Waldorf education

Waldorf education, also known as Steiner education, is based on

the educational philosophy of Rudolf Steiner, the founder of
anthroposophy. Its educational style is holistic, intended to develop
pupils' intellectual, artistic, and practical skills, with a focus on
imagination and creativity. Individual teachers have a great deal of
autonomy in curriculum content, teaching methods, and governance.
Qualitative assessments of student work are integrated into the daily
life of the classroom, with standardized testing limited to what is Hawthorne Valley Waldorf
required to enter post-secondary education. School, Ghent, New York

The first Waldorf school opened in 1919 in Stuttgart, Germany.[1] A

century later, it has become the largest independent school
movement in the world,[2] with more than 1,200 independent schools
and nearly 2,000 kindergartens in 75 countries,[3] as well as more
than 500 centers for special education in more than 40 countries.[4]
There are also numerous Waldorf-based public schools,[5] charter
schools, and academies, as well as a homeschooling movement.[6]
Michael Hall School, Forest Row,
Germany, the United States, and the Netherlands have the most Sussex, UK
Waldorf schools.[3]

Many Waldorf schools have faced controversy due to Steiner's

connections to racist ideology[7][8][9] and magical thinking. Others
have faced regulatory audits and closure due to concerns over
substandard treatment of children with special educational needs.[10]
Critics of Waldorf education point out the mystical nature of
anthroposophy and the incorporation of Steiner's esoteric ideas into Waldorf school in Ismaning,
the curriculum.[11][12] Waldorf schools have also been linked to the Bavaria
outbreak of infectious diseases due to the vaccine hesitancy of many
Waldorf parents.[13][14][15]

Origins and history

The first school based upon the ideas of Rudolf Steiner was opened in 1919 in response to a request from
Emil Molt, 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 in the United States when
used in connection with the educational method.[16] Molt's proposed school would educate the children of
employees of the factory.[17]: 381 Molt was a follower of anthroposophy, an esoteric spiritual movement
based on the notion that an objectively comprehensible spiritual realm exists and can be observed by
humans, and of Rudolf Steiner, the movement's founder and spiritual leader.[18] Many of Steiner's ideas
influenced the pedagogy of the original Waldorf school and still
play a central role in modern Waldorf classrooms:
reincarnation,[19] karma,[7][20] the existence of spiritual
beings,[21][22] the idea that children are themselves spiritual
beings,[23] and eurythmy.[24]

As the co-educational school also served children from outside

the factory, it included children from a diverse social spectrum. It
was also the first comprehensive school in Germany, serving
children of all genders, abilities, and social classes.[25][26][27][28]
At Steiner's behest, the early Waldorf schools were "open to all
students, regardless of income. If the parents were unable to pay
the full tuition, the remaining amount would be subsidized."[29]

Waldorf education became more widely known in 1922 through

lectures Steiner gave at a conference at Oxford University.[30]
Two years later, on his final trip to Britain at Torquay in 1924,
Steiner delivered a Waldorf teacher training course.[31] The first
school in England (Michael Hall) was founded in 1925; the first
in the United States (the Rudolf Steiner School in New York Rudolf Steiner
City) in 1928. By the 1930s, numerous schools inspired by
Steiner's pedagogical principles had opened in Germany,
Switzerland, the Netherlands, Norway, Austria, Hungary, the United States, and England.[32]

From 1933 to 1945, political interference from the Nazi regime limited and ultimately closed most
Waldorf schools in Europe, with the exception of some British, Swiss, and Dutch schools (UK and
Switzerland did not get occupied by Nazi Germany). Rudolf Hess, the adjunct Führer, was a patron of
Waldorf schools.[33][34] Nazis did not like private schools,[35] especially after Hess flew to
England.[33][34] According to Karen Priestman, "Although the Anthroposophy Society was prohibited in
November 1935 and Reich Education Minister Bernhard Rust forbade all private schools from accepting
new students in March 1936, the last Waldorf school was not closed until 1941."[29] The affected schools
reopened after the Second World War ended.[36] A few schools elsewhere in Europe (e.g. in Norway)
survived by going underground.[37] Some schools in East Germany were re-closed a few years later by
the Communist government.[38]

In North America in 1967, there were nine schools in the United States and one in Canada.[39][40] As of
2021, that number had increased to more than 200 in the United States and over 20 in
Canada.[3][41][42][43] There are currently 29 Steiner schools in the United Kingdom and three in the
Republic of Ireland.[44]

After the dissolution of the Soviet Union, Waldorf schools again began to proliferate in Central and
Eastern Europe. More recently, many have opened in Asia, especially China.[45][46] There are currently
over 1,200 independent Waldorf schools worldwide.[3]

Developmental approach
The structure of Waldorf education follows a theory of childhood development devised by Rudolf Steiner,
utilizing distinct learning strategies for each of three developmental stages or "epochs":[47][48] early
childhood, elementary, and secondary education.[17][7][49] Steiner believed each stage lasted
approximately seven years.[50][51][52][53][54] Aside from their spiritual underpinnings, Steiner's seven-year
stages are broadly similar to those later described by Jean Piaget and also theories described earlier by
Comenius and Pestalozzi.[55][17]: 402 [56] The stated purpose of this approach is to awaken the "physical,
behavioral, emotional, cognitive, social, and spiritual" aspects of each pupil.[57]

Early childhood
In Waldorf pedagogy, young children learn best through immersion in unselfconscious imitation of
practical activities. The early childhood curriculum focuses on experiential education and imaginative
play.[58][59][60][61] The overall goal of the curriculum is to "imbue the child with a sense that the world is
good".[62]

Waldorf preschools employ a regular daily routine that includes free play, artistic work (e.g. drawing,
painting or modeling), circle time (songs, games, and stories), outdoor recess,[62]: 125 and practical tasks
(e.g. cooking, cleaning, and gardening), with rhythmic variations.[63] Rhythm and repetitive patterns are
considered important in anthroposophy and are believed to hold spiritual significance.[17][64] The
classroom is intended to resemble a home, with tools and toys usually sourced from simple, natural
materials that lend themselves to imaginative play.[65] The use of natural materials has been praised as
fulfilling children's aesthetic needs and reinforcing connections to nature,[65][66][67][68] though some
scholars have questioned whether the preference for natural, non-manufactured materials is truly a
"reasoned assessment of twenty-first century children's needs", rather than "a reaction against the
dehumanizing aspects of nineteenth-century industrialization".[69]

Pre-school and kindergarten programs generally include seasonal festivals drawn from a variety of
traditions, with attention placed on traditions brought forth from the surrounding community.[70] Waldorf
schools in the Western Hemisphere have traditionally celebrated Christian festivals,[71] though one source
states that some North American Waldorf schools also include Jewish holidays.[72]

Waldorf kindergarten and lower grades generally discourage pupils' use of electronic media such as
television and computers.[60] There are a variety of reasons for this: Waldorf educators believe that use of
these conflicts with young children's developmental needs,[73] media users may be physically inactive,
and media may be seen to contain inappropriate or undesirable content and to hamper the imagination.[74]

Elementary education
Waldorf pedagogues consider that readiness for learning to read depends upon increased independence of
character, temperament, habits, and memory, one of the markers of which is the loss of the baby
teeth.[17]: 389 [55][75] Formal instruction in reading, writing, and other academic disciplines are therefore
not introduced until students enter the elementary school, when pupils are around seven years of age.[76]
Steiner believed that engaging young children in abstract intellectual activity too early would adversely
affect their growth and development.[17]: 389
Waldorf elementary schools (ages 7–14) emphasize cultivating
children's emotional life and imagination. In order that students
can connect more deeply with the subject matter, academic
instruction is presented through artistic work that includes story-
telling, visual arts, drama, movement, music, and crafts.[77][78][79]
The core curriculum includes language arts, mythology, history,
geography, geology, algebra, geometry, mineralogy, biology,
astronomy, physics, chemistry, and nutrition.[62] The school day
generally begins with a one-and-a-half to two-hour, cognitively Waldorf elementary school
oriented academic lesson, or "Main lesson", that focuses on a classroom
single theme over one month's time. [62]: 145 This typically begins
with introductory activities that may include singing, instrumental
music, and recitations of poetry, generally including a verse written by Rudolf Steiner for the start of a
school day.[71] There is little reliance on standardized textbooks.[55]

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.[36] Cooperation
takes priority over competition.[80] This approach also extends to physical education; competitive team
sports are not introduced until upper grades.[60]

Each class remains together as a cohort throughout all elementary, developing as a quasi-familial social
group.[81] In elementary years, a core teacher teaches primary academic subjects. A central role of this
teacher is to provide a supportive role model both through personal example and through stories drawn
from a variety of cultures,[62] educating by exercising "creative, loving authority".[82] Class teachers are
normally expected to teach a cohort for several years,[83] a practice known as looping. Starting in first
grade, specialized teachers teach many subjects, including music, crafts, movement, and two foreign
languages from complementary language families[17] (in English-speaking countries these are typically
German and either Spanish or French).

While class teachers serve a valuable role as personal mentors, establishing "lasting relationships with
pupils",[83] Ullrich documented problems when the same teacher continues into middle school. Noting
that there is a danger of any authority figure limiting students enthusiasm for inquiry and autonomy, he
cited a number of schools where the class teacher accompanies the class for six years only, after which
specialist teachers play a greater role.[62]: 222

Four temperaments
Steiner considered children's cognitive, emotional, and behavioral development to be interlinked.[84]
When students in a Waldorf school are grouped, it is generally not by a focus on academic abilities.[57]: 89
Instead, Steiner adapted the pseudoscientific proto-psychological concept of the classic four
temperaments – melancholic, sanguine, phlegmatic, and choleric.[85] Steiner indicated that teaching
should be differentiated to accommodate the different needs that these "types" represent.[86] For example,
Anthroposophists believe "cholerics are risk takers, phlegmatics take things calmly, melancholics are
sensitive or introverted, and sanguines take things lightly".[57]: 18 Steiner also believed that teachers must
consider their own temperament and be prepared to work with it positively in the classroom,[87] that
temperament is emergent in children,[36] and that most people express a combination of temperaments
rather than a pure single type.[85] No evidence exists for such "personality types" to be consistent in an
individual across time or context,[88][89] nor that such "types" are useful in providing more effective
education.[90][91][92]

Today, Waldorf teachers may work with these pseudoscientific "temperaments" to design instruction for
each student. Seating arrangements and class activities may take into account the supposed temperaments
of students but this is often not described to parents, students, or observers.[93][94]

Secondary education
In most Waldorf schools, pupils enter secondary education when they are fourteen years old. Secondary
education is provided by specialist teachers for each subject. The curriculum is purported to foster pupils'
intellectual understanding, independent judgment, and ethics.[58][65]

In the third developmental stage (14 years old and up), children are supposed to learn through their own
thinking and judgment.[95] Students are asked to understand abstract material and expected to have
sufficient foundation and maturity to form conclusions using their own judgment.[17]: 391

The overarching goals are to provide young people the basis on which to develop into free, morally
responsible,[57][96] and creative beings.[97] No independent studies have been published as to whether or
not Waldorf education achieves these aims more than any other approach.[81]

Educational theory and practice

The philosophical foundation of the Waldorf approach, anthroposophy, underpins its primary pedagogical
goals: to provide an education that enables children to become free human beings, and to help children to
incarnate their "unfolding spiritual identity", carried from the preceding spiritual existence, as beings of
body, soul, and spirit in this lifetime.[98] Educational researcher Martin Ashley suggests that the latter role
would be problematic for secular teachers and parents in state schools,[81] and the commitment to a
spiritual background both of the child and the education has been problematic for some committed to a
secular perspective.[42][81][99]

While anthroposophy underpins the curriculum design, pedagogical approach, and organizational
structure, it is explicitly not taught within the school curriculum and studies have shown that Waldorf
pupils have little awareness of it.[57]: 6 Tensions may arise within the Waldorf community between the
commitment to Steiner's original intentions and openness to new directions in education, such as the
incorporation of new technologies or modern methods of accountability and assessment.[81]

Waldorf schools frequently have striking architecture, employing walls meeting at varied angles (not only
perpendicularly). The walls are often painted in subtle colors, often with a lazure technique, and include
textured surfaces.[100]

Assessment
The schools primarily assess students through reports on individual academic progress and personal
development. The emphasis is on characterization through qualitative description. Pupils' progress is
evaluated through portfolio work in academic blocks and discussion of pupils in teacher conferences.
Standardized tests are rare, with the exception of examinations necessary for college entry taken during
secondary school years.[62]: 150, 186 Letter grades are generally not given until students enter high
school.[101] Pupils are not typically asked to repeat years of elementary or secondary education.[102]

Curriculum
Though Waldorf schools are autonomous institutions not required to follow a prescribed curriculum
(beyond what is required by law in a given jurisdiction) there are widely agreed upon guidelines for the
Waldorf curriculum.[73]

Main academic subjects are introduced through two-hour morning lesson blocks that last for several
weeks.[57]: 18 These blocks are horizontally integrated at each grade level in that the topic of the block
will be infused into many classroom activities and vertically integrated in that each subject will be
revisited with increasing complexity as students develop their skills, reasoning capacities and individual
sense of self. This has been described as a spiral curriculum.[103]

Many subjects and skills not considered core parts of mainstream schools, such as art, music, gardening,
and mythology, are central to Waldorf education.[104] Students learn a variety of fine and practical arts.
Elementary students paint, draw, sculpt, knit, weave, and crochet.[105] Older students build on these
experiences and learn new skills such as pattern-making and sewing, wood and stone carving, metal
work, book-binding,[106] and doll or puppet making.

