dentition and School Readiness.” New York State Dental Journal 43 (March): 155—8</ref> The elementary school centers around a multi-disciplinary arts-based curriculum that includes [[visual arts]], [[drama]], artistic [[movement]] ([[eurythmy]]), vocal and instrumental [[music]], and crafts.<ref name="PBU"/><ref name="uwe.ac.uk_RR645_5.2_Curriculum"/> Throughout the elementary years, students learn two foreign languages (in English-speaking countries often [[German language|German]] and either [[Spanish language|Spanish]] or [[French language|French]]). Throughout the elementary years, concepts are first introduced through stories and images, and academic instruction is integrated with the [[visual arts|visual]] and [[plastic arts]], [[music]] and movement.<ref name="FE">Freda Easton, "Educating the Whole Child, 'Head, Heart and Hands': Learning from the Waldorf Experience", ''Theory into Practice'' by Lawrence Erlbaum Associates, Inc., pp 87-94.</ref> There is little reliance on standardized textbooks;<ref name="Ullrich">Ullrich, Heiner, [http://www.ibe.unesco.org/publications/ThinkersPdf/steinere.pdf "Rudolf Steiner"] "''Prospects: the quarterly review of comparative education'', UNESCO: International Bureau of education, vol XXIV, no. 3/4, 1994, pp. 555-572</ref> instead, each child creates his or her own illustrated summary of coursework in book form.<ref>[http://www.tresd.k12.ca.us/waldorf.html TRESD Waldorf-methods charter schools]</ref> The school day generally starts with a one-and-a-half to two-hour academic lesson that focuses on a single theme over the course of about a month's time<ref name="EJO">ibid.</ref> and generally begins with an introduction that may include singing, instrumental music, recitations of [[poetry]], including a verse written by Steiner for the start of a school day,<ref name="IO"/> and practice in mathematics and language arts. An objective of most Waldorf schools is to have a single teacher [[loop (education)|loop]] with a class throughout the elementary school years, teaching at least the principal academic lessons;<ref name="EJO">Earl J. Ogletree, "Rudolf Steiner: Unknown Educator", ''The Elementary School Journal'', Vol. 74, No. 6. (Mar 1974) pp. 344-351.</ref> Waldorf teachers have been cited for their level of personal commitment to their pupils.<ref name=Ward/> Waldorf teachers use the concept of the [[four temperaments]] to help interpret, understand and relate to the behaviour and personalities of children under their tutelage. The temperaments, [[Four temperaments#Choleric|choleric]], [[Four temperaments#Phlegmatic|phlegmatic]], [[Four temperaments#Melancholic|melancholic]], and [[Four temperaments#Sanguine|sanguine]],<ref name="Ullrich"/> are thought to express four basic [[personality type]]s, each possessing its own fundamental way of regarding and interacting with the world. Waldorf elementary education allows for individual variations in the pace of learning, based upon the expectation that a child will grasp a concept or achieve a skill when he or she is ready.<ref name=Uncommon>P. Bruce Uhrmacher, "Uncommon Schooling: A Historical Look at Rudolf Steiner, Anthroposophy, and Waldorf Education", ''Curriculum Inquiry'', Vol. 25, No. 4 (Winter, 1995), pp. 381-406</ref> Cooperation takes priority over competition.<ref name=Ward>Gay Ward, "Education for the Human Journey", paper presented at Australian Association for Research in Education International Conference 2-6 Dec. 2001, cited in DFES report</ref><ref name="McDermott_etal">Ray McDermott, Mary E. Henry, Cynthia Dillard, Paul Byers, Freda Easton, Ida Oberman, Bruce Uhrmacher, "Waldorf education in an inner-city public school", ''Urban Review'', June 1996</ref> This approach also extends to physical education; competitive team sports are introduced in upper grades.<ref name="TheAtlantic"/> ===Secondary education=== In most Waldorf schools, pupils enter secondary education when they are about fourteen years old. The education is now wholly carried out by specialist teachers. The education now focuses much more strongly on academic subjects,<ref name="Rist">Rist and Schneider, ''Integrating Vocational and General Education: A Rudolf Steiner School'', Unesco Institute for Education, Hamburg 1979, ISBN 92-820-1024-4, pp. 146-8</ref> though students normally continue to take courses in art, music, and crafts. Pupils are encouraged to develop their own independent and creative thinking processes.<ref name="Rist"/> The curriculum is structured to help students develop a sense of competence, responsibility and purpose,<ref name="Easton">p. 144</ref> to foster an understanding of ethical principles, and to build a sense of social responsibility.<ref name="Edwards">ibid.</ref> ==Curriculum== {{main|Curriculum of the Waldorf schools}} There are widely-agreed guidelines for the Waldorf curriculum,<ref name="Richter">Martyn Rawson and Tobias Richter, ''The Educational Tasks and Content of the Steiner Waldorf Curriculum'', </ref><ref name="Stock"> E. A. Karl Stockmeyer, ''Rudolf Steiner's Curriculum for Waldorf Schools'', Steiner Schools Fellowship, 1985</ref><ref>Rena Upitis, [http://educ.queensu.ca/~cacs/1.1/JCACS.1.1.h.upitis.pdf ''In praise of romance'']</ref> supported by the schools' common principles;<ref name="uwe.ac.uk_RR645_5.2_Curriculum">Woods, Ashley and Woods, [http://www.dfes.gov.uk/research/data/uploadfiles/RR645.pdf ''Steiner Schools in England'', University of West of England, Bristol: Research Report RR645], section 5.2, "Curriculum"</ref> nevertheless, independent Waldorf schools are autonomous institutions not required to follow a prescribed curriculum. Government-funded Waldorf-method schools may be required to incorporate aspects of state curricula. There are a few subjects largely unique to the Waldorf schools. Foremost among these is [[Eurythmy]], a movement art usually accompanying spoken texts or music which includes elements of role play and dance and is designed to provide individuals and classes with a "sense of integration and harmony".<ref name="McDermott_etal"/> Waldorf schools generally introduce computers into the curriculum in the teenage years.<ref>[http://www.sundayherald.com/oped/opinion/display.var.1874554.0.reading_is_a_habit_that_we_cant_afford_to_lose.php "Reading is a habit that we can't afford to lose"], Sunday Herald, Dec. 2, 2007</ref> ==Origins and history== [[Image:Waldorf-schools-growth-2008.png|thumb|400px|right|Growth of Waldorf Schools Worldwide]]{{see also|History of Waldorf schools}} [[Rudolf Steiner]] wrote his first book on education, ''The Education of the Child'', in [[1907]]. The first school based upon these principles was opened in [[1919]] in response to a request by [[Emil Molt]], the owner and managing director of the Waldorf-Astoria Cigarette Company in [[Stuttgart]], [[Germany]]. This is the source of the name ''Waldorf,'' which is now trademarked for use in association with the educational method. The Stuttgart school grew rapidly, opening parallel classes, and by 1938 schools inspired by the original school or its pedagogical principles had been founded in the [[USA]], [[UK]], [[Switzerland]], the [[Netherlands]], [[Norway]], [[Austria]], [[Hungary]], and in other towns in Germany. Political interference from the [[Nazi]] regime limited and ultimately closed most Waldorf schools in Europe; the affected schools, including the original school, were reopened after the Second World War.