Music instruction begins with singing in early childhood and continuing through high school. Pupils also
usually learn to play pentatonic flutes, recorders and/or lyres in early elementary grades. Around age 9,
diatonic recorders and orchestral instruments are introduced.[107]

Certain subjects are largely unique to the Waldorf schools. Foremost among these is eurythmy, a
movement art usually accompanying spoken texts or music which includes elements of drama and
dance.[80] Although found in other educational contexts, cooking,[108] farming,[109] and environmental
and outdoor education[110] are centrally incorporated into Waldorf curriculum. Other differences include:
non-competitive games and free play in younger years as opposed to athletics instruction; instruction in
two foreign languages from the beginning of elementary school; and an experiential-phenomenological
approach to science.[111] In this method, students observe and depict scientific concepts in their own
words and drawings[112] rather than encountering the ideas first through a textbook.

Science
The scientific methodology of modern Waldorf schools utilizes a so-called "phenomenological approach"
to science education employing a methodology of inquiry-based learning aiming to "strengthen the
interest and ability to observe" in pupils.[113]: 111

Experts have called into question the quality of this phenomenological approach if it fails to educate
Waldorf students on basic tenets of scientific fact.[114] The Waldorf approach is said to cultivate students
with "high motivation" but "average achievement" in the sciences.[115] One study conducted by
California State University at Sacramento researchers outlined numerous theories and ideas prevalent
throughout Waldorf curricula that were patently pseudoscientific and steeped in magical thinking. These
included the idea that animals evolved from humans, that human spirits are physically incarnated into
"soul qualities that manifested themselves into various animal forms", that the current geological
formations on Earth have evolved through so-called "Lemurian" and
"Atlantean" epochs, and that the four kingdoms of nature are "mineral,
plant, animal, and man". All of these are directly contradicted by
mainstream scientific knowledge and have no basis in any form of
conventional scientific study. Contradictory notions found in Waldorf
textbooks are distinct from factual inaccuracies occasionally found in
modern public school textbooks, as the inaccuracies in the latter are of a
specific and minute nature that results from the progress of science. The
inaccuracies present in Waldorf textbooks, however, are the result of a
mode of thinking that has no valid basis in reason or logic.[116] This
unscientific foundation has been blamed for the scarcity of systematic
empirical research on Waldorf education as academic researchers hesitate
in getting involved in studies of Waldorf schools lest it hamper their future Geometric growth of the
career.[117] nautilus shell – student
work
A Swedish parent wrote a book in 1990 stating that Waldorf schools do
not allow questioning the historical accuracy of the Old Testament.[118]

One study of science curriculum compared a group of American Waldorf school students to American
public school students on three different test variables.[113] Two tests measured verbal and non-verbal
logical reasoning and the third was an international TIMSS test. The TIMSS test covered scientific
understanding of magnetism. The researchers found that Waldorf school students scored higher than both
the public school students and the national average on the TIMSS test while scoring the same as public
school students on the logical reasoning tests.[113] When the logical reasoning tests measured students'
understanding of part-to-whole relations, the Waldorf students also outperformed the public school
students.[113] The authors of the study noted the Waldorf students' enthusiasm for science, but viewed the
science curriculum as "somewhat old-fashioned and out of date, as well as including some doubtful
scientific material".[113]

In 2008, Stockholm University terminated its Waldorf teacher training courses. In a statement, the
university said "the courses did not encompass sufficient subject theory and a large part of the subject
theory that is included is not founded on any scientific base". The dean, Stefan Nordlund, stated "the
syllabus contains literature which conveys scientific inaccuracies that are worse than woolly; they are
downright dangerous".[119]

Information technology
Because they view human interaction as the essential basis for younger children's learning and
growth,[81]: 212 Waldorf schools view computers as being first useful to children in the early teen years,
after they have mastered "fundamental, time-honoured ways of discovering information and learning,
such as practical experiments and books".[120]

In the United Kingdom, Waldorf schools are granted an exemption by the Department for Education
(DfE) from the requirement to teach ICT as part of Foundation Stage education (ages 3–5).[69]

Waldorf schools have been popular with some parents working in the technology sector in the United
States, including those from some of the most advanced technology firms.[121][122][123][124] A number of
technologically oriented parents from one school expressed their conviction that younger students do not
need the exposure to computers and technology, but benefit from creative aspects of the education; one
Google executive was quoted as saying "I fundamentally reject the notion you need technology aids in
grammar school."[125]

Spirituality
Waldorf education aims to educate children about a wide range of religious traditions without favoring
any single tradition.[80] One of Steiner's primary aims was to establish a spiritual yet nondenominational
setting for children from all backgrounds[77]: 79 [100][126] that recognized the value of role models drawn
from a wide range of literary and historical traditions in developing children's fantasy and moral
imaginations.[55]: 78 For Steiner, education was an activity which fosters the human being's connection to
the divine and is thus inherently religious.[127]: 1422, 1430

Waldorf schools were historically "Christian based and theistically oriented",[79] as they expand into
different cultural settings they are adapting to "a truly pluralistic spirituality".[57]: 146 Waldorf theories and
practices are often modified from their European and Christian roots to meet the historical and cultural
traditions of the local community.[128] Examples include Waldorf schools in Israel and Japan, which
celebrate festivals drawn from these cultures, and classes in the Milwaukee Urban Waldorf school, which
have adopted African American and Native American traditions.[80]

Religion classes are typically absent from United States Waldorf schools,[129] but are mandatory in some
German federal states, which require teachers who identify with each offered religion to teach such
classes in addition to a nondenominational offering. In the United Kingdom, public Waldorf schools are
not categorized as "Faith schools".[130]

Teacher education
Waldorf teacher education programs offer courses in child development,
the methodology of Waldorf teaching, academic subjects appropriate to
the future teachers' chosen specialty, and the study of pedagogical texts
and other works by Steiner.[2][131][132] For early childhood and
elementary school teachers, the training includes considerable artistic
work in storytelling, movement, painting, music, and handwork.[133]

Waldorf teacher education includes social–emotional development as "an

integral and central element", which is unusual for teacher trainings.[134]
A 2010 study found that students in advanced years of Waldorf teacher
training courses scored significantly higher than students in non-Waldorf
teacher trainings on three measures of empathy: perspective taking,
empathic concern, and fantasy.[134] Waldorf teacher training
centre in Witten, Germany

Governance

Independent schools
One of Waldorf education's central premises is that all educational and cultural institutions should be self-
governing and should grant teachers a high degree of creative autonomy within the school;[135]: 143 [79]
this is based upon the conviction that a holistic approach to education aiming at the development of free
individuals can only be successful when based on a school form that expresses these same principles.[136]
Most Waldorf schools are not directed by a 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.[71]
The board of trustees, who decide on governance issues, especially those relating to school
finances and legal issues, including formulating strategic plans and central policies.[137]
There are coordinating bodies for Waldorf education at both the national (e.g. the Association of Waldorf
Schools of North America and the Steiner Waldorf Schools Fellowship in the UK and Ireland) and
international level (e.g. International Association for Waldorf Education and 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.[138]

State-funded schools
Independent schools receive complete or partial funding in much of Europe, particularly in Northern and
Eastern Europe. Sweden, Finland, Holland, and Slovakia provide over 90% of independent schools'
funding, while Slovenia, Germany, Belgium, Luxembourg, Hungary, Estonia, the Czech Republic,
Denmark, Spain, and Portugal provide the majority of independent schools' funding.[139] Ireland funds
Waldorf schools on the condition that they follow the state curriculum. In countries outside of this region,
funding for independent schools varies widely.

Homeschooling
Waldorf-inspired home schools typically obtain their program information through informal parent
groups, online, or by purchasing a curriculum. Waldorf homeschooling groups are not affiliated with the
Association of Waldorf Schools of North America (AWSNA), which represents independent schools and
it is unknown how many home schools use a Waldorf-inspired curriculum.

Educationalist Sandra Chistolini suggests that parents offer their children Waldorf-inspired
homeschooling because "the frustration and boredom some children feel in school are eliminated and
replaced with constant attention to the needs of childhood [and] connections between content and the real
world".[140]

Regional differences
Some Waldorf schools in English-speaking countries have met opposition due to vaccine hesitancy
among parents.[141] In a 2011 article, Waldorf schools were identified as a risk factor for noncompliance
with measles vaccination programmes.[15]
Other controversies have centered on Waldorf schools' educational standards and the mystical and
antiquated nature of some of Steiner's theories.[142][7][143][144]

United States
The first US Waldorf-inspired public school, the Yuba River Charter School in California, opened in
1994. The Waldorf public school movement is currently expanding rapidly; while in 2010, there were
twelve Waldorf-inspired public schools in the United States,[145] by 2018 there were 53 such schools.[41]

Most Waldorf-inspired schools in the United States are elementary schools established as either magnet
or charter schools. The first Waldorf-inspired high school was launched in 2008 with assistance from the
Bill and Melinda Gates Foundation.[145] While these schools follow a similar developmental approach as
the independent schools, Waldorf-inspired schools must demonstrate achievement on standardized tests in
order to continue receiving public funding. Studies of standardized test scores suggest that students at
Waldorf-inspired schools tend to score below their peers in the earliest grades and catch up[145] or
surpass[131] their peers by middle school. One study found that students at Waldorf-inspired schools
watch less television and spend more time engaging in creative activities or spending time with
friends.[145] Public Waldorf schools' need to demonstrate achievement through standardized test scores
has encouraged increased use of textbooks and expanded instructional time for academic subjects.[145]

A legal challenge alleging that California school districts' Waldorf-inspired schools violated the First and
Fourteenth Amendments of the United States Constitution and Article IX of the California Constitution
was dismissed on its merits in 2005[146] and on appeal in 2007[147] and 2012. A 2012 paper in legal
science reports this verdict as being provisional, and disagrees with its result, i.e. anthroposophy was
declared "not a religion" due to an outdated legal framework.[148]

United Kingdom
The first state-funded Steiner-Waldorf school, the Steiner Academy Hereford opened in 2008. Since then,
Steiner academies have opened in Frome, Exeter, and Bristol as part of the government-funded free
schools programme.

In December 2018, The Office for Standards in Education (Ofsted) judged the Steiner Academy Exeter as
inadequate and ordered it to be transferred to a multi-academy trust; it was temporarily closed in October
2018 because of concerns, including significant lapses in safeguarding of students' wellbeing,
mistreatment of children with special educational needs and other disabilities, and misspending of
funds.[149] In July 2018, two 6-year-old children were found by police having walked out of the Exeter
school unnoticed. Their parents were not informed until the end of the day.[150] Subsequently, the Steiner
Academies in Bristol and Frome have also been judged inadequate by Ofsted, because of concerns over
safeguarding and bullying. A number of private Steiner schools have additionally been judged inadequate
in the ensuing investigation.[151] Overall, several Waldorf schools in the UK have closed in the last
decade due to their administrations' failure to adhere to state-mandated standards of education (e.g.
required levels of literacy, safety standards for child welfare, and mistreatment of children with special
educational needs).[152][153][154]

In November 2012, BBC News broadcast a segment about accusations that the establishment of a state-
funded Waldorf School in Frome was a misguided use of public money. The broadcast reported that
concerns were being raised about Rudolf Steiner's beliefs, stating he "believed in reincarnation and said it
was related to race, with black (schwarz) people being the least spiritually developed, and white (weiß)
people the most".[155] In 2007, the European Council for Steiner Waldorf Education (ECSWE) issued a
statement, "Waldorf schools against discrimination", which said in part, "Waldorf schools do not select,
stratify or discriminate amongst their pupils, but consider all human beings to be free and equal in dignity
and rights, independent of ethnicity, national or social origin, gender, language, religion, and political or
other convictions. Anthroposophy, upon which Waldorf education is founded, stands firmly against all
forms of racism and nationalism."[156]

The British Humanist Association criticized a reference book used to train teachers in Steiner academies
for suggesting that the heart is sensitive to emotions and also promoting homeopathy, while claiming that
Darwinism is "rooted in reductionist thinking and Victorian ethics". Edzard Ernst, emeritus professor of
complementary medicine at the University of Exeter, said that Waldorf schools "seem to have an anti-
science agenda". A United Kingdom Department for Education spokeswoman said "no state school is
allowed to teach homeopathy as scientific fact" and that free schools "must demonstrate that they will
provide a broad and balanced curriculum".[157]

Australia
Australia has "Steiner streams" incorporated into a small number of existing government schools in some
states; in addition, independent Steiner-Waldorf schools receive partial government funding.

New Zealand
The majority of Steiner-Waldorf schools in New Zealand are Integrated Private Schools under The
Private Schools Integration Act 1975, thus receiving full state funding.

Canada
In the Canadian provinces of British Columbia, Quebec and Alberta, all private schools receive partial
state funding.[158]

Russia
The first Steiner school in Russia was established in 1992 in Moscow.[159] That school is now an award-
winning government-funded school with over 650 students offering classes for kindergarten and years 1
to 11 (the Russian education system is an eleven-year system). There are 18 Waldorf schools in Russia
and 30 kindergartens. Some are government funded (with no fees) and some are privately funded (with
fees for students). As well as five Waldorf schools in Moscow, there are also Waldorf schools in Saint
Petersburg, Irkutsk, Yaroslavl, Kaluga, Samara, Zhukovskiy, Smolensk, Tomsk, Ufa, Vladimir, Voronezh,
and Zelenograd. The Association of Russian Waldorf Schools was founded in 1995 and now has 21
members.[159]

Social engagement
Steiner's belief that all people are imbued with a spiritual core has fuelled Waldorf schools' social
mission.[160] The schools have always been coeducational and open to children of all social classes. They
were designed from the beginning to be comprehensive, 12-year schools under the direction of their own
teachers, rather than the state or other external authorities,[161] all radical principles when Steiner first
articulated them.[162]

Social renewal and transformation remain primary goals for Waldorf schools,[163] which seek to cultivate
pupils' sense of social responsibility.[65][164][165][166] Studies suggest that this is successful;[55]: 190 [57]: 4
Waldorf pupils have been found to be more interested in and engaged with social and moral questions and
to have more positive attitudes than students from mainstream schools,[167] demonstrating activism and
self-confidence and feeling empowered to forge their own futures.[168]

Waldorf schools build close learning communities, founded on the shared values of its members,[57]: 17 in
ways that can lead to transformative learning experiences that allow all participants, including parents, to
become more aware of their own individual path,[57]: 5, 17, 32, 40 [87]: 238 but which at times also risk
becoming exclusive.[55]: 167, 207 Reports from small-scale studies suggest that there are lower levels of
harassment and bullying in Waldorf schools[57]: 29 and that European Waldorf students have much lower
rates of xenophobia and gender stereotypes than students in any other type of schools.[169] Betty Reardon,
a professor and peace researcher, gives Waldorf schools as an example of schools that follow a
philosophy based on peace and tolerance.[170]

Many private Waldorf schools experience a tension between these social goals and the way tuition fees
act as a barrier to access to the education by less well-off families. Schools have attempted to improve
access for a wider range of income groups by charging lower fees than comparable independent schools,
by offering a sliding scale of fees, and/or by seeking state support.[81]

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 all apartheid racial classifications attended the same classes.[171] A
Waldorf training college in Cape Town, the Novalis Institute, was referenced during
UNESCO's Year of Tolerance for being an organization that was working towards
reconciliation in South Africa.[170][172]
The first Waldorf school in West Africa was founded in Sierra Leone to educate boys and
girls orphaned by the country's civil war.[173] The school building is a passive solar building
built by the local community, including the students.[174]
In Israel, the Harduf Kibbutz Waldorf school includes both Jewish and Arab faculty and
students and has extensive contact with the surrounding Arab communities.[175] It also runs
an Arab-language Waldorf teacher training.[176] A joint Arab-Jewish Waldorf kindergarten
(Ein Bustan) was founded in Hilf (near Haifa) in 2005.[177][178] An Arabic language multi-
cultural Druze/Christian/Muslim Waldorf school has operated in Shefa-'Amr since 2003.[179]
In Lod, a teacher training program brings together Israeli Arabs and Jews on an equal basis,
with the goals of improving Arab education in Israel and offering new career paths to Arab
women.[180]

In Brazil, a Waldorf teacher, Ute Craemer, founded Associação Comunitária Monte Azul, 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
(Favelas) of São Paulo.
In Nepal, the Tashi Waldorf School in the outskirts of
Kathmandu teaches mainly disadvantaged children from
a wide variety of cultural backgrounds.[181] It was
founded in 1999 and is run by Nepalese staff. In
addition, in the southwest Kathmandu Valley a A ten kindergarten complex in
foundation provides underprivileged, disabled and poor Associação Comunitária Monte Azul
adults with work on a biodynamic farm and provides a
Waldorf school for their children.[182]
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".[183][184]
This study identified the integration of the arts "into every curriculum unit and almost every
classroom activity" 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.[184]
In 2008, 24 Waldorf schools in 15 countries were members of the UNESCO Associated Schools Project
Network.[185] The Friends of Waldorf Education is an organization whose purpose is to support, finance
and advise the Waldorf movement worldwide, particularly in disadvantaged settings.

Reception

Anti-cult
The French government anti-cult agency MIVILUDES reported in 2021 that it remains vigilant about
anthroposophy, particularly because of its deviant medical applications and its work with minors
(Waldorf pedagogy).[186]

Evaluations of students' progress

Although studies about Waldorf education tend to be small-scale and vary in national context, a 2005
independent comprehensive review of the literature concluded there was evidence that Waldorf education
encourages academic achievement as well as "creative, social and other capabilities important to the
holistic growth of a person".[57]: 39 [81]

In comparison to state school pupils, European Waldorf students are significantly more enthusiastic about
learning, report having more fun and being less bored in school, view their school environments as
pleasant and supportive places where they are able to discover their personal academic strengths,[187] and
have more positive views of the future.[188] Twice as many European Waldorf students as state school
pupils report having good relationships with teachers; they also report significantly fewer ailments such
as headaches, stomach aches, and disrupted sleep.[187]
A 2007 German study found that an above-average number of Waldorf students become teachers, doctors,
engineers, scholars of the humanities, and scientists.[189] Studies of Waldorf students' artistic capacities
found that they averaged higher scores on the Torrance Test of Creative Thinking Ability,[190] drew more
accurate, detailed, and imaginative drawings,[191] and were able to develop richer images than
comparison groups.[188]

Some observers have noted that Waldorf educators tend to be more concerned to address the needs of
weaker students who need support than they are to meet the needs of talented students who could benefit
from advanced work.[192]

Educational scholars
Professor of educational psychology Clifford Mayes said "Waldorf students learn in sequences and paces
that are developmentally appropriate, aesthetically stimulating, emotionally supportive, and ecologically
sensitive."[193] Professors of education Timothy Leonard and Peter Willis stated that Waldorf education
"cultivates the imagination of the young to provide them a firm emotional foundation upon which to build
a sound intellectual life".[194]

Professor of education Bruce Uhrmacher considers Steiner's view on education worthy of investigation
for those seeking to improve public schooling, saying the approach serves as a reminder that "holistic
education is rooted in a cosmology that posits a fundamental unity to the universe and as such ought to
take into account interconnections among the purpose of schooling, the nature of the growing child, and
the relationships between the human being and the universe at large", and that a curriculum need not be
technocratic, but may equally well be arts-based.[17]: 382, 401

Thomas Nielsen, assistant professor at the University of Canberra's education department, said that
imaginative teaching approaches used in Waldorf education (drama, exploration, storytelling, routine,
arts, discussion and empathy) are effective stimulators of spiritual-aesthetic, intellectual and physical
development, expanding "the concept of holistic and imaginative education" and recommends these to
mainstream educators.[77][195]

Andreas Schleicher, international coordinator of the PISA studies, commented on what he saw as the
"high degree of congruence between what the world demands of people, and what Waldorf schools
develop in their pupils", placing a high value on creatively and productively applying knowledge to new
realms. This enables "deep learning" that goes beyond studying for the next test.[189] Deborah Meier,
principal of Mission Hill School and MacArthur grant recipient, while having some "quibbles" about the
Waldorf schools, stated: "The adults I know who have come out of Waldorf schools are extraordinary
people. That education leaves a strong mark of thoroughness, carefulness, and thoughtfulness."[196]

Robert Peterkin, director of the Urban Superintendents Program at Harvard's Graduate School of
Education and former Superintendent of Milwaukee Public Schools during a period when Milwaukee
funded a public Waldorf school, considers Waldorf education a "healing education" whose underlying
principles are appropriate for educating all children.[197]

Waldorf education has also been studied as an example of educational neuroscience ideas in practice.[198]

Germany
In 2000, educational scholar Heiner Ullrich wrote that intensive study of Steiner's pedagogy had been in
progress in educational circles in Germany since about 1990 and that positions were "highly
controversial: they range from enthusiastic support to destructive criticism".[55] In 2008, the same scholar
wrote that Waldorf schools have "not stirred comparable discussion or controversy... those interested in
the Waldorf School today... generally tend to view this school form first and foremost as a representative
of internationally recognized models of applied classic reform pedagogy"[62]: 140–141 and that critics tend
to focus on what they see as Steiner's "occult neo-mythology of education" and to fear the risks of
indoctrination in a worldview school, but lose an "unprejudiced view of the varied practice of the Steiner
schools".[55] Ullrich himself considers that the schools successfully foster dedication, openness, and a
love for other human beings, for nature, and for the inanimate world.[62]: 179

Professor of Comparative Education Hermann Röhrs describes Waldorf education as embodying original
pedagogical ideas and presenting exemplary organizational capabilities.[199]

Relationship with mainstream education

A UK Department for Education and Skills report suggested that Waldorf and state schools could learn
from each other's strengths: in particular, that state schools could benefit from Waldorf education's early
introduction and approach to modern foreign languages; combination of block (class) and subject
teaching for younger children; development of speaking and listening through an emphasis on oral work;
good pacing of lessons through an emphasis on rhythm; emphasis on child development guiding the
curriculum and examinations; approach to art and creativity; 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. Aspects of mainstream practice which could inform good
practice in Waldorf schools included: management skills and ways of improving organizational and
administrative efficiency; classroom management; work with secondary-school age children; and
assessment and record keeping.[57]

American state and private schools are drawing on Waldorf education – "less in whole than in part" – in
expanding numbers.[200] Professor of Education Elliot Eisner sees Waldorf education exemplifying
embodied learning and fostering a more balanced educational approach than American public schools
achieve.[201] Ernest Boyer, former president of the Carnegie Foundation for the Advancement of
Teaching commended the significant role the arts play throughout Waldorf education as a model for other
schools to follow.[202] Waldorf schools have been described as establishing "genuine community" and
contrasted to mainstream schools, which have been described as "residential areas partitioned by
bureaucratic authorities for educational purposes".[203]

Many elements of Waldorf pedagogy have been used in all Finnish schools for many years.[189]

Ashley described seven principal ways Waldorf education differed from mainstream approaches: its
method of working from the whole to the parts, its attentiveness to child development, its goal of
freedom, the deep relationships of teachers to students, the emphasis on experiencing oral traditions, the
role of ritual and routine (e.g. welcoming students with a handshake, the use of opening and closing
verses, and yearly festivals), the role arts and creativity play, and the Goetheanistic approach to
science.[81]
Benjamin Lazier calls Steiner a "maverick educator".[204]

Public health

Vaccine beliefs
In US states where nonmedical vaccine exemption is legal, 2015 reports showed Waldorf schools as
having a high rate of vaccine exemption within their student populations, however, recent research has
shown that in US state schools, child immunization rates often fall below the 95-percent threshold that
the Centers for Disease Control say is necessary to provide herd immunity for a
community.[205][206][207][208][209][210] A 2010 report by the UK Government said that Steiner schools
should be considered "high risk populations" and "unvaccinated communities" with respect to children's
risks of catching measles and contributing to outbreaks.[211] On 19 November 2018, the BBC reported
there was an outbreak of chickenpox affecting 36 students at the Asheville Waldorf School located in
North Carolina.[212] Out of 152 students at the school, 110 had not received the Varicella vaccine that
protects against chickenpox.[212] The United States Advisory Committee on Immunization, the Centers
for Disease Control, and the North Carolina Department of Health and Human Services all recommend
that all healthy children 12 months of age and older get vaccinated against Varicella.[213][214][215] The
Guardian reported that several Waldorf schools in California had some of the lowest vaccination rates
among kindergarten pupils in the 2017–18 school year, with only 7% of pupils having been vaccinated in
one school.[216] In the same article, however, The Guardian also reported that, in a 2019 statement, the
International Center for Anthroposophic Medicine and the International Federation of Anthroposophic
Medical Associations stressed that anthroposophic medicine, the form of medicine Steiner founded, "fully
appreciates the contributions of vaccines to global health and firmly supports vaccinations as an
important measure to prevent life threatening diseases".[216]

Rudolf Steiner founded the first Waldorf school several years before vaccinations for tetanus, diphtheria,
and whooping cough were invented.[217][218] After such vaccinations became widespread in Europe,
Steiner opposed their use in several contexts, writing that vaccination could "impede spiritual
development" and lead to a loss of "any urge for a spiritual life". Steiner also thought that these effects
would carry over into subsequent reincarnations of the vaccinated person.[219]

The Association of Waldorf Schools of North America released the following in a statement in 2019:[220]

The Association of Waldorf Schools of North America wishes to state unequivocally that our
educational objectives do not include avoidance of, or resistance to, childhood immunization.
The health, safety, and wellbeing of children are our forefront concerns.

All members of our association are schools or institutions that are free to make
independent school policy decisions in accordance with AWSNA's membership
and accreditation criteria. Our membership and accreditation criteria require
schools to be compliant with national, state, provincial, and local laws. While
policy decisions regarding immunizations may vary from school to school, such
decisions are made in accordance with legal requirements set by local, state,
provincial or federal government.
The Association encourages parents to consider their civic responsibility in
regards to the decision of whether or not to immunize against any communicable
 disease, but ultimately, the decision to immunize or not is one made by parents
in consultation with their family physician.