<ref name="Unc">P. Bruce Uhrmacher, "Uncommon Schooling: A Historical Look at Rudolf Steiner, Anthroposophy and Waldorf Education", ''Curriculum Inquiry, Vol. 25, No. 4. Winter 1995</ref> As of May 2008, there are 965 independent Waldorf Schools worldwide.<ref name=schulliste/> Waldorf schools have traditionally been numerically and culturally centered in Europe; the number of non-European schools has been slowly increasing, however, leading to a trend toward reinterpreting the formerly Euro-centric curriculum.<ref>Alduino Mazzone, [http://thesis.library.adelaide.edu.au/uploads/approved/adt-SUA20030411.095119/public/03chapter4-chapter10.pdf ''Waldorf Teacher Education''] (Ph.D. dissertation, University of Adelaide), p. 164</ref> ==Governance== One of Waldorf education's central premises is that all schools (not only Waldorf schools) should be both [[Self-governance|self-governing]] and grant teachers a high degree of creative autonomy within the school.<ref name="FE"/><ref name="uwe.ac.uk_RR645_1.5_Findings"/><ref name="Unesco">Rist and Schneider, ''Integrating Vocational and General Education: A Rudolf Steiner School'', Unesco Institute for Education, Hamburg 1979, ISBN 92-820-1024-4, pp.8-10</ref> Most Waldorf schools are not directed by a [[Principal (school)|principal]] or [[head teacher]], but rather by a number of groups, including: * The ''college of teachers'', who decide on pedagogical issues, normally on the basis of consensus. This group is usually open to full-time teachers who have been with the school for a prescribed period of time. Each school is accordingly unique in its approach, as it may act solely on the basis of the decisions of the college of teachers to set policy or other actions pertaining to the school and its students.<ref name="IO">Ida Oberman, "Waldorf History: A Case Study of Institutional Memory", Paper presented to Annual Meeting of the American Education Research Association, IL Mar 24-28, 1997, published US Department of Education - Educational Resources Information Center (ERIC)</ref> Waldorf schools have been cited for having a high level of teacher collegiality.<ref name=Ward/> * The ''board of trustees'', who decide on governance issues, especially those relating to school finances and legal issues. Parents are encouraged to take an active part in non-curricular aspects of school life.<ref name="McDermott_etal"/> Waldorf schools have been found to create effective adult learning communities.<ref>Tom Stehlik ("Parenting as a Vocation", ''International Journal of Lifelong Education'' 22 (4) pp. 367-79, 2003, cited in DFES report</ref> There are coordinating bodies for Waldorf education at both the national (e.g. the ''[http://www.awsna.org/ Association of Waldorf Schools of North America]'' and the ''[http://www.steinerwaldorf.org.uk/ Steiner Waldorf Schools Fellowship]'' in the [[UK]] and [[Ireland]]) and international level (e.g. [http://www.iao-waldorf.de/englisch/iao_1.htm International Association for Waldorf Education] and [http://www.ecswe.org/ The European Council for Steiner Waldorf Education (ECSWE)]). These organizations certify the use of the registered names "Waldorf" and "Steiner school" and offer accreditations, often in conjunction with regional independent school associations.<ref>[http://www.acswasc.org/vc_member.htm#wasc_awsna WASC Accrediting commission for schools]</ref> Some Waldorf schools are independently accredited by governmental authorities.<ref>[http://www.meadowbrookschool.com/ Rhode Island accreditation]</ref> ==Social mission== The schools seek to cultivate pupils' sense of social responsibility,<ref name="Essential">Robert McDermott, ''The Essential Steiner'', Harper San Francisco 1984 ISBN 0-06-065345-0</ref> respect, and compassion, as well as developing cooperative capacities. They also seek to enable their pupils to contribute to cultural renewal.<ref>Christensen, Leah M., [http://papers.ssrn.com/sol3/papers.cfm?abstract_id=899218#PaperDownload "Going Back to Kindergarten: Applying the Principles of Waldorf Education to Create Ethical Attorneys"]. Suffolk University Law Review, 2006</ref> The educational philosophy has been commended for being based upon peace and tolerance.<ref name=Tolerance/> ===Intercultural links in socially polarized communities=== Waldorf schools have linked polarized communities in a variety of settings. *Under the [[apartheid]] regime in [[South Africa]], the Waldorf school was one of the few schools in which children of both races attended the same classes, despite the ensuing loss of state aid. A Waldorf training college in [[Cape Town]], the ''[[Novalis Institute]]'', was described by UNESCO as an organization which had a great consequence in the conquest of apartheid: "It has prepared the way and laid the foundations for a new and integrated [community].”<ref name=Tolerance>''Tolerance: The Threshold of Peace.'', UNESCO, 1994.</ref><ref>Peter Normann Waage, ''Humanism and Polemical Populism'', Humanist 3/2000</ref> *In Israel, the Harduf [[Kibbutz]] Waldorf school includes both [[Jewish]] and [[Arab]] faculty and students and has extensive contact with the surrounding Arab communities;<ref>[http://www.sashedf.org/context.html?reloaded=true Salaam Shalom Educational Foundation]</ref> it also runs an Arab-language Waldorf teacher training.<ref>[http://www.sashedf.org/training.html?reloaded=true Salaam Shalom]</ref> In addition, a joint Arab-Jewish Waldorf kindergarten, the first Arab-Jewish, bilingual and bicultural kindergarten in Israel,<ref>"Garten des Friedens", ''Anthroposophie Weltweit'', 8/07</ref> was founded in Hilf (near [[Haifa]]) in 2005.<ref>''When Ahmed met Avshalom'', Israel21c, May 28, 2006. See the [http://www.israel21c.org/bin/en.jsp?enDispWho=Articles%5El1318&enPage=BlankPage&enDisplay=view&enDispWhat=object&enVersion=0&enZone=Culture online version of article].</ref> *In [[Brazil]], a Waldorf teacher, Ute Craemer, founded a community service organization providing childcare, vocational training and work, social services including health care, and Waldorf education to more than 1,000 residents of poverty-stricken areas ([[Favela]]s) of [[Sao Paolo]].<ref>[http://premioclaudia.abril.com.br/1997_utec.shtml Women of the Year nominee for 1997] ([http://translate.google.com/translate?hl=en&sl=pt&u=http://premioclaudia.abril.com.br/1997_utec.shtml&sa=X&oi=translate&resnum=1&ct=result English translation]). Accessed 2008-04-29.</ref> ===Links to UNESCO=== The [[United Nations]] Educational, Scientific and Cultural Organization, known as [[UNESCO]], states that the Waldorf movement's "ideals and ethical principles...correspond to those of UNESCO,"<ref>[http://unesdoc.unesco.org/images/0012/001223/122345E.pdf UNESCO 2001] Annex VI</ref> and has chosen a number of [[:de:UNESCO-Schulprojekt|UNESCO Waldorf schools in Germany]], [[Africa]] and [[Asia]]<ref>[http://unesdoc.unesco.org/images/0012/001281/128188m.pdf UNESCO List of project schools]</ref> to be [http://portal.unesco.org/education/en/ev.php-URL_ID=7366&URL_DO=DO_TOPIC&URL_SECTION=201.html associated project schools]. UNESCO also sponsored an exhibit about the Waldorf schools<ref name="IO"/> at the 44th Session of their International Conference on Education in Geneva. An exhibition catalogue was published by UNESCO under the title ''Waldorf Education Exhibition Catalog On Occasion of the 4th Session of the International Conference on Education of UNESCO in Geneva''.<ref>[http://www.unesco.org/kathmandu/publication/list_dir_info2.php?pid=16&rid=30 UNESCO Catalog]</ref> ==Spiritual foundations== ===Anthroposophy's role=== {{main|Anthroposophy}} Both historically and philosophically, Waldorf education grows out of [[anthroposophy]]'s view of [[child development]], which stands as the basis for the educational theory, methodology of teaching and [[curriculum]]. Waldorf pedagogics see that the teacher has "a sacred task in helping each child's soul and spirit grow".<ref name="uwe.ac.uk_RR645_1.5_Findings"/> Steiner's "[[extra-sensory]] [[anthropology]]" has been the source of criticisms of Waldorf education in Germany.<ref name="Ullrich"/> While anthroposophy is not generally taught as a subject, the degree to which anthroposophy is described by the schools as the philosophical underpinning of Waldorf education typically varies from school to school. At times this has led to parents objecting that the role of anthroposophy in the educational method had not been disclosed to them, prior to enrollment.<ref name="TheAtlantic"/> One study noted that many Waldorf teachers display an uncritical attitude toward anthroposophy and questioned the pedagogy's reliance on a single theory of child development.<ref name=Sturbaum>Mary Barr Sturbaum, ''Transformational Possibilities of Schooling: A Study of Waldorf Education'', Ph.D. dissertation, Indiana University, 1997</ref> ===Spirituality and religion=== Throughout the curriculum, Waldorf education is implicitly infused with spirituality.<ref name="McDermott_etal"/> The curriculum includes a wide range of religious traditions without being oriented in favor of any single tradition.<ref name="Unc"/><ref name="McDermott_etal"/> In [[Germany]], where religious classes are a mandatory school offering in some federal states<ref>[http://www.culturaldiplomacy.org/pages/rountable/rd_may2006.pdf "Education and Social Cohesion--Religion in the Classroom"], Institute for Cultural Diplomacy</ref> each religious denomination provides its own teachers for the Waldorf schools' religion classes; the schools also offer an open religion class for those who have no professed religion. Religion classes are universally absent from American Waldorf schools.<ref>Mark Riccio, ''Rudolf Steiner's Impulse in Education'', dissertation, Columbia University Teachers College, 2000, p. 87</ref> ===Celebrations and festivals=== Festivals play an important role in Waldorf schools, which generally celebrate seasonal observances by showing work of students in the class. The faculty of each individual school decides which festivals and celebrations would best meet the needs and traditions of the students in their particular school. Waldorf theories and practices have been adapted by schools to the historical and cultural traditions of the surrounding communities, whereby there is wide variation to what extent educators detach from Waldorf education's traditionally European Christian orientation.<ref name="Easton"/> Examples of such adaptation include the Waldorf schools in [[Israel]] and [[Japan]], which celebrate festivals of their particular spiritual heritage, and classes in the Milwaukee Urban Waldorf school, which have adopted traditions with African American and Native American heritages.<ref name="McDermott_etal"/> ==Studies== ===General=== *'''UK comparison with mainstream education''' A [[UK]] [[Department for Education and Skills]] report noted significant differences in curriculum and pedagogical approach between Waldorf/Steiner and mainstream schools and recommended that schools in the state sector could benefit from the following elements of Waldorf education:<ref name=DFES>2005 report ''Steiner Schools in England'' by Philip Woods, Martin Ashley and Glenys Woods of the [[University of the West of England]], [http://www.dfes.gov.uk/research/data/uploadfiles/RR645.pdf ''Steiner Schools in England'', University of West of England, Bristol: Research Report RR645]</ref> early introduction and approach to modern foreign languages; the combination of block (class) and subject teaching for younger children; development of speaking and listening through an emphasis on oral work; the good pacing of lessons through an emphasis on rhythm; the emphasis on child development guiding the curriculum and examinations; the approach to art and creativity; the attention given to teachers’ reflective activity and heightened awareness (in collective child study for example); and collegial structure of leadership and management, including collegial study. There were also aspects of mainstream practice which, the researchers recommended, could inform good practice in Waldorf schools: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping. A 2008 report by the Cambridge-based ''Primary Review'' found that Steiner/Waldorf schools achieved superior academic results to English state schools.<ref>[http://afp.google.com/article/ALeqM5hQ6QhUpdZd4SiSrplf_qjQ693KMg "Primary schools exert unnecessary pressure on students"]</ref> *'''Australian study of academic success at university''' An Australian study comparing the academic performance of students at university level found that students who had been at Waldorf schools significantly outperformed their peers from non-Waldorf schools in both the humanities and the sciences.<ref>[http://www.abc.net.au/sundaynights/ram/Sunday15July2007.ram "Sunday Night" broadcast of July 15, 2007]</ref> *'''Comparison with Montessori and traditional schools''' A study compared the drawing ability of children in Steiner/Waldorf, [[Montessori method|Montessori]] and traditional schools, concluding that "the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of color but also to more accurate and detailed observational drawings."