In 2021, Waldorf schools in Germany were associated with outbreaks of COVID-19 during a pandemic of
the disease, as well as reticence to incorporate public health measures relating to disease outbreak.[221]

Race
The Association of Waldorf Schools of North America (AWSNA) and European Council for Steiner
Waldorf Education have put out statements stating that "racist or discriminatory tendencies are not
tolerated in Waldorf schools or Waldorf teacher training institutes. The Waldorf school movement
explicitly rejects any attempt to misappropriate Waldorf pedagogy or Rudolf Steiner's work for racist or
nationalistic purposes."[222] Similar statements were put out by the Waldorf school association in Britain
("Our schools do not tolerate racism. Racist views do not accord with Steiner's longer term vision of a
society in which such distinctions would be entirely irrelevant & modern Steiner Waldorf schools deplore
all forms of intolerance, aiming to educate in a spirit of respect & to encourage open-hearted regard for
others among the children they educate")[223] and Germany.[224]

These statements are the necessary response to Rudolf Steiner's contradictory beliefs about race: he
emphasized the core spiritual unity of all the world's peoples, sharply criticized racial prejudice, and
articulated beliefs that the individual nature of any person stands higher than any racial, ethnic, national
or religious affiliation,[225][226][227] yet he asserted a hierarchy of races, with the white race at the top,
and associated intelligence with having blonde hair and blue eyes.[7][228] People who believe in
reincarnation may not see his beliefs as racist in the same way as people who do not.[229]

In 2019 a school in Christchurch, New Zealand, began considering removing "Rudolf Steiner" from the
name of the school "so that the our best ideals are not burdened by historical, philosophical untruths."[230]
In 2014, after an investigation by the NZ Ministry of Education, a small school on the Kāpiti Coast of
New Zealand was cleared of teaching racist theories. An independent investigation concluded that while
there were no racist elements in the curriculum, the school needed to make changes in the "areas of
governance, management and teaching to ensure parents' complaints were dealt with appropriately in the
future...[and that]...the school must continue regular communication with the school community
regarding the ongoing work being undertaken to address the issues raised and noted that the board has
proactively sought support to do this."[231]

Racist attitudes and behaviour have been reported in particular Waldorf schools, and some teachers have
reportedly expressed Steiner's view that individuals reincarnate through various races, however, Kevin
Avison, senior advisor for the Steiner Waldorf Schools Fellowship in the UK and Ireland, calls the claim
of belief in reincarnation through the races "a complete and utter misunderstanding" of Steiner's
teachings.[228]
"Steiner's collected works, moreover, totalling more than 350 volumes, contain pervasive internal
contradictions and inconsistencies on racial and national questions."[232] Martins and Vukadinović
describe the racism of Anthroposophy as spiritual and paternalistic (i.e. benevolent), in contrast to the
materialistic and often malign racism of fascism.[233]