<ref>Maureen Cox and Anna Rolands, [http://www.ingentaconnect.com/search/expand?pub=infobike://bpsoc/bjep/2000/00000070/00000004/art00002&unc= "The Effect of Three Different Educational Approaches on Children's Drawing Ability"], ''British Journal of Educational Psychology'' 70, pp. 485-503 (abstract)</ref> *'''Comparative study of moral development''' A Canadian study found that Waldorf-educated students scored significantly higher on a test of [[morality|moral]] reasoning than students in public high schools and students in a religiously-affiliated high school. Waldorf students were also far more likely to volunteer opinions about the survey and research in general, suggesting possible improvements in the survey technique and offering new possibilities to resolve the moral dilemmas raised in the survey.<ref name=Hether>pp. 113-118</ref> *'''U.S. Waldorf schools survey''' A 1995 survey of U.S. Waldorf schools found that parents overall experienced the Waldorf schools as achieving their major aims for students, and described the education as one that "integrates the aesthetic, spiritual and interpersonal development of the child with rigorous intellectual development", preserving students' enthusiasm for learning so that they develop a better sense of self-confidence and self-direction. Some parents described upper grades teachers as overextended, without sufficient time to relate to parental needs and input, and wished for more open and reciprocal parent-school support. Both parents and students sometimes described colleges of teachers as being insular and unresponsive. The students overall were positive about the school and its differences; experienced the school as a "community of friends"; and spoke of the opportunity to grow and develop through the broad range of activities offered, to learn when they were ready to learn, to develop imagination, and to come to understand the world as well as oneself. Many students spoke of the kindness of their peers and of learning to think things through clearly for themselves, not to jump to conclusions, and to remain positive in the face of problems and independent of pressure from others to think as they do. Improvements the students suggested included more after-school sports programs, more physical education classes, more preparation for standardized testing, a class in world politics and computer classes. Faculty, parents and students were united in expressing a desire to improve the diversity of the student body, especially by increasing representation of minority groups such as [[African-Americans]] and [[Hispanics in the United States|Hispanic Americans]].<ref name="Easton"/> *'''Standardized testing: USA and Germany''' Despite their lessened exposure to standardized testing (especially in the elementary school years), U.S. Waldorf pupils' [[SAT scores]] have usually come above the national average, especially on verbal measures.<ref name="TheAtlantic"/> Studies comparing students' performance on [[abitur|college-entrance examinations in Germany]] found that as a group, Waldorf graduates passed the exam at double to triple the rate of students graduating from the state education system,<ref name="TheAtlantic"/><ref name="Ullrich"/> and that students who had attended Waldorf schools for their entire education passed at a much higher rate (40% vs. 26%) than those who only had part of their education at a Waldorf school.<ref>''Der Spiegel'', December 14, 1981</ref> Educational successes of private Waldorf schools may partially reflect the social status of their students.<ref name="Ullrich"/> *'''Miscellaneous''' **An international study found that Waldorf pupils were more [[creativity|creative]] than state-school students, as judged by the [[Ellis Paul Torrance#Torrance_on_creativity|Torrance Test of Creative Thinking Ability]].<ref>[http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED400948&ERICExtSearch_SearchType_0=eric_accno&accno=ED400948 Earl J. Ogletree, ''The Comparative Status of the Creative Thinking Ability of Waldorf Education Students'']</ref> **An Australian study found that Waldorf-educated adolescents were more oriented towards improving social conditions and had more positive visions of the future than those who attended state schools.<ref>Gidley, J. (1998). "Prospective Youth Visions through Imaginative Education." ''Futures'' 30(5), pp395-408, cited in Gidley, Batemen, and Smith, [http://www.swin.edu.au/agse/courses/foresight/monographs/Monograph5.pdf ''Futures in Education''], Australian Foresight Institute Monograph Series, 2004 Nr. 5</ref> **A study comparing the prevalence of [[xenophobia|xenophobic]] and right-extremist attitudes in pupils in various types of German schools found far fewer students in Waldorf schools who were intolerant of foreigners (2.8%) than in college-preparatory (8.4%) or other schools (16.4% - 24.7%); similarly strong differences were found in the numbers of right-extremist students (1.2% in Waldorf, 2.1%-9.5% in other schools.<ref> [http://www.juergen-froemmrich.de/cms/files/dokbin/183/183467.aktuell_anhoerung_rechtsextremismus_teil.pdf "Eingegangene Stellungnahmen zu der schriftlichen Anhörung zu dem Dringlichen Antrag der Fraktion BÜNDNIS 90/DIE GRÜNEN betreffend Bekämpfung des Rechtsextremismus in Hessen"], p. 130</ref> Similar results were found in a Swedish study which reported that the proportion of the Waldorf pupils who supported counteracting or stopping Nazism and racism was considerably greater (93%) than that of the pupils at municipal secondary schools (72%).<ref>Bo Dahlin et al: [http://www.kau.se/forskning/forskdb/index.lasso?to_do=show_result&id=2586 ''Waldorfskolor och medborgerligt-moralisk kompetens. En jämförelse mellan waldorfelever och elever i den kommunala skolan''] (''Waldorf schools and civic moral competency. A comparison of Waldorf pupils with pupils in public schools''. Report 2004:2 Karlstad: Institution for educational science, University of Karlstad, Sweden.)</ref> **A study of 6,600 children from five European countries, ages 5 to 13, showed a lower incidence of [[allergies]] amongst children attending Waldorf schools, an effect which correlated with the extent to which they lived an "anthroposophic lifestyle" in terms of restrictive use of antibiotics, antipyretics, and measles, mumps and rubella vaccination.<ref>"Allergic disease and sensitization in Steiner school children", ''Journal of Allergy & Clinical Immunology'', January 11, 2006 [http://www.sciencedaily.com/releases/2006/01/060111073504.htm]</ref> A second, Swedish study found the incidence of [[atopy]] or allergy-like symptoms in pupils in Waldorf schools to be half (13%) of that in neighboring non-Waldorf schools (25%).