References
1. Edmunds, Francis (2004). An Introduction to Steiner Education: The Waldorf School. Forest
Row: Sophia Books. p. 86. ISBN 9781855841727.
2. Zdrazil, Tomas (2018). "Theorie-Praxis Verhältnis in der Waldorfpädagogik". In Kern, Holger;
Zdrazil, Tomas; Götte, Wenzel Michael (eds.). Lehrerbildung in der Waldorfschule.
Weinheim, Delaware: Juventa. p. 34. ISBN 9783779938293.
3. "Statistics for Waldorf schools worldwide" (http://www.freunde-waldorf.de/fileadmin/user_upl
oad/images/Waldorf_World_List/Waldorf_World_List.pdf) (PDF). Archived (https://web.archiv
e.org/web/20191212024849/https://www.freunde-waldorf.de/fileadmin/user_upload/images/
Waldorf_World_List/Waldorf_World_List.pdf) (PDF) from the original on 12 December 2019.
Retrieved 2 May 2013.
4. "Freunde der Erziehungskunst Rudolf Steiners" (https://www.freunde-waldorf.de/die-freund
e/buecher-und-magazine/waldorfpaedagogik-weltweit/teil-1/heilpaedagogik-und-sozialthera
pie/). Archived (https://web.archive.org/web/20210210082908/https://www.freunde-waldorf.d
e/die-freunde/buecher-und-magazine/waldorfpaedagogik-weltweit/teil-1/heilpaedagogik-und-
sozialtherapie/) from the original on 10 February 2021. Retrieved 10 February 2021.
5. J. Vasagard, "A different class: the expansion of Steiner schools" (https://www.theguardian.c
om/education/2012/may/25/steiner-state-funded-free-schools) Archived (https://web.archive.
org/web/20170202140045/https://www.theguardian.com/education/2012/may/25/steiner-stat
e-funded-free-schools) 2 February 2017 at the Wayback Machine, Guardian 25 May 2012
6. M. L. Stevens, "The Normalisation of Homeschooling in the USA", Evaluation & Research in
Education Volume 17, Issue 2–3, 2003, pp. 90–100
7. Cook, Chris (4 August 2014). "Why are Steiner schools so controversial?" (https://www.bbc.
com/news/education-28646118). BBC News. Archived (https://web.archive.org/web/201808
04153750/https://www.bbc.com/news/education-28646118) from the original on 4 August
2018. Retrieved 20 June 2018.
8. "Concerned parents speak up about racism, discrimination at Waldorf School of
Philadelphia" (https://penncapital-star.com/education/concerned-parents-speak-up-about-ra
cism-discrimination-at-waldorf-school-of-philadelphia/). Pennsylvania Capital-Star. 16
August 2020. Archived (https://web.archive.org/web/20240312010625/https://penncapital-st
ar.com/education/concerned-parents-speak-up-about-racism-discrimination-at-waldorf-scho
ol-of-philadelphia/) from the original on 12 March 2024. Retrieved 12 March 2024.
9. Staufenberg, Jess (23 June 2020). "Steiner schools chief: what my time in prisons taught
me about the UK's education mistakes" (https://www.theguardian.com/education/2020/jun/2
3/steiner-chief-what-my-time-in-prisons-taught-me-about-the-uks-education-mistakes). the
Guardian. Archived (https://web.archive.org/web/20240531093738/https://www.theguardian.
com/education/2020/jun/23/steiner-chief-what-my-time-in-prisons-taught-me-about-the-uks-
education-mistakes) from the original on 31 May 2024. Retrieved 12 March 2024.
10. Bellano, Anthony (21 December 2015). "Waldorf School in Princeton Must Pay $58,000 in
Discrimination Suit: AG" (https://patch.com/new-jersey/princeton/waldorf-school-princeton-m
ust-pay-58000-discrimination-suit-ag-0). Princeton, New Jersey Patch. Archived (https://we
b.archive.org/web/20240408210210/https://patch.com/new-jersey/princeton/waldorf-school-
princeton-must-pay-58000-discrimination-suit-ag-0) from the original on 8 April 2024.
Retrieved 8 April 2024.
11. Rawlings, Roger (14 February 2007). "My Experience As a Waldorf Student" (https://quackw
atch.org/consumer-education/waldorf/). Archived (https://web.archive.org/web/20220809221
728/https://quackwatch.org/consumer-education/waldorf/) from the original on 9 August
2022. Retrieved 9 August 2022.
12. Beckner, Chrisianne (7 July 2005). "SN&R" (https://www.newsreview.com/sacramento/conte
nt/schooled-in-spirituality/33641/). Sacramento News & Review. Archived (https://web.archiv
e.org/web/20220809221728/https://www.newsreview.com/sacramento/content/schooled-in-s
pirituality/33641/) from the original on 9 August 2022. Retrieved 9 August 2022.
13. de Freytas-Tamura, Kimiko (13 June 2019). "Bastion of Anti-Vaccine Fervor: Progressive
Waldorf Schools" (https://www.nytimes.com/2019/06/13/nyregion/measles-outbreak-new-yor
k.html). The New York Times. ISSN 0362-4331 (https://search.worldcat.org/issn/0362-4331).
Archived (https://web.archive.org/web/20220128195748/https://www.nytimes.com/2019/06/1
3/nyregion/measles-outbreak-new-york.html) from the original on 28 January 2022.
Retrieved 28 January 2022.
14. Francisco, Carol Pogash in San (28 May 2019). "As anti-vaxx dispute rages, attention turns
to California's Waldorf schools" (https://www.theguardian.com/society/2019/may/28/anti-vax
x-california-waldorf-schools-immunisation). The Guardian. Archived (https://web.archive.org/
web/20240531093739/https://www.theguardian.com/society/2019/may/28/anti-vaxx-californi
a-waldorf-schools-immunisation) from the original on 31 May 2024. Retrieved 28 January
2022.
15. Ernst, Edzard (March 2011). "Anthroposophy: A Risk Factor for Noncompliance With
Measles Immunization" (https://journals.lww.com/pidj/Fulltext/2011/03000/Anthroposophy__
A_Risk_Factor_for_Noncompliance.2.aspx). The Pediatric Infectious Disease Journal. 30
(3): 187–189. doi:10.1097/INF.0b013e3182024274 (https://doi.org/10.1097%2FINF.0b013e3
182024274). ISSN 0891-3668 (https://search.worldcat.org/issn/0891-3668).
PMID 21102363 (https://pubmed.ncbi.nlm.nih.gov/21102363). Archived (https://web.archive.
org/web/20220128200734/https://journals.lww.com/pidj/Fulltext/2011/03000/Anthroposophy
__A_Risk_Factor_for_Noncompliance.2.aspx) from the original on 28 January 2022.
Retrieved 28 January 2022.
16. "Waldorf Education Trademarks" (https://waldorfeducation.org/awsna/registered_trademark
s). waldorfeducation.org. Association of Waldorf Schools of North America. Archived (https://
web.archive.org/web/20171110005402/https://waldorfeducation.org/awsna/registered_trade
marks) from the original on 10 November 2017. Retrieved 1 February 2016.
17. Uhrmacher, P. Bruce (Winter 1995). "Uncommon Schooling: A Historical Look at Rudolf
Steiner, Anthroposophy, and Waldorf Education". Curriculum Inquiry. 25 (4): 381–406.
doi:10.2307/1180016 (https://doi.org/10.2307%2F1180016). JSTOR 1180016 (https://www.j
stor.org/stable/1180016).
18. Paull, John. " 'From Waldorf Tobacco to Waldorf Education' Emil Molt meets Rudolf Steiner"
(https://www.anthroposophyau.org.au/event/moving-beyond-blame-listening-for-whats-need
ed-nowhosted-by-the-tas-branch-anthroposophical-society-our-guest-facilitator-and-educato
r-tanya-coburn-who-works-with-deepening-listening-to-address-copy/). Anthroposophical
Society in Australia. Archived (https://web.archive.org/web/20190331041704/https://www.ant
hroposophyau.org.au/event/moving-beyond-blame-listening-for-whats-needed-nowhosted-b
y-the-tas-branch-anthroposophical-society-our-guest-facilitator-and-educator-tanya-coburn-
who-works-with-deepening-listening-to-address-copy/) from the original on 31 March 2019.
Retrieved 26 December 2018.
19. Lewis, Andy (19 March 2013). "Bill Roache, Karma, Reincarnation and Steiner Schools" (htt
p://www.quackometer.net/blog/2013/03/bill-roache-karma-reincarnation-and-steiner-schools.
html). The Quackometer Blog. Archived (https://web.archive.org/web/20190203084935/htt
p://www.quackometer.net/blog/2013/03/bill-roache-karma-reincarnation-and-steiner-schools.
html) from the original on 3 February 2019. Retrieved 26 December 2018.
20. "Second Year" (http://www.bacwtt.org/programs/teacher-training/second-year/). Bay Area
Center for Waldorf Teacher Training. Archived (https://web.archive.org/web/2018121601550
4/http://www.bacwtt.org/programs/teacher-training/second-year/) from the original on 16
December 2018. Retrieved 26 December 2018.
21. Brown, Candy Gunther (2019). Debating Yoga and Mindfulness in Public Schools:
Reforming Secular Education Or Reestablishing Religion?. University of North Carolina
Press. ISBN 9781469648491.
22. Berlatsky, Noah (1 April 2013). "My Waldorf-Student Son Believes in Gnomes—and That's
Fine With Me" (https://www.theatlantic.com/national/archive/2013/04/my-waldorf-student-so
n-believes-in-gnomes-and-thats-fine-with-me/274521/). The Atlantic. Archived (https://web.a
rchive.org/web/20181226035218/https://www.theatlantic.com/national/archive/2013/04/my-w
aldorf-student-son-believes-in-gnomes-and-thats-fine-with-me/274521/) from the original on
26 December 2018. Retrieved 25 December 2018.
23. Woods, Glenys; O'Neill, Maggie; Woods, Philip A. (December 1997). "Spiritual Values in
Education: Lessons from Steiner?". International Journal of Children's Spirituality. 2 (2): 25–
40. doi:10.1080/1364436970020204 (https://doi.org/10.1080%2F1364436970020204).
24. Goldshmidt, Gilad (14 February 2017). "Waldorf Education as Spiritual Education". Religion
& Education. 44 (3): 346–363. doi:10.1080/15507394.2017.1294400 (https://doi.org/10.108
0%2F15507394.2017.1294400). S2CID 151518278 (https://api.semanticscholar.org/CorpusI
D:151518278).
25. Hemleben, Johannes (1975). Rudolf Steiner : a documentary biography. East Grinstead:
Henry Goulden Ltd. pp. 121–126. ISBN 0-904822-02-8.
26. Heiner Ullrich (2002). Inge Hansen-Schaberg, Bruno Schonig (ed.). Basiswissen Pädagogik.
Reformpädagogische Schulkonzepte Band 6: Waldorf-Pädagogik. Baltmannsweiler:
Schneider Verlag Hohengehren. ISBN 978-3-89676503-1.
27. Barnes, Henry (1980). "An Introduction to Waldorf Education". Teachers College Record. 81
(3): 323–336. doi:10.1177/016146818008100301 (https://doi.org/10.1177%2F01614681800
8100301). S2CID 246490715 (https://api.semanticscholar.org/CorpusID:246490715).
28. Reinsmith, William A. (31 March 1990). "The Whole in Every Part: Steiner and Waldorf
Schooling". The Educational Forum. 54 (1): 79–91. doi:10.1080/00131728909335521 (http
s://doi.org/10.1080%2F00131728909335521).
29. Priestman, Karen (2009). Illusion of Coexistence: The Waldorf Schools in the Third Reich,
1933–1941 (https://scholars.wlu.ca/etd/1080/) (PhD dissertation). Wilfrid Laurier University.
ISBN 978-0-494-54260-6. Archived (https://web.archive.org/web/20230316023639/https://sc
holars.wlu.ca/etd/1080/) from the original on 16 March 2023. Retrieved 16 March 2023.
30. Paull, John (2016). "The Anthroposophic Art of Ernesto Genoni, Goetheanum, 1924" (http
s://orgprints.org/id/eprint/30695/1/Paull2016.AnthroArt.JO3(2).pdf) (PDF). Journal of
Organics. 3 (2): 1–24. Archived (https://web.archive.org/web/20230301124055/https://orgpri
nts.org/id/eprint/30695/1/Paull2016.AnthroArt.JO3(2).pdf) (PDF) from the original on 1
March 2023. Retrieved 1 March 2023.
31. Paull, John (15 March 2018). "Torquay: In the footsteps of Rudolf Steiner" (https://orgprints.
org/id/eprint/33056/). Journal of Biodynamics Tasmania. 125: 26–31. Archived (https://web.a
rchive.org/web/20220822213149/https://orgprints.org/id/eprint/33056/) from the original on
22 August 2022. Retrieved 22 August 2022.
32. "Waldorf Schools' Expansion" (https://web.archive.org/web/20210814081920/https://www.fre
unde-waldorf.de/en/the-friends/publications/waldorf-education-worldwide/teil-1/waldorf-educ
ation-expansion-in-the-twentieth-century/). Friends of Waldorf education. Archived from the
original (http://www.freunde-waldorf.de/en/the-friends/publications/waldorf-education-worldw
ide/teil-1/waldorf-education-expansion-in-the-twentieth-century.html) on 14 August 2021.
33. Douglas-Hamilton, James (2012). "1 Turmoil at the Dictator's Court: 11 May 1941" (https://b
ooks.google.com/books?id=J5SyahCctVsC&pg=PT106). The Truth About Rudolf Hess.
Mainstream Publishing. p. unpaginated. ISBN 978-1-78057-791-3. Archived (https://web.arc
hive.org/web/20240531093739/https://books.google.com/books?id=J5SyahCctVsC&pg=PT
106#v=onepage&q&f=false) from the original on 31 May 2024. Retrieved 2 October 2022.
"Organisations which Hess had supported, such as the Rudolf Steiner schools, were closed
down."
34. Rieppel, Olivier (2016). Phylogenetic Systematics: Haeckel to Hennig (https://books.google.
com/books?id=vgN-DwAAQBAJ&pg=PA246). CRC Press. p. 246. ISBN 978-1-4987-5489-7.
Archived (https://web.archive.org/web/20240531093740/https://books.google.com/books?id
=vgN-DwAAQBAJ&pg=PA246#v=onepage&q&f=false) from the original on 31 May 2024.
Retrieved 3 October 2022. "Although in his reply, Himmler pretended to share Astel's
assessment of anthroposophy as a dangerous movement, he admitted to be unable to do
anything about the school of Rudolf Steiner because Rudolf Hess supported and protected
it."
35. Staudenmaier 2014, p. 111.
36. Uhrmacher, P. Bruce (1995). "Uncommon Schooling: A Historical Look at Rudolf Steiner,
Anthroposophy, and Waldorf Education". Curriculum Inquiry. 25 (4): 381–406.
doi:10.2307/1180016 (https://doi.org/10.2307%2F1180016). JSTOR 1180016 (https://www.j
stor.org/stable/1180016).
37. "History of the Norwegian schools" (https://web.archive.org/web/20150924015555/http://ww
w.freunde-waldorf.de/en/the-friends/publications/waldorf-education-worldwide/teil-2/norway.
html). Freunde Waldorf. Archived from the original (http://www.freunde-waldorf.de/en/the-frie
nds/publications/waldorf-education-worldwide/teil-2/norway.html) on 24 September 2015.
38. E.g. Waldorf schools in East Germany were closed by the DDR educational authorities, who
justified this as follows: the pedagogy was based on the needs of children, rather than on
the needs of society, was too pacifistic, and had failed to structure itself according to pure
Marxist-Leninist principles."Die Geschichte der Dresdner Waldorfschule" (http://www.waldorf
schule-dresden.de.srv1.bk-provider.de/Historie.14.0.html) Archived (https://web.archive.org/
web/20171116030006/http://www.waldorfschule-dresden.de.srv1.bk-provider.de/Historie.14.
0.html) 16 November 2017 at the Wayback Machine
39. The schools founded by 1967 were: Detroit Waldorf School, Green Meadow Waldorf School,
High Mowing School, Highland Hall Waldorf School, Honolulu Waldorf School, Kimberton
Waldorf School, Rudolf Steiner School of New York City, Sacramento Waldorf School,
Waldorf School of Garden City.AWSNA list of schools with dates of founding (http://www.why
waldorfworks.org/05_FindASchool/) Archived (https://web.archive.org/web/2013032122300
2/http://www.whywaldorfworks.org/05_FindASchool/) 21 March 2013 at the Wayback
Machine