<ref>Klotter, Jule, "Anthroposophic lifestyle and allergies in children", ''Townsend Letter for Doctors and Patients'' 274 (May 2006): 24(2)</ref> ===Specific schools=== *'''Milwaukee Urban Waldorf School''' Since switching to Waldorf methods, the Milwaukee Urban Waldorf Elementary School has shown an increase in parental involvement, a reduction in suspensions, improvements in standardized test scores for both reading and writing (counter to the district trend), while expenditures per pupil are below many regular district programs.<ref>Dr. Richard R. Doornek, Educational Curriculum specialist with the [[Milwaukee Public Schools]] quoted in Phaizon Rhys Wood, ''Beyond Survival: A Case Study of the Milwaukee Urban Waldorf School'', dissertation, School of Education, University of San Francisco, 1996</ref> The school converted to Waldorf methods in 1991, when it had 350 students, about 90% of them African American. On the Milwaukee public schools standard third-grade evaluation, the number of children reading above grade level went from 26% in 1992 to 63% in 1995.<ref name="McDermott_etal"/> Waldorf's adaptable and individualized curriculum has been mentioned as a factor in the school's success in addressing children of poverty and children of color. The same author criticized the present split between private and public Waldorf schools and the lack of greater efforts to implement Waldorf methods in public education.<ref name="Wood">Phaizon Rhys Wood, ''Beyond Survival: A Case Study of the Milwaukee Urban Waldorf School'', D.Ed. dissertation, Univ. of San Francisco, 1996, p. 135, 149, 154ff</ref> In [[1996]] a team of seven mainstream educational researchers conducted a study of the school. In a report published at the conclusion of the study, the school was cited as a positive learning environment, in which the students as well as their background seemed to be treated with respect, and where pupils are both encouraged and trusted to be responsible. The report quoted the school principal's evaluation of the Waldorf approach: "Practical and effective, not first and foremost in academics, but in allowing children to be children again...Waldorf gives you connection to your environment, to nature, to school, to others." The study cited the school's pleasing aesthetic, positive teaching environment, safe atmosphere and warm relations despite the "difficult life that surrounds UWS and many of its children".<ref name=DFES>p.145</ref> The report also discussed the challenge of meeting societal racism, unsuspected biases of teachers and students in modern-day America, and [[anthroposophy]] and Waldorf education's underlying theory of the evolution of [[consciousness]] which "sometimes places one race below another in one or another dimension of development".<ref name="McDermott_etal"/> The researchers noted that teachers "have found a way to put respect for the children before other considerations", and that the school was attempting to combat racism. *'''T. E. Mathews Community School''' The [[T. E. Mathews Community School]] in [[Yuba County]], [[California]] serves high-risk juvenile offenders, many of whom have [[learning disabilities]]. The school switched to Waldorf methods in the 1990s. A 1999 study of the school found that students had "improved attitudes toward learning, better social interaction and excellent academic progress."<ref>Arline Monks, [http://www.google.com/url?sa=t&ct=res&cd=1&url=http%3A%2F%2Fwww.steinercollege.edu%2FAt%2520Risk%2520Youth%2FAMonks%2520article.pdf&ei=d03VRvWSCZqSgQKe7v2ZDQ&usg=AFQjCNHqnfoWY-Pj84kIX3MkfKjfNr9MhA&sig2=gV050fiGDDI9WbGecwVz7w "Breaking Down the Barriers to Learning: The Power of the Arts"], ''Journal of Court, Community and Alternative Schools''</ref><ref name=Babineaux>Babineaux, R., ''Evaluation report: Thomas E. Mathews Community School'', Stanford University 1999, cited in Monks, op. cit.</ref> This study identified the integration of the arts "into every curriculum unit and almost every classroom activity" of the school as the most effective tool to help students overcome patterns of failure. The study also found significant improvements in reading and math scores, student participation, focus, openness and enthusiasm, as well as emotional stability, civility of interaction and tenacity.<ref name=Babineaux/> ==Reception and controversy== ===Reception by mainstream educationalists=== *Dr. [[Ernest Boyer]] has recommended Waldorf education's unique integration of the arts into traditional content as a model for other schools.<ref>[[Ernest Boyer]], cited in Eric Oddleifson, [http://www.newhorizons.org/strategies/arts/cabc/oddleifson3.htm Boston Public Schools As Arts-Integrated Learning Organizations: Developing a High Standard of Culture for All], Address of May 18, 1995: "One of the strengths of the Waldorf curriculum is its emphasis on the arts and the rich use of the spoken word through poetry and storytelling. The way the lessons integrate traditional subject matter is, to my knowledge, unparalleled. Those in the public school reform movement have some important things to learn from what Waldorf educators have been doing for many years. It is an enormously impressive effort toward quality education."</ref> *Thomas Armstrong sees Waldorf education curriculum as organically embodying [[Howard Gardner]]'s [[multiple intelligences|seven intelligences]].<ref>Thomas Armstrong, cited in [http://www.newhorizons.org/strategies/arts/cabc/oddleifson3.htm Boston Public Schools As Arts-Integrated Learning Organizations: Developing a High Standard of Culture for All], :"Waldorf education embodies in a truly organic sense all of Howard Gardner's seven intelligences. Rudolph Steiner's vision is a whole one, not simply an amalgam of the seven intelligences. Many schools are currently attempting to construct curricula based on Gardner's model simply through an additive process (what can we add to what we have already got?). Steiner's approach, however, was to begin with a deep inner vision of the child and the child's needs and build a curriculum around that vision."</ref> *Professor Robert Peterkin considers Waldorf education a healing education whose underlying principles are appropriate for educating all children.<ref>Robert S. Peterkin, Director of Urban Superintendents Program, Harvard Graduate School of Education and former Superintendent of Milwaukee Public Schools, in ibid.:"Waldorf is healing education . . . It is with a sense of adventure that the staff of Milwaukee Public Schools embraces the Waldorf concept in an urban multicultural setting. It is clear that Waldorf principles are in concert with our goals for educating all children."</ref> *Thomas Nielsen of the University of Canberra considers the imaginative teaching approaches used in Waldorf education (drama, exploration, storytelling, routine, arts, discussion and empathy) to be effective stimulators of spiritual-aesthetic, intellectual and physical development and recommends these to mainstream educators.<ref>[http://www.ierg.net/confs/2003/proceeds/Nielsen.pdf "Rudolf Steiner's Pedagogy of Imagination: A Phenomenological Case Study"]</ref> *[[UK]] educational evaluators see the Waldorf approach conforming to the principal direction of educational theory based upon [[Comenius]] and [[Pestalozzi]].<ref name="uwe.ac.uk_RR645_1.5_Findings"/> Some Waldorf methods have also been adopted by teachers in both public/state and other [[private school|private]] schools.<ref>Stephanie Luster Bravmann, Nancy Stewart Green, Pamela Bolotin Joseph, Edward R. Mikel, Mark A. Windschitl, ''Cultures of Curriculum'', Lawrence Erlbaum Associates, 2000. p81, "[Steiner, who] developed the Waldorf School system of education, is another whose ideas are reproduced, often less in whole than in part...in an expanding number of American public and private schools today."</ref> ===Reading and literacy === Steiner-Waldorf education typically does not include direct reading or writing instruction until age 7,<ref>Janet Howard (1992). ''Literacy learning in a Waldorf school: A belief in the sense of structure and story.'' Ed.D. dissertation, State University of New York at Albany.</ref> Todd Oppenheimer contrasted the Waldorf schools' approach to reading with early learning approaches: {{quote|Emphasis on the creative also guides the aspect of a Waldorf education that probably frightens parents more than any other: the relaxed way that children learn to read. Whereas students at more competitive schools are mastering texts in first grade, sometimes even in kindergarten, most Waldorf students aren't reading fully until the third grade. And if they're still struggling at that point, many Waldorf teachers don't worry. In combination with another Waldorf oddity -- sending children to first grade a year later than usual -- this means that students may not be reading until age nine or ten, several years after many of their peers. ... It's no surprise, then, that Waldorf parents occasionally panic. Others may distrust Waldorf education because they have heard tales of parents who pulled their children out of a Waldorf school in the third grade when the kids still couldn't read. "That's like a standing joke," [one parent], the mother of two graduates of the Rudolf Steiner School, told [Oppenheimer]. "People say, 'Oh, can your kids read?' There was no concerted effort to drum certain words into the kids. And that was the point." Before teaching sound and word recognition, Waldorf teachers concentrate on exercises to build up a child's love of language. The technique seems to work, even in public schools. Barbara Warren, a teacher at John Morse, a public school near Sacramento, says that two years after Waldorf methods were introduced in her fourth-grade class of mostly minority children, the number of students who read at grade level doubled, rising from 45 to 85 percent. "I didn't start by making them read more," Warren says. "I started telling stories, and getting them to recite poetry that they learned by listening, not by reading. They became incredible listeners." Many Waldorf parents recall that their children were behind their friends in non-Waldorf schools but somehow caught up in the third or fourth grade, and then suddenly read with unusual fervor.<ref name="TheAtlantic"/>}} Child psychologist David Elkind, who examined the Waldorf schools focus on hands-on exploration and conceptualization in early childhood education,<ref name="Elkind">David Elkind, "Much Too Early", ''Education Next, a Journal of Opinion and Research'', Hoover Institute, Standford University, Summer 2001 [http://www.hoover.org/publications/ednext/3385081.html]</ref> cites evidence that late readers ultimately fare better at reading and other subjects than early readers.<ref name="TheAtlantic"/><ref name=Elkind/> According to Lucy Calkins, a reading specialist at the Teachers College of [[Columbia University]], in most public schools the students who start reading later tend to do worse. Calkins also says that Waldorf students might also benefit slightly if they started earlier, but stated that she "would not necessarily be worried in a Waldorf school....The foundation of literacy is talk and play."<ref name="TheAtlantic"/> Oppenheimer also cautions "the system isn't fail-safe," noting that faith in the Waldorf system for reading instruction can lead teachers to overlook genuine learning disabilities in some students, including [[dyslexia]].<ref name="TheAtlantic"/> The [[British Government|British Government's]] [[Department for Children, Schools and Families]] (DCSF) is planning from September 2008 to compel all early years 'settings' in [[England]] - including Steiner kindergartens - to follow ''Learning and Development requirements'' that will require the teaching of reading, writing and numeracy to children of age 5 and below. This [[Early Years Foundation Stage]] (EYFS) is currently (early 2008) being contested by the broadly-based [http://www.savechildhood.org OpenEYE campaign] and the Steiner-based [http://www.savesteinerschools.org/ Save Steiner Schools] campaign. ===Concerns over immunizations=== {{see also|PARSIFAL study}} ''and [[vaccine controversy]]'' Rudolf Steiner (the founder of Waldorf education) suggested that children's spirits benefited from being tempered in the fires of a good inflammation.<ref name="TheAtlantic2">Arthur Allen, ''Bucking the Herd'', The Atlantic Monthly, September 2002</ref> A report about a growing trend against childhood immunizations describes parents of a Waldorf school in Colorado who believed vaccinations had harmful effects.<ref name="TheAtlantic2"/> Concerns have been raised that unvaccinated students, some of whom attended Waldorf schools, may have been compromising [[public health]] by spreading [[disease]], even among vaccinated populations.<ref>Katherine Seligman, ''Vaccination backlash'', The San Francisco Chronicle May 25, 2003[http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2003/05/25/CM171959.DTL]</ref><ref>Pamela White, ''A shot in the dark'', Boulder Weekly, Aug 8 2002 [http://www.boulderweekly.com/archive/080802/coverstory.html]</ref><ref name="ACSH">"Thomas R. DeGregori, ''The Deadly Perils of Rejected Knowledge'', American Council on Science and Health, Sept 13, 2002 [http://www.acsh.org/healthissues/newsID.412/healthissue_detail.asp]</ref> In response, The European Council of Waldorf Schools, representing 630 of the 900 Waldorf schools world wide, <ref> [http://www.steinerwaldorfeurope.org European Council of Waldorf Schools]</ref> has stated unequivocally that opposition to [[immunisation]] per se – or resistance to national strategies for childhood immunisation in general – forms no part of the goals of Waldorf education. It also stated that a matter such as whether or not to inoculate a child against communicable disease should be a matter for parental choice, and that insofar as schools have any role to play in these matters, it is in making available a range of balanced information both from the appropriate national agencies and from qualified health professionals with expertise in the field. <ref>Consensus statement, agreed by members of the ECSWE, meeting in Copenhagen, 21 January 2001. [http://www.steinerwaldorfeurope.org/html/news_vaccination.htm]</ref> ===Publicly-funded schools=== '''California''' As of 2007, there were 30 public Waldorf-methods schools in the state of California.