40. Founded in 1968, Toronto Waldorf School was the first Waldorf school in Canada.History of
the Toronto Waldorf School (http://www.torontowaldorfschool.com/about_TWS/TWS_history/
index.php) Archived (https://web.archive.org/web/20141015055121/http://www.torontowaldo
rfschool.com/about_TWS/TWS_history/index.php) 15 October 2014 at the Wayback
Machine
41. "Find a School – Alliance for Public Waldorf Education" (https://web.archive.org/web/201703
03085557/http://www.allianceforpublicwaldorfeducation.org/find-a-school/).
www.allianceforpublicwaldorfeducation.org. Archived from the original (http://www.alliancefor
publicwaldorfeducation.org/find-a-school/) on 3 March 2017. Retrieved 27 August 2014.
42. "Different teaching method attracts parents" (https://www.nytimes.com/2000/03/26/nyregion/
different-teaching-method-attracts-parents.html) Archived (https://web.archive.org/web/2017
0315051535/http://www.nytimes.com/2000/03/26/nyregion/different-teaching-method-attract
s-parents.html) 15 March 2017 at the Wayback Machine, The New York Times
43. Waldorf Schools in Canada | Waldorf ca (http://www.waldorf.ca/index.cfm?PAGEPATH=&ID
=19487) Archived (https://web.archive.org/web/20140104054423/http://www.waldorf.ca/inde
x.cfm?PAGEPATH=&ID=19487) 4 January 2014 at the Wayback Machine
44. Steiner Waldorf Schools Foundation, List of Steiner schools (http://www.steinerwaldorf.org/_l
istofsteinerschools.html) Archived (https://web.archive.org/web/20140104211009/http://ww
w.steinerwaldorf.org/_listofsteinerschools.html) 4 January 2014 at the Wayback Machine
45. Connor, Neil (12 March 2012). "China Starts to Question Strict Schooling Methods" (https://p
h.news.yahoo.com/china-starts-strict-schooling-methods-044028999.html). Agence France
Press – AFP. Archived (https://web.archive.org/web/20140607012308/https://ph.news.yaho
o.com/china-starts-strict-schooling-methods-044028999.html) from the original on 7 June
2014. Retrieved 1 May 2013. "In recent years, China has seen a major expansion of
alternative teaching establishments such as those that operate under the educational
principles of Austrian philosopher Rudolf Steiner."
46. Lin Qi and Guo Shuhan (23 June 2011). "Educating the Whole Child" (http://www.chinadaily.
com.cn/cndy/2011-06/23/content_12756319.htm). China Daily. Archived (https://web.archiv
e.org/web/20140104210836/http://www.chinadaily.com.cn/cndy/2011-06/23/content_127563
19.htm) from the original on 4 January 2014. Retrieved 1 May 2013.
47. Steiner, Rudolf. "HUMAN VALUES IN EDUCATION GA 310 IV. Three Epochs of Childhood"
(https://rsarchive.org/Lectures/19240720a01.html). Rudolf Steiner Archive. Steiner Online
Library. Retrieved 21 August 2022.
48. Wilkinson, Roy (2001). Rudolf Steiner : an introduction to his spiritual world-view :
anthroposophy. Forest Row: Temple Lodge. ISBN 9781902636283.
49. Thomas Armstrong, PhD (1 December 2006). The Best Schools: How Human Development
Research Should Inform Educational Practice (https://books.google.com/books?id=bmsbRe
A56NIC&pg=PA53). ASCD. p. 53. ISBN 978-1-4166-0457-0. Archived (https://web.archive.o
rg/web/20160117092450/https://books.google.com/books?id=bmsbReA56NIC&pg=PA53)
from the original on 17 January 2016. Retrieved 29 November 2012.
50. Steiner, Rudolf (2016). "Between Death and Rebirth: Lecture Seven" (https://wn.rsarchive.or
g/Lectures/GA141/English/RSP1975/19130114p01.html). wn.rsarchive.org. Rudolf Steiner
Archive. Retrieved 27 February 2019.
51. Steiner, Rudolf (1973). "Karmic Relationships: Esoteric Studies – Volume VII (Lecture Two)"
(https://wn.rsarchive.org/Lectures/GA239/English/RSP1973/19240608p01.html). Rudolf
Steiner Archive. Retrieved 28 February 2019.
52. Steiner, Rudolf (1996). The Education of the Child (https://wn.rsarchive.org/Articles/GA034/
English/RSP1965/EduChi_essay.html). SteinerBooks. ISBN 9780880109130. Retrieved
27 February 2019.
53. Bowles, Adam (26 March 2000). "Different Teaching Method Attracts Parents" (https://www.n
ytimes.com/2000/03/26/nyregion/different-teaching-method-attracts-parents.html). The New
York Times. Archived (https://web.archive.org/web/20190203232626/https://www.nytimes.co
m/2000/03/26/nyregion/different-teaching-method-attracts-parents.html) from the original on
3 February 2019. Retrieved 27 February 2019.
54. Ahern, Geoffrey (2009). Sun at midnight : the Rudolf Steiner movement and gnosis in the
West (Rev. and expanded ed.). James Clarke & Co. pp. 20–21. ISBN 978-0227172933.
55. Ullrich, Heiner (1994). "Rudolf Steiner". Prospects: The Quarterly Review of Comparative
Education. 24 (3–4): 555–572. doi:10.1007/BF02195288 (https://doi.org/10.1007%2FBF021
95288). S2CID 189874700 (https://api.semanticscholar.org/CorpusID:189874700).
56. Iona H. Ginsburg, "Jean Piaget and Rudolf Steiner: Stages of Child Development and
Implications for Pedagogy", Teachers College Record Volume 84 Number 2, 1982, pp. 327–
337.
57. Woods, Philip; Martin Ashley; Glenys Woods (2005). Steiner Schools in England (http://web
archive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/
eOrderingDownload/RR645.pdf) (PDF). UK Department for Education and Skills. ISBN 1-
84478-495-9. Archived from the original (http://www.education.gov.uk/publications/eOrdering
Download/RR645.pdf) (PDF) on 1 April 2013.
58. Uhrmacher, P. Bruce (Winter 1993). "Making Contact: An Exploration of Focused Attention
between Teacher and Students". Curriculum Inquiry. 23 (4): 433–444. doi:10.2307/1180068
(https://doi.org/10.2307%2F1180068). JSTOR 1180068 (https://www.jstor.org/stable/118006
8).
59. Ginsburg and Opper, Piaget's Theory of Intellectual Development, ISBN 0-13-675140-7, pp.
39–40.
60. Todd Oppenheimer, Schooling the Imagination (https://www.theatlantic.com/issues/99sep/99
09waldorf.htm) Archived (https://web.archive.org/web/20080514235325/http://www.theatlanti
c.com/issues/99sep/9909waldorf.htm) 14 May 2008 at the Wayback Machine, Atlantic
Monthly, September 1999.
61. Sue Waite; Sarah Rees (2011). Rod Parker-Rees (ed.). Meeting the Child in Steiner
Kindergartens: An Exploration of the beliefs, values and practices. Routledge. p. 57.
ISBN 978-0-415-60392-8. "The first epoch (0–7 years), when the child is intensely sensitive
to people and surroundings, is seen by Steiner educators as the empathic stage – where
empathy means embracing the unconscious of another with one's own unconscious, to live
into the experience of another. The kindergarten teacher purposefully employs her own
empathic ability as she strives to be a role model worthy of imitation by the children, but she
also creates a space and ethos conducive to imaginative play that actively develops
children's capacity for empathy."
62. Ullrich, Heiner (2008). Rudolf Steiner (https://archive.org/details/rudolfsteinercon00ullr).
London: Continuum International Pub. Group. p. 77 (https://archive.org/details/rudolfsteinerc
on00ullr/page/n93). ISBN 9780826484192.
63. Taplin, Jill Tina (2010). "Steiner Waldorf Early Childhood Education: Offering a Curriculum
for the 21st Century" (https://books.google.com/books?id=eM4SQbEh7oMC). In Linda
Miller, Linda Pound (ed.). Theories and Approaches to Learning in the Early Years. SAGE
Publications. p. 92. ISBN 9781849205788. Archived (https://web.archive.org/web/20210814
081916/https://books.google.com/books?id=eM4SQbEh7oMC) from the original on 14
August 2021. Retrieved 29 April 2013.
64. "Eighteen year rhythm – Anthroposophy" (https://anthroposophy.eu/Eighteen_year_rhythm).
anthroposophy.eu. Archived (https://web.archive.org/web/20220820181039/https://anthropo
sophy.eu/Eighteen_year_rhythm) from the original on 20 August 2022. Retrieved 20 August
2022.
65. Edwards, Carolyn Pope (Spring 2002). "Three Approaches from Europe: Waldorf,
Montessori, and Reggio Emilia" (http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1
001&context=famconfacpub). Early Childhood Research & Practice. 4 (1). Archived (https://
web.archive.org/web/20070324172802/http://digitalcommons.unl.edu/cgi/viewcontent.cgi?ar
ticle=1001&context=famconfacpub) from the original on 24 March 2007. Retrieved
19 January 2007.
66. Hutchison, David C. (2004). A Natural History of Place in Education (https://archive.org/detai
ls/naturalhistorypl00hutc). New York: Teachers College Press. p. 92 (https://archive.org/detai
ls/naturalhistorypl00hutc/page/n106). ISBN 978-0807744703.
67. Nicol, Janni; Taplin, Jill (2012). Understanding the Steiner Waldorf Approach: Early Years
Education in Practice. Routledge. p. 49. ISBN 9780415597166.
68. Ann Gordon and Kathryn Browne, Beginnings & Beyond: Foundations in Early Childhood
Education.
69. John Siraj-Blatchford; David Whitebread (1 October 2003). Supporting ICT in the Early
Years (https://books.google.com/books?id=usSnwA-nGgQC&pg=PA16). McGraw-Hill
International. p. 16. ISBN 978-0-335-20942-2. Archived (https://web.archive.org/web/201401
03144552/http://books.google.com/books?id=usSnwA-nGgQC&pg=PA16) from the original
on 3 January 2014. Retrieved 28 November 2012.
70. Henk van Oort (2011), "Religious education", Anthroposophy A-Z: A Glossary of Terms
Relating to Rudolf Steiner's spiritual philosophy ISBN 9781855842649. p. 99.
71. Ida Oberman, "Waldorf History: Case Study of Institutional Memory" (http://eric.ed.gov/ERIC
WebPortal/detail?accno=ED409108) Archived (https://web.archive.org/web/2021081408191
8/https://eric.ed.gov/?id=ED409108) 14 August 2021 at the Wayback Machine, Paper
presented to Annual Meeting of the American Education Research Association, 24–28
March 1997, published US Department of Education – Educational Resources Information
Center (ERIC).
72. Willis, Peter; Neville, Bernie (1996). Qualitative Research Practice in Adult Education (http
s://eric.ed.gov/?id=ED477245). University of South Australia, Centre for Research in
Education Equity and Work. pp. 103, 362. ISBN 1-86355-056-9. Archived (https://web.archiv
e.org/web/20211029133119/https://eric.ed.gov/?id=ED477245) from the original on 29
October 2021. Retrieved 29 October 2021.
73. Woods, Philip A.; Glenys J. Woods (2006). "In Harmony with the Child: the Steiner teacher
as a co-leader in a pedagogical community". FORUM. 48 (3): 319.
doi:10.2304/forum.2006.48.3.317 (https://doi.org/10.2304%2Fforum.2006.48.3.317).
74. R. Murray Thomas, "Levels in education practice", In Encyclopedia of Education and Human
Development, Farenga and Ness (eds.). M. E. Sharpe 2005 ISBN 9780765621085. p. 624.
75. Gesell, Arnold; Ilg, Frances; Ames, Louise Bates; Bullis, Glenna (1946). The child from five
to ten (https://archive.org/details/childfromfivetot00gese). NY: Harper & Bros. p. 12 (https://a
rchive.org/details/childfromfivetot00gese/page/12).
76. "Different teaching method attracts parents" (https://www.nytimes.com/2000/03/26/nyregion/
different-teaching-method-attracts-parents.html) Archived (https://web.archive.org/web/2017
0315051535/http://www.nytimes.com/2000/03/26/nyregion/different-teaching-method-attract
s-parents.html) 15 March 2017 at the Wayback Machine, The New York Times, 26 March
2000.
77. Thomas William Nielsen, "Rudolf Steiner's Pedagogy of Imagination: A Phenomenological
Case Study", Peter Lang Publisher 2004.
78. Carolyn P. Edwards, "Three Approaches from Europe: Waldorf, Montessori and Reggio
Emilia", Early Childhood and Practice, Spring 2002, pp. 7–8.
79. Easton, F. (1997). "Educating the whole child, "head, heart, and hands": Learning from the
Waldorf experience". Theory into Practice. 36 (2): 87–94. doi:10.1080/00405849709543751
(https://doi.org/10.1080%2F00405849709543751). S2CID 55665652 (https://api.semanticsc
holar.org/CorpusID:55665652).
80. McDermott, R.; Henry, M. E.; Dillard, C.; Byers, P.; Easton, F.; Oberman, I.; Uhrmacher, B.
(1996). "Waldorf education in an inner-city public school". The Urban Review. 28 (2): 119.
doi:10.1007/BF02354381 (https://doi.org/10.1007%2FBF02354381). S2CID 143544078 (htt
ps://api.semanticscholar.org/CorpusID:143544078).
81. Martin Ashley (2009). Philip A. Woods; Glenys J. Woods (eds.). Chapter 11: Alternative
Education for the 21st Century: Philosophies, Approaches, Visions (https://books.google.co
m/books?id=cabFAAAAQBAJ&pg=PA209). Palgrave Macmillan. p. 214. ISBN 978-0-230-
61836-7. Archived (https://web.archive.org/web/20160117092450/https://books.google.com/
books?id=cabFAAAAQBAJ&pg=PA209) from the original on 17 January 2016. Retrieved
13 December 2015.
82. Vivienne Walkup, Exploring Education Studies. Taylor and Francis 2011
ISBN 9781408218778. p. 68.
83. Helen H. Frink, "Germany", in World Educational Encyclopedia, Rebecca Marlow-Ferguson
(ed.), v. 1. Gale 2002 ISBN 0-7876-5578-3. pp. 488–489.
84. Ginsberg, Iona H. (1982). "Jean Piaget and Rudolf Steiner:stages of child development and
implications for pedagogy". Teachers College Record. 84 (2): 327–337.
doi:10.1177/016146818208400204 (https://doi.org/10.1177%2F016146818208400204).
S2CID 142616063 (https://api.semanticscholar.org/CorpusID:142616063).
85. Grant, M. (1999). "Steiner and the Humours: The Survival of Ancient Greek Science". British
Journal of Educational Studies. 47: 60. doi:10.1111/1467-8527.00103 (https://doi.org/10.111
1%2F1467-8527.00103). "In individuals the temperaments are mixed in the most diverse
ways, so that it is possible only to say that one temperament or another predominates in
certain traits. Temperament inclines toward the individual, thus making people different, and
on the other hand joins individuals together in a group so proving that it has something to do
both with the innermost essence of the human being and with universal human nature."
86. Ullrich, Heiner (2008). Rudolf Steiner. London: Continuum.
87. Stehlik, Tom (2008). Thinking, Feeling, and Willing: How Waldorf Schools Provide a Creative
Pedagogy That Nurtures and Develops Imagination. In Leonard, Timothy and Willis, Peter,
Pedagogies of the Imagination: Mythopoetic Curriculum in Educational Practice (https://book
s.google.com/books?id=FBCnQx-kaK8C&pg=PA232). Springer. p. 232. ISBN 978-1-4020-
8350-1. Archived (https://web.archive.org/web/20160117092450/https://books.google.com/b
ooks?id=FBCnQx-kaK8C&pg=PA232) from the original on 17 January 2016. Retrieved
10 January 2013.
88. Lilienfeld, Scott O.; Lynn, Steven Jay; Lohr, Jeffrey M. (2015). Science and pseudoscience
in clinical psychology (Second ed.). New York: The Guilford Press. pp. 205–239. ISBN 978-
1462517893.
89. Feerick, Jack (16 December 2020). "Humoural [sic] Theory: Inside the Strange
Pseudoscience That Dominated Western Medicine for 2,000 Years" (https://www.discoverm