<ref>[http://www.timesargus.com/apps/pbcs.dll/article?AID=/20071201/NEWS02/712010385/1003/NEWS02 "Waldorf educator visits Orchard Valley"], Barre Montpelier Times Argus, Dec. 1 2007</ref> In 1998 a lawsuit was filed in [[California]] by a small group, [[PLANS]], against two government school districts which employed Waldorf methods in two of their schools. PLANS argued that publicly-financed Waldorf-methods schools violated the principle of the [[separation of church and state]] in the [[Establishment Clause of the First Amendment|establishment clause]] of the [[First Amendment to the United States Constitution]]. The group also protested at other government schools in California, claiming the Waldorf training and methods were rooted in a [[New Age]], cult-like religious sect.<ref>Beth Reinhard, "Public Waldorf School in Calif. Under Attack", ''Education Week'' June 25, 1997. PLANS was cited as "calling Waldorf an offshoot of a 'cult-like religious sect'."</ref><ref>Linda Jacobson, "Court Allows Lawsuit Over Waldorf Teaching Practices To Progress", ''Education Week'' October 13, 1999. [http://www.rickross.com/reference/waldorf/waldorf1.html Archived copy]. Accessed 2007-12-17.</ref> At the trial, held in 2005, the court ruled against PLANS, dismissing the case [[on the merits|on its merits]]. The judgment followed 30 minutes of attorney questioning during which PLANS told the trial judge that it could present no witnesses qualified to testify in the case who met the requirements of prior evidence rulings. PLANS appealed the outcome in 2006,<ref>Chrisanne Beckner, "Change of PLANS", [http://www.newsreview.com/sacramento/Content?oid=44040 Newsreview.com] Sep 22 2005</ref><ref>Chrisanne Beckner, "Separation anxiety", [http://www.newsreview.com/sacramento/Content?oid=46562 Newsreview.com] Jan 26 2006</ref> the appeal was granted in November, 2007, and the case was remanded to trial.<ref>Damrell, Frank C., Minute Order, Nov 27 2007. [http://waldorfanswers.org/279ScheduleStatusConference-2007-11-27.pdf Text of order]. Accessed 2007-12-17.</ref> '''Victoria, Australia''' There are currently 10 Steiner programs operating in government-run schools in Australia.<ref name="MR"/> In 2006, State-run Steiner schools in [[Victoria (Australia)|Victoria]], [[Australia]] were challenged by parents and religious experts over concerns that the schools derive from a spiritual system, [[anthroposophy]]; parents and administrators of the school, as well as Victorian Department of Education authorities, presented divergent views as to whether spiritual or religious dimensions influence pedagogical practice. If present, these would contravene the [[secular]] basis of the public education system.<ref name=religionreport>Steiner education in state schools. ABC National Radio. 25 July 2007 [http://www.abc.net.au/rn/religionreport/stories/2007/1987489.htm Religion Report, I], 1 August 2007 [http://www.abc.net.au/rn/religionreport/stories/2007/1993868.htm Religion Report II]</ref> A number of parents also say their schools discouraged immunizations.<ref name="MR">Milanda Rout, "Questions about Steiner's classrooms", [http://www.theaustralian.news.com.au/story/0,25197,22147228-2702,00.html The Australian] July 28 2007</ref> A number of State-run schools in [[Victoria (Australia)|Victoria]] run "Steiner-influenced" programs in parallel with standard curricula. Possibly the first was at East Bentleigh Primary school, which commenced the program in 1991. Controversy has arisen at a school in [[Footscray, Victoria|Footscray]] that introduced a Steiner program in 2001, despite concerns raised in 2000 by two curriculum officers from the Victorian Department of Education. These officials judged several aspects of the Steiner approach, such as reading instruction and the ban on computers and multimedia in primary school, to be inconsistent with or contradictory to the government curriculum and educational policies.<ref name=MR2/><ref>Letter from Victorian Dept of Education Acting Regional Director to Footscray City Primary School Principal, 14 November 2000 [http://peopleforstateeducation.org/website/LettertoLaurieK.pdf].</ref> A spokesman for the Department of Education stated in 2007 that these views were not the official assessment of the Department.<ref name=religionreport/> Subsequent divisions among parents in the school have prompted the state to dissolve the school council in 2006 and initiate an inquiry. Also in 2006, the State Government formally changed departmental policy to allow programs such as Steiner/Waldorf, [[Montessori]] and [[Reggio Emilia approach|Reggio Emilia]] streams to be run in state schools.<ref name=MR2>Milanda Rout, "Early concern about Steiner method", [http://www.theaustralian.news.com.au/story/0,25197,22147232-2702,00.html The Australian] July 28 2007</ref> ==See also== *[[Alternative education]] *[[Holistic education]] *[[Humanistic education]] *[[Kodaly method]] *[[School-at-home (educational philosophy)|School-at-home]] ==Notes== {{reflist|2}} ==References== ===Works by Rudolf Steiner=== {{see also|list of Rudolf Steiner's works on education}} *''Education: An Introductory Reader'' (Christopher Clouder, ed.), Sophia Books (March 2004), ISBN 1-85584-118-5. Collection of relevant works by Steiner on education. *''The Education of the Child, and early Lectures on Education'' (Foundations of Waldorf Education, 25), ISBN 0-88010-414-7. Includes Steiner's first descriptions of child development, originally published as a small booklet. *''The Foundations of Human Experience'', ISBN 0-88010-392-2; also known as ''The Study of Man'', these fundamental lectures on education were given to the teachers just before the opening of the first Waldorf school in [[Stuttgart]] in 1919. Note: all of Steiner's lectures on Waldorf education are available in PDF form at [http://steinerbooks.org/research/archive.php#waldorf this research site] ===Selected works by other authors=== {{See also|List of works on Waldorf education}} *Aeppli, W., ''The Developing Child'' Anthroposophic Press ISBN 0-88010-491-0 *Clouder, C. and Rawson, M., ''Waldorf Education'' Floris Books ISBN 0-86315-396-8 *Cusick, L, ''Waldorf Parenting Handbook'' Mercury Press ISBN 0-916786-75-7 *Edmunds, Francis, ''An Introduction to Steiner Education'' Rudolf Steiner Press ISBN 1-85584-172-X *Gardner, John F., ''Education in Search of the Spirit: Essays on American Education'' Anthroposophic Press ISBN 0-88010-439-2 *Masters, Brien, ''Adventures in Steiner Education'' Rudolf Steiner Press ISBN 1-85584-153-3 *Nobel, Agnes, ''Educating