agazine.com/the-sciences/humoural-theory-inside-the-strange-pseudoscience-that-dominat
ed-western). Discover Magazine. Archived (https://web.archive.org/web/20220812214803/ht
tps://www.discovermagazine.com/the-sciences/humoural-theory-inside-the-strange-pseudos
cience-that-dominated-western) from the original on 12 August 2022. Retrieved 20 August
2022.
90. Coltheart, M; McArthur, G (5 April 2012). "12 Neuroscience, education and educational
efficacy research" (https://academic.oup.com/book/8421/chapter-abstract/154186268). In
Della Sala, Sergio; Anderson, Mike (eds.). Neuroscience in Education: The good, the bad,
and the ugly. pp. 215–221. doi:10.1093/acprof:oso/9780199600496.001.0001 (https://doi.or
g/10.1093%2Facprof%3Aoso%2F9780199600496.001.0001). ISBN 978-0-19-960049-6.
Archived (https://web.archive.org/web/20240531094243/https://academic.oup.com/book/842
1/chapter-abstract/154186268) from the original on 31 May 2024. Retrieved 20 August
2022.
91. Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). "Learning styles
and pedagogy in post-16 learning: A systematic and critical review" (http://www.evidence.thi
nkportal.org/handle/123456789/62). Learning and Skills Research Council (Report).
Archived (https://web.archive.org/web/20220822153227/http://www.evidence.thinkportal.org/
handle/123456789/62) from the original on 22 August 2022. Retrieved 22 August 2022.
92. Bailey, Richard P.; Madigan, Daniel J.; Cope, Ed; Nicholls, Adam R. (2018). "The Prevalence
of Pseudoscientific Ideas and Neuromyths Among Sports Coaches" (https://www.ncbi.nlm.ni
h.gov/pmc/articles/PMC5941987). Frontiers in Psychology. 9: 641.
doi:10.3389/fpsyg.2018.00641 (https://doi.org/10.3389%2Ffpsyg.2018.00641). ISSN 1664-
1078 (https://search.worldcat.org/issn/1664-1078). PMC 5941987 (https://www.ncbi.nlm.nih.
gov/pmc/articles/PMC5941987). PMID 29770115 (https://pubmed.ncbi.nlm.nih.gov/2977011
5).
 93. Sarah W. Whedon (2007). Hands, Hearts, and Heads: Childhood and Esotericism in
American Waldorf Education (https://books.google.com/books?id=zC8rtOJjRp8C&pg=PP1).
University of California, Santa Barbara. ISBN 978-0-549-26917-5. Archived (https://web.arch
ive.org/web/20131011093728/http://books.google.com/books?id=zC8rtOJjRp8C&pg=PP1)
from the original on 11 October 2013. Retrieved 6 December 2012.
94. Woods, Philip A.; Martin Ashley; Glenys Woods (2005). Steiner Schools in England. UK
Department for Education and Skills (DfES). pp. 89–90. "For example, melancholic children
like sitting together because they are unlikely to be annoyed or disturbed by their neighbors.
Livelier temperaments such as sanguine or choleric are said to be likely to rub their
liveliness off on each other and calm down of their own accord. Little evidence of this aspect
of practice was immediately apparent to outside observers, and teachers did not readily
volunteer to talk about it."
95. Oberski, Iddo (2006). "Learning to Think in Steiner-Waldorf Schools" (http://www.ecswe.org/
wren/documents/JCEP_Oberski_Steiner.pdf) (PDF). Journal of Cognitive Education and
Psychology. 5 (3): 336–349. doi:10.1891/194589506787382431 (https://doi.org/10.1891%2
F194589506787382431). S2CID 144940637 (https://api.semanticscholar.org/CorpusID:144
940637). Archived (https://web.archive.org/web/20170517125508/http://www.ecswe.org/wre
n/documents/JCEP_Oberski_Steiner.pdf) (PDF) from the original on 17 May 2017.
Retrieved 29 April 2013.
96. *"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, "The Waldorf Curriculum as a
Framework for Moral Education: One Dimension of a Fourfold System" (http://eric.ed.gov/E
RICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED420605) Archived (https://we
b.archive.org/web/20210814081919/https://eric.ed.gov/?id=ED420605) 14 August 2021 at
the Wayback Machine, (Abstract (http://www.eric.ed.gov/ERICWebPortal/custom/portlets/rec
ordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED420605&ERIC
ExtSearch_SearchType_0=eric_accno&accno=ED420605) Archived (https://web.archive.or
g/web/20080228063051/http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetail
s/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED420605&ERICExtSearc
h_SearchType_0=eric_accno&accno=ED420605) 28 February 2008 at the Wayback
Machine), Paper presented at the Annual Meeting of the American Educational Research
Association (Chicago, Illinois, 24–28 March 1997), p. 1.
97. Carnie, Fiona (2003). Alternative approaches to education : a guide for parents and
teachers (https://archive.org/details/alternativeappro00carn_0/page/47). London:
RoutledgeFalmer. p. 47 (https://archive.org/details/alternativeappro00carn_0/page/47).
ISBN 978-0-415-24817-4.
98. Miller, Ron (1995). "Freedom in a holistic context". Holistic Education Review. 8 (3): 4–11.
99. "Religion or philosophy" (http://www.sfgate.com/education/article/Religion-or-Philosophy-Crit
ics-say-Waldorf-3302817.php) Archived (https://web.archive.org/web/20150311213349/htt
p://www.sfgate.com/education/article/Religion-or-Philosophy-Critics-say-Waldorf-3302817.p
hp) 11 March 2015 at the Wayback Machine SFGate 30 October 2000.
100. Suzanne L. Krogh, "Models of Early Childhood Education", In Encyclopedia of Education
and Human Development, Farenga and Ness (eds.). M. E. Sharpe 2005.
ISBN 9780765621085 p. 484.
101. OECD (2005). Formative Assessment Improving Learning in Secondary Classrooms:
Improving Assessment in Secondary Classrooms. p. 267.
102. Schwartz, Eugene (2000). Waldorf Education: Schools for the Twenty-First Century. Xlibris
Corporation. p. 68. ISBN 0738821632.
103. Nicholson, David W. (2000). "Layers of experience: Forms of representation in a Waldorf
school classroom". Journal of Curriculum Studies. 32 (4): 575–587.
doi:10.1080/00220270050033637 (https://doi.org/10.1080%2F00220270050033637).
S2CID 143537628 (https://api.semanticscholar.org/CorpusID:143537628).
104. Waldorf Answers (http://www.waldorfanswers.org/WaldorfFAQ.htm#3) Archived (https://web.
archive.org/web/20170224125205/http://waldorfanswers.org/WaldorfFAQ.htm#3) 24
February 2017 at the Wayback Machine.
105. Little, William (3 February 2009). "Steiner schools: learning – it is a wonder" (https://www.tel
egraph.co.uk/education/4436941/Steiner-schools-learning-it-is-a-wonder.html). The
Telegraph. Archived (https://web.archive.org/web/20130603064605/http://www.telegraph.co.
uk/education/4436941/Steiner-schools-learning-it-is-a-wonder.html) from the original on 3
June 2013. Retrieved 20 May 2013.
106. Ogeltree, Earl J. (1979). Introduction to Waldorf Education: Curriculum and Methods.
University Press of America.
107. Leone, Stacie (26 April 2013). "Ithaca Waldorf School: An education based in music,
movement and neuroscience" (http://www.ithaca.com/family_and_health/article_9b32bfb4-a
ea8-11e2-bfa0-001a4bcf887a.html). The Ithaca Times. Archived (https://web.archive.org/we
b/20130510233935/http://www.ithaca.com/family_and_health/article_9b32bfb4-aea8-11e2-b
fa0-001a4bcf887a.html) from the original on 10 May 2013. Retrieved 29 April 2013.
108. Weiner, Irving B.; William Reynolds; Gloria Miller (2012). Handbook of Psychology Vol. 7
Educational Psychology. John Wiley & Sons. p. 241.
109. Sumner, Jennifer; Heather Mair; Erin Nelson (2010). "Putting the culture back into
agriculture: civic engagement and the celebration of local food". International Journal of
Agricultural Sustainability. 1–2 (8): 54–61. doi:10.3763/ijas.2009.0454 (https://doi.org/10.376
3%2Fijas.2009.0454). S2CID 154772882 (https://api.semanticscholar.org/CorpusID:154772
882).
110. Leyden, Liz (29 November 2009). "For Forest Kindergarteners, Class is Back to Nature,
Rain or Shine" (https://www.nytimes.com/2009/11/30/nyregion/30forest.html). The New York
Times. Archived (https://web.archive.org/web/20130508164839/http://www.nytimes.com/200
9/11/30/nyregion/30forest.html) from the original on 8 May 2013. Retrieved 30 April 2013.
111. Østergaard, Edvin; Dahlin, Bo; Hugo, Aksel (1 September 2008). "Doing phenomenology in
science education: a research review" (http://www.umb.no/statisk/larerutdanning/doing_phe
nomenology_in_science_education_a_research_review.pdf) (PDF). Studies in Science
Education. 44 (2): 93–121. Bibcode:2008SScEd..44...93O (https://ui.adsabs.harvard.edu/ab
s/2008SScEd..44...93O). doi:10.1080/03057260802264081 (https://doi.org/10.1080%2F030
57260802264081). S2CID 59056009 (https://api.semanticscholar.org/CorpusID:59056009).
Archived (https://web.archive.org/web/20131029195357/http://www.umb.no/statisk/larerutda
nning/doing_phenomenology_in_science_education_a_research_review.pdf) (PDF) from
the original on 29 October 2013. Retrieved 27 October 2013.
112. Zubrowski, Bernard (2009). Exploration and Meaning Making in the Learning of Science
(Vol. 18 ed.). Springer. p. 231. ISBN 978-90-481-2496-1. "[Pictoral representation] is also a
way of focusing attention and closely observing what is happening. However, there are
problems when it comes to having students draw. Some are inhibited because they feel they
have to have very realistic representations. This can be overcome if throughout the grades
drawing is approached both as a way of self-expression and a way of capturing the external
world. In Waldorf education, there is an ongoing practice of having students draw. Others
would do well to find ways of adapting this approach in public school practice so that
drawing is second nature to the students and they are not inhibited in attempting it."
113. Østergaard, Edvin; Dahlin, Bo; Hugo, Aksel (1 September 2008). "Doing phenomenology in
science education: a research review". Studies in Science Education. 44 (2): 93–121.
Bibcode:2008SScEd..44...93O (https://ui.adsabs.harvard.edu/abs/2008SScEd..44...93O).
doi:10.1080/03057260802264081 (https://doi.org/10.1080%2F03057260802264081).
S2CID 59056009 (https://api.semanticscholar.org/CorpusID:59056009).
114. Scott, Eugenie C. (Winter 1994). "Waldorf Schools Teach Odd Science, Odd Evolution" (htt
p://www.waldorfcritics.org/articles/Eugenie_Scott_94.html). National Center for Science
Education Reports. 14 (4): 20. Archived (https://web.archive.org/web/20181031131515/htt
p://www.waldorfcritics.org/articles/Eugenie_Scott_94.html) from the original on 31 October
2018. Retrieved 30 November 2018.
115. Salchegger, Silvia; Wallner-Paschon, Christina; Bertsch, Christian (December 2021).
"Explaining Waldorf students' high motivation but moderate achievement in science: is
inquiry-based science education the key?" (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8
220126). Large-Scale Assessments in Education. 9 (1): 14. doi:10.1186/s40536-021-00107-
3 (https://doi.org/10.1186%2Fs40536-021-00107-3). PMC 8220126 (https://www.ncbi.nlm.ni
h.gov/pmc/articles/PMC8220126). PMID 34178572 (https://pubmed.ncbi.nlm.nih.gov/34178
572).
116. Jelinek, David; Sun, Li-Ling. "Does Waldorf Offer a Viable Form of Science Education? A
Research Monograph" (https://www.csus.edu/indiv/j/jelinekd/publications/waldorfscience.pd
f) (PDF). California State University College of Education. California State University Press.
Archived (https://web.archive.org/web/20191212025031/https://www.csus.edu/indiv/j/jelinek
d/publications/waldorfscience.pdf) (PDF) from the original on 12 December 2019. Retrieved
29 November 2018.
117. Dahlin, Bo (2017). Rudolf Steiner: The Relevance of Waldorf Education. Cham, Switzerland:
Springer. p. 5. ISBN 9783319589060.
118. Frisk, Liselotte (2012). "The Anthroposophical movement and the Waldorf educational
system" (https://books.google.com/books?id=5aRyJ-vbrJsC&pg=PA204). In Cusack, Carole
M.; Norman, Alex (eds.). Handbook of New Religions and Cultural Production. Brill
Handbooks on Contemporary Religion. Brill. p. 204 fn. 10, 208. ISBN 978-90-04-22187-1.
Archived (https://web.archive.org/web/20240328224136/https://books.google.com/books?id
=5aRyJ-vbrJsC&pg=PA204) from the original on 28 March 2024. Retrieved 1 January 2024.
"Thus my conclusion is that it is quite uncontroversial to see Anthroposophy as a whole as a
religious movement, in the conventional use of the term, although it is not an emic term
used by Anthroposophists themselves."
119. Peter Vinthagen Simpson (29 August 2008). "Stockholm University ends Steiner teacher
training" (http://www.thelocal.se/20080826/13944). The Local. Archived (https://web.archive.
org/web/20160117092450/http://www.thelocal.se/20080826/13944) from the original on 17
January 2016. Retrieved 1 September 2015. "Stockholm University has decided to wind up
its Steiner-Waldorf teacher training. Steiner science literature is 'too much myth and too little
fact', the university's teacher education committee has ruled."
120. "Reading is a habit that we can't afford to lose" (http://www.heraldscotland.com/reading-is-a-
habit-that-we-can-t-afford-to-lose-1.830927) Archived (https://web.archive.org/web/2013070
2060224/http://www.heraldscotland.com/reading-is-a-habit-that-we-can-t-afford-to-lose-1.83
0927) 2 July 2013 at the Wayback Machine, The Herald, 2 December 2007.
121. NBC News, "The Waldorf Way: Silicon Valley school eschews technology" (http://dailynightl
y.nbcnews.com/_news/2011/11/30/9118340-the-waldorf-way-silicon-valley-school-eschews-
technology) Archived (https://web.archive.org/web/20140901070534/http://dailynightly.nbcne
ws.com/_news/2011/11/30/9118340-the-waldorf-way-silicon-valley-school-eschews-technol
ogy) 1 September 2014 at the Wayback Machine, 30 November 2011.
122. Huffington Post, "Waldorf School Of The Peninsula In California Succeeds With No- And
Low-Tech Education" (https://www.huffingtonpost.com/2011/12/01/waldorf-school-of-the-pen
_n_1123952.html) Archived (https://web.archive.org/web/20170410214100/http://www.huffin
gtonpost.com/2011/12/01/waldorf-school-of-the-pen_n_1123952.html) 10 April 2017 at the
Wayback Machine, 8 July 2014.
123. Bart Jones, Newsday, "Garden City's Waldorf School takes 'no-tech' approach in lower
grades" (http://www.newsday.com/long-island/nassau/garden-city-s-waldorf-school-takes-no
-tech-approach-in-lower-grades-1.7474070) Archived (https://web.archive.org/web/2014071
4144325/http://www.newsday.com/long-island/nassau/garden-city-s-waldorf-school-takes-no
-tech-approach-in-lower-grades-1.7474070) 14 July 2014 at the Wayback Machine, 22
March 2014.
124. CBS News, "Silicon Valley school bucks high-tech trend" (http://www.cbsnews.com/news/sili
con-valley-school-bucks-high-tech-trend/) Archived (https://web.archive.org/web/201407142
04522/http://www.cbsnews.com/news/silicon-valley-school-bucks-high-tech-trend/) 14 July
2014 at the Wayback Machine.
125. Matt Richtel, "A Silicon Valley School That Doesn't Compute" (https://www.nytimes.com/201
1/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewante
d=all&_r=0) Archived (https://web.archive.org/web/20170316124718/http://www.nytimes.co
m/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?page
wanted=all&_r=0) 16 March 2017 at the Wayback Machine, The New York Times, 22
October 2011.
126. Oberski, Iddo (February 2011). "Rudolf Steiner's philosophy of freedom as a basis for
spiritual education?". International Journal of Children's Spirituality. 16 (1): 14.
doi:10.1080/1364436x.2010.540751 (https://doi.org/10.1080%2F1364436x.2010.540751).
S2CID 145444483 (https://api.semanticscholar.org/CorpusID:145444483).
127. Zander, Helmut (2007). Anthroposophie in Deutschland. Vandenhoeck & Ruprecht.
128. Easton, Freda (1 March 1997). "Educating the whole child, "head, heart, and hands":
Learning from the Waldorf experience". Theory into Practice. 36 (2): 87–94.
doi:10.1080/00405849709543751 (https://doi.org/10.1080%2F00405849709543751).
S2CID 55665652 (https://api.semanticscholar.org/CorpusID:55665652).
129. Mark Riccio, Rudolf Steiner's Impulse in Education, dissertation, Columbia University
Teachers College, 2000, p. 87.
130. Woods, Philip A.; Woods, Glenys J. (2002). "Policy on School Diversity: Taking an
Existential Turn in the Pursuit of Valued Learning?". British Journal of Educational Studies.
50 (2): 254–278. doi:10.1111/1467-8527.00201 (https://doi.org/10.1111%2F1467-8527.002
01). JSTOR 3122313 (https://www.jstor.org/stable/3122313). S2CID 144581447 (https://api.
semanticscholar.org/CorpusID:144581447).
131. Haynes, Dion (20 September 1999). "Waldorf School Critics Wary of Religious Aspect" (http
s://www.chicagotribune.com/1999/09/20/waldorf-school-critics-wary-of-religious-aspect/).
Chicago Tribune. Archived (https://archive.today/20130710030217/http://articles.chicagotrib
une.com/1999-09-20/news/9909200136_1_waldorf-schools-standardized-tests-upper-grade
-students/1) from the original on 10 July 2013. Retrieved 9 July 2013.
132. Oberski, Iddo; Alistair Pugh; Astrid MacLean; Peter Cope (February 2007). "Validating a
Steiner-Waldorf teacher education programme". Teaching in Higher Education. 12 (1): 135–
139. doi:10.1080/13562510601102388 (https://doi.org/10.1080%2F13562510601102388).
S2CID 143719683 (https://api.semanticscholar.org/CorpusID:143719683).
133. Eric Gidseg, "Waldorf education", In Moncrieff Cochran and Rebecca S. New (eds.), Early
Childhood Education An International Encyclopedia, v. 4. Praeger (2008), ISBN 0-313-
34143-5. pp. 833–835
134. Philipp Martzog, Simon Kuttner & Guido Pollak (2016): "A comparison of Waldorf and non-
Waldorf student-teachers' social-emotional competencies: can arts engagement explain
differences?", Journal of Education for Teaching, doi:10.1080/02607476.2015.1131365 (http
s://doi.org/10.1080%2F02607476.2015.1131365)
135. Ullrich, Heiner (2008). Rudolf Steiner (https://archive.org/details/rudolfsteinercon00ullr).
London: Continuum International Pub. Group. pp. 152 (https://archive.org/details/rudolfstein
ercon00ullr/page/n168)–154. ISBN 9780826484192.
136. Carlo Willmann, Waldorfpädogogik, Kölner Veröffentlichungen zur Religionsgeschichte, v.
27. Böhlau Verlag, ISBN 3-412-16700-2. See "Ganzheitliche Erziehung", 2.3.3"
137. "ASWSNA effective practices" (https://web.archive.org/web/20150510010357/http://www.wh
ywaldorfworks.org/11_EffPractices/gov_1.asp). Archived from the original (http://www.whyw
aldorfworks.org/11_EffPractices/gov_1.asp) on 10 May 2015. Retrieved 10 February 2013.
138. "WASC Accrediting commission for schools" (https://web.archive.org/web/20061224145938/
http://www.acswasc.org/vc_member.htm#wasc_awsna). Archived from the original (http://w
ww.acswasc.org/vc_member.htm#wasc_awsna) on 24 December 2006. Retrieved
8 January 2007.
139. Regulating Publicly Funded Private Schools: A Literature Review on Equity and
Effectiveness, OECD Education Working Papers No. 147, 11 Nov 2016, [1] (https://doi.org/1
0.1787/5jln6jcg80r4-en) Archived (https://web.archive.org/web/20210814081919/https://ww
w.oecd-ilibrary.org/education/regulating-publicly-funded-private-schools_5jln6jcg80r4-en) 14
August 2021 at the Wayback Machine
140. Chistolini, Sandra (2009). "Apart from the Steiner School and Montessori Method,
Homeschooling is the answer for families to the social crisis of schools". New Jersey Journal
of Supervision and Curriculum Development. 53.
141. "Vaccine deniers: inside the dumb, dangerous new fad" (https://www.theverge.com/2013/10/
21/4767530/vaccine-deniers-inside-the-dumb-dangerous-new-fad). The Verge. Archived (htt
ps://web.archive.org/web/20181203152249/https://www.theverge.com/2013/10/21/4767530/
vaccine-deniers-inside-the-dumb-dangerous-new-fad) from the original on 3 December
2018. Retrieved 3 December 2018.
142. Morgan, Richard E. (1973). "The Establishment Clause and Sectarian Schools: A Final
Installment?". The Supreme Court Review. 1973: 57–97. doi:10.1086/scr.1973.3108801 (htt
ps://doi.org/10.1086%2Fscr.1973.3108801). JSTOR 3108801 (https://www.jstor.org/stable/3
108801). S2CID 147590904 (https://api.semanticscholar.org/CorpusID:147590904).
143. "Steiner schools have some questionable lessons for today's children" (https://www.indepen
dent.co.uk/news/education/steiner-schools-have-some-questionable-lessons-for-todays-chil
dren-a7402911.html). The Independent. 17 May 2019. Archived (https://web.archive.org/we
b/20180813145132/https://www.independent.co.uk/news/education/steiner-schools-have-so
me-questionable-lessons-for-todays-children-a7402911.html) from the original on 13 August
2018. Retrieved 31 August 2018.
144. Chertoff, Emily (30 November 2012). "Is This Grade School a 'Cult'? (And Do Parents
Care?)" (https://www.theatlantic.com/national/archive/2012/11/is-this-grade-school-a-cult-an
d-do-parents-care/265620/). The Atlantic. Archived (https://web.archive.org/web/201906220
32539/https://www.theatlantic.com/national/archive/2012/11/is-this-grade-school-a-cult-and-
do-parents-care/265620/) from the original on 22 June 2019. Retrieved 21 May 2019.
145. Pappano, Laura (November–December 2011). "Waldorf Education in Public Schools:
Educators adopt – and adapt – this developmental, arts-rich approach". Harvard Education
Letter. 27 (6).
146. The original trial ended in 30 minutes with the case being dismissed after the plaintiff failed
to present an offer of proof (proffer) of evidence. See "Transcript of Court Trial" held 9/12/05
before Judge Frank C. Damrell Jr., PLANS, Inc v Sacramento City Unified School District
and Twin Ridges Elementary School District, filed U.S. District Court Eastern District of
California No. Civ. S 98–266. Transcript notes trial commenced at 1:30 p.m. and concluded
2:01 pm.
147. Damrell, Frank C., Minute Order, 27 November 2007. Text of order (http://waldorfanswers.or
g/279ScheduleStatusConference-2007-11-27.pdf) Archived (https://web.archive.org/web/20
080411110457/http://waldorfanswers.org/279ScheduleStatusConference-2007-11-27.pdf)
11 April 2008 at the Wayback Machine. Retrieved 17 December 2007.
148. Rhea, Michael (2012). "Denying and Defining Religion Under the First Amendment: Waldorf
Education as a Lens for Advocating a Broad Definitional Approach" (https://digitalcommons.l
aw.lsu.edu/cgi/viewcontent.cgi?article=3075&context=lalrev). Louisiana Law Review (72).
ISSN 0024-6859 (https://search.worldcat.org/issn/0024-6859).
149. " 'Inadequate' Steiner school to be taken over by academy chain" (https://www.theguardian.c
om/education/2018/dec/06/inadequate-steiner-school-to-be-taken-over-by-academy-chain).
6 December 2018. Archived (https://web.archive.org/web/20181206234556/https://www.theg
uardian.com/education/2018/dec/06/inadequate-steiner-school-to-be-taken-over-by-academ
y-chain) from the original on 6 December 2018. Retrieved 7 December 2018.
150. "Ofsted reveals why it had to close down Exeter Steiner Academy" (https://www.devonlive.c
om/news/devon-news/ofsted-reveals-close-down-exeter-2102274). 12 October 2018.
Archived (https://web.archive.org/web/20181209124343/https://www.devonlive.com/news/de
von-news/ofsted-reveals-close-down-exeter-2102274) from the original on 9 December
2018. Retrieved 7 December 2018.
151. "Ofsted inspections find three Steiner schools to be inadequate" (https://www.theguardian.c
om/education/2019/jan/17/ofsted-inspections-find-three-steiner-schools-to-be-inadequate).
17 January 2019. Archived (https://web.archive.org/web/20190117090541/https://www.theg
uardian.com/education/2019/jan/17/ofsted-inspections-find-three-steiner-schools-to-be-inad
equate) from the original on 17 January 2019. Retrieved 17 January 2019.
152. Cunningham, Anna. "Steiner schools should adopt modern reading methods" (https://thecon
versation.com/steiner-schools-should-adopt-modern-reading-methods-30298). The
Conversation. Archived (https://web.archive.org/web/20181203152058/https://theconversati
on.com/steiner-schools-should-adopt-modern-reading-methods-30298) from the original on
3 December 2018. Retrieved 3 December 2018.
153. Williams, Lee (14 December 2018). "Steiner schools have some questionable lessons for
today's children" (https://www.independent.co.uk/news/education/steiner-schools-have-som
e-questionable-lessons-for-todays-children-a7402911.html). The Independent. Archived (htt
ps://web.archive.org/web/20190329224746/https://www.independent.co.uk/news/education/
steiner-schools-have-some-questionable-lessons-for-todays-children-a7402911.html) from
the original on 29 March 2019. Retrieved 14 December 2018.
154. Turner, Camilla (2 September 2017). "Exclusive: Top Steiner school ordered to close by
Government over child safety fears" (https://www.telegraph.co.uk/news/2017/09/02/exclusiv
e-top-steiner-school-ordered-close-government-child/). The Telegraph. Archived (https://we
b.archive.org/web/20181216032052/https://www.telegraph.co.uk/news/2017/09/02/exclusive
-top-steiner-school-ordered-close-government-child/) from the original on 16 December
2018. Retrieved 30 November 2018.
155. "Frome Steiner school causes controversy" (https://www.bbc.co.uk/news/uk-england-20403
392). BBC News. 19 November 2012. Archived (https://web.archive.org/web/201211280007
23/http://www.bbc.co.uk/news/uk-england-20403392) from the original on 28 November
2012. Retrieved 28 November 2012.
156. European Council for Steiner Waldorf Education (October 2007). "Waldorf schools against
discrimination" (http://www.steinerwaldorfeurope.org/downloads/statements/ecswe_discrimi
nationstatement.pdf) (PDF). Archived (https://web.archive.org/web/20130510155614/http://w
ww.steinerwaldorfeurope.org/downloads/statements/ecswe_discriminationstatement.pdf)
(PDF) from the original on 10 May 2013. Retrieved 29 November 2012.
157. Barker, Irena (17 September 2012). "Homeopathy? Sorry, we're just not swallowing it" (http
s://www.tes.com/news/homeopathy-sorry-were-just-not-swallowing-it). TES. Archived (http
s://web.archive.org/web/20181207050203/https://www.tes.com/news/homeopathy-sorry-wer
e-just-not-swallowing-it) from the original on 7 December 2018. Retrieved 6 December
2018.
158. Friends of Waldorf Education, Canada (https://www.freunde-waldorf.de/en/the-friends/public
ations/waldorf-education-worldwide/teil-2/canada.html) Archived (https://web.archive.org/we
b/20160117092452/https://www.freunde-waldorf.de/en/the-friends/publications/waldorf-educ
ation-worldwide/teil-2/canada.html) 17 January 2016 at the Wayback Machine
159. Paull, John (December 2017). "The First Waldorf School in Russia: A Postcard from
Moscow" (https://www.academia.edu/35563554). Journal of Biodynamics Tasmania (124):
14–17. Archived (https://web.archive.org/web/20210814081918/https://www.academia.edu/3
5563554/The_First_Waldorf_School_in_Russia_A_Postcard_from_Moscow) from the
original on 14 August 2021.
160. "Steiner Waldorf" in Encyclopedia of Primary Education, Denis Hayes (ed.)
ISBN 9780203864609. pp. 403–404
161. "Waldorf schools", Encyclopedia of American Education, Harlow G. Unger (ed.).
ISBN 9780816068876. p. 1196.
162. "Waldorf schools", Encyclopedia of American Education (Harlow G. Unger (ed.)) Facts on
File (2007). ISBN 9780816068876. pp. 1196–7
163. D. C. Phillips, "Waldorf education: Rudolf Steiner", in Encyclopedia of Educational Theory
and Philosophy, SAGE 2014, p. 847-8
164. Spies, Werner E. (1985), "Gleichrichtung und Kontrast – Schulprogramme und
Gesellschaftsprogramme", in Edding, Friedrich et al. (eds), Praktisches Lernen in der
Hibernia-Pädagogik: eine Rudolf Steiner-Schule entwickelt eine neue Allgemeinbildung.
Stuttgart: Klett, pp. 203, ff.
165. Nicholson, David W. (1 July 2000). "Layers of experience: Forms of representation in a
Waldorf school classroom". Journal of Curriculum Studies. 32 (4): 575–587.
doi:10.1080/00220270050033637 (https://doi.org/10.1080%2F00220270050033637).
S2CID 143537628 (https://api.semanticscholar.org/CorpusID:143537628).
166. Christensen, Leah M (2007). "Going Back to Kindergarten: Applying the Principles of
Waldorf Education to Create Ethical Attorneys" (http://law.suffolk.edu/highlights/stuorgs/lawr
eview/Volume_40/upload/Christensen_Article_FINAL.pdf) (PDF). Suffolk University Law
Review. 40 (2).[2] (https://ssrn.com/abstract=899218) Archived (https://web.archive.org/web/
20210814081918/https://papers.ssrn.com/sol3/papers.cfm?abstract_id=899218) 14 August
2021 at the Wayback Machine
167. Gidley, Jennifer (2010). "Comparing beliefs and values related to civic and moral issues
among students in Swedish mainstream and Steiner Waldorf schools". Journal of Beliefs &
Values: Studies in Religion & Education. 31 (2).
168. Gidley, J. (1998). "Prospective Youth Visions through Imaginative Education", Futures 30(5),
pp395–408
169. "Liebe Waldorfschüler" (http://www.sueddeutsche.de/karriere/schulstudie-liebe-waldorfschue
ler-1.551358) Archived (https://web.archive.org/web/20150402182626/http://www.sueddeuts
che.de/karriere/schulstudie-liebe-waldorfschueler-1.551358) 2 April 2015 at the Wayback
Machine, Süddeutsche Zeitung, 17 May 2010; see "Study of racist attitudes among Waldorf
school pupils" (http://www.ecswe.org/wren/documents/RacismStudy.pdf) Archived (https://w
eb.archive.org/web/20160818170120/http://www.ecswe.org/wren/documents/RacismStudy.p
df) 18 August 2016 at the Wayback Machine