through Art: The Steiner School Approach'' Floris Books ISBN 0863151873 *Petrash, Jack, (2002): ''Understanding Waldorf Education: Teaching from the Inside Out'' Floris Books ISBN 0863154300 *Querido, René, ''The Esoteric Background of Waldorf Education'' Rudolf Steiner College Press ISBN 0-94580-325-7 *Wilkinson, R. (1996): ''The Spiritual Basis of Steiner Education''. London: Sophia Books ISBN 1-85584-065-0 ==External links== {{commonscat|Waldorf pedagogy}} {{wikiquote}} ===Further discussion and reviews=== *[http://www.anthroposophy.org/newslinks.php?category=Waldorf News articles since 2004] *[http://news.bbc.co.uk/1/hi/education/4633601.stm "Steiner schools' could help all"] by Branwen Jeffreys. BBC News Report on British government-funded study on Waldorf education in the UK, July 5, 2005. *[http://www.dfes.gov.uk/research/data/uploadfiles/RR645.pdf Centre for Research in Education and Democracy study of Waldorf education in Britain] *[http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/33/6a/31.pdf "Learning From Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform"] by Ida Oberman (PDF) *[http://www.consciouschoice.com/2000/cc1308/waldorfpublicschools1308.html "Waldorf Succeeds in Public Schools"] by Claudia M. Lenart. ''Conscious Choice'', August 2000. *[http://www.context.org/ICLIB/IC06/Osthemer.htm "Waldorf Education. Looking into the educational system developed by Rudolf Steiner"] by Diane and Robert Gilman. ''In Context: A Quarterly of Humane Sustainable Culture'', Summer 1984. *[http://www.mothering.com/articles/growing_child/education/waldorf.html "The Wisdom of Waldorf: Education for the Future"] by Rahima Baldwin Dancy, Mothering Magazine, March/April, 2004. *[http://www.independent.co.uk/news/education/education-news/the-big-question-who-was-rudolf-steiner-and-what-were-his-revolutionary-teaching-ideas-433407.html "Who was Rudolf Steiner and what were his revolutionary teaching ideas?"] Richard Garner, Education Editor, ''The Independent'' *[http://www.newsreview.com/sacramento/Content?oid=oid%3A33641 "Schooled in spirituality"] by Chrisanne Beckner. Sacramento News and Review, February 3, 2005. *[http://www.waldorfresearchinstitute.org/pdf/WEGradResearchDM.pdf Association of Waldorf Schools of North America Study of Waldorf graduates in the USA, Part I] **[http://www.waldorfresearchinstitute.org/pdf/WEPhaseII0307.pdf AWSNA Study of Waldorf graduates in the USA, Part II] *[http://skepdic.com/steiner.html "Rudolf Steiner (1861-1925)"] by Robert Todd Carroll, editor of The Skeptics Dictionary. *[http://www.teachermagazine.org/tm/articles/2008/02/15/08apwaldorf_web.h19.html?levelId=1000&rale2=KQE5d7nM%2FXAYPsVRXwnFWYRqIIX2bhy1%2BKNA5buLAWFRzXKDtt9gA6cIr9H5JhNPYGtI75%2FD%2BSKn%0A50ITaiTFcGVkLZoutSymtbI1RUuYNHqnGnBnA9DqnWz6gaP2dycXYjwAx%2BvharjqEZv%2F%2BQnhgCt2%0A%2BlQN%2Bth%2FoW6bBXB8Dxplr5pAWw%2BMnjDNrOqqo6UaP%2BL4KQfJZAgc9Su2T%2FxCqa3mDv0T%2BdnthKtU%0A06lB14H1Q2dmAZWFQnNrZeDQFYoNJz60tvAcMJLRYIsUrzE3zpqVbH8AcK0tWFK%2B3svxq7vfbowb%0ApR0XNaU8jXBQ4cDu3U%2BrPqAqPfrUO9%2FAJZX1U9GmVEN3pugyhSYssE3HACQZqSQkdoAz7rMOeVJh%0AdCxENM92oRvUBFjpD7ZqG2AyLui%2FosTKP17UAUNeYj%2BVxPQEt%2FRpiv3qPGmyyJwGmSCp2wq%2BJYqf%0AiU2UwbiH9SHgBdKhdS4KfvRV64yK0mhxFAd6rd%2B7mQP03dpGUMmko9O9oV3hqsIBi0Cy9EFI5Qeu%0AybTmyVnXWNGh%2Fm9iR4xl6zBHB3tq4PNfTyeVprLagG44ND%2BPEE9ONMA%2B3OCj%2BvO833gMS%2Fowwy6U%0AlYdzVnyPbQ3L969szNpt%2Bj7c4KP687zfeX0D5ClelgriyWYGlaQ10KV2LzNYzpyScYQ0C1NwHGvG%0AB%2F2cSGi%2FzaYATkYLzahvr9DwmKOEl5Al%2FscGLbNycmGn1f3hMgYIFbn1OCNi1HnM9qLD%2FQf9kkkv%0Arq0vEv3kLs7sZSKiuaTK8%2BI1PNJYVQ%2BvdcSel4vmlZSLmOiAJnw8NQUuPGzDaLXLWGz53IIYkzqi%0AZFvkr518SPY5khM4YZ1BD3xwijeL9Pw5bTVyKseAd4QTZQYK8tS92PFh%2B5ZLLj4tjIh3QHW2joly%0A5KOQDvLpbXubepMx "Waldorf Schools a Growing Movement"], ''Teacher Magazine'', Feb. 15, 2008 ===Waldorf resources=== *[http://www.waldorflibrary.org/ Online Waldorf Library] *Research journals **''Paideia'', the journal of the Steiner-Waldorf Schools Fellowship in Britain. **[http://www.waldorflibrary.org/ResearchBulletin.htm ''Research Bulletin'' of the ''Association of Waldorf Schools of North America''] ** [http://www.waldorfresearchinstitute.org/ Waldorf Research Institute] **[http://www.siriusonline.de/verlag/zeitschriften.nsf/WebselectionFreiesGeistesleben?OpenForm ''Erziehungskunst''], the organ of the German Association of Waldorf Schools *[http://www.anthros.net Anthros.net - General information on waldorf education and anthroposophy] *[http://www.dieWaldorfs.waldorf.net/list.html The International List of Famous Waldorf Alumni (...and Waldorf Parents)] ===Schools and colleges=== ;Associations of Waldorf Schools * [http://awsna.org/ Association of Waldorf Schools of North America] * [http://www.steinerwaldorf.org.uk/ Steiner Waldorf Schools Fellowship of the UK and Ireland] * [http://www.waldorf.org.za/ Southern African Federation of Waldorf Schools] ;Finding a Waldorf School * [http://waldorfschule.info/upload/pdf/schulliste.pdf A list of Waldorf Schools worldwide (in pdf form)] * [http://www.members.awsna.org/Public/SchoolListPage.aspx AWSNA Affiliated Schools] * [http://www.anthros.net Anthros.net - list of Waldorfschools worldwide] ;Teacher training programs *[http://www.antiochne.edu/ed/waldorf/ Antioch University Waldorf Teacher Training / Masters of Education] *[http://www.plymouth.ac.uk/courses/undergraduate/0544/BA+(Hons)+Steiner+Waldorf+Education Plymouth University BA in Steiner/Waldorf Education] *[http://www.steinercollege.org/medpage.html Rudolf Steiner College/Touro University joint Masters in Education] *[http://www.sunbridge.edu/home/home.asp Sunbridge College] *[http://www.bacwtt.org The Bay Area Center for Waldorf Teacher Training] *[http://www.soundcircle.org Sound Circle Center in Seattle, WA] ===Special education and homeschooling === * [http://www.camphill.org.uk/ Camphill Communities] are intentional communities of people with disabilities that recognize the potential, dignity, spiritual integrity and contributions of each individual. * [http://www.mothersnature.com/toddlers/info/waldorfhome.html The Future of Waldorf Homeschooling] article by Barbara Dewey at Mother's Nature web site * [http://www.waldorffamilynetwork.com/homeschooling.html Waldorf homeschooling resource directory] by Waldorf Family Network [[Category:Alternative education]] [[Category:Anthroposophy]] [[Category:Educational philosophy]] [[Category:Pedagogy]] [[Category:School types]] [[Category:Waldorf schools| ]] {{Link FA|eo}} [[cs:Waldorfská pedagogika]] [[da:Rudolf Steiner-skole]] [[de:Waldorfpädagogik]] [[es:Pedagogía Waldorf]] [[eo:Valdorfa pedagogio]] [[fa:آموزش والدوروف]] [[fr:Pédagogie Steiner-Waldorf]] [[he:חינוך ולדורף]] [[hu:Waldorf-pedagógia]] [[nl:Vrijeschoolonderwijs]] [[ja:シュタイナー教育]] [[no:Steinerskoler]] [[pl:Szkoła Rudolfa Steinera]] [[pt:Pedagogia Waldorf]] [[sk:Waldorfská pedagogika]] [[fi:Steinerkoulu]] [[sv:Waldorfpedagogik]] [[uk:Вальдорфська педагогіка]] [[zh:华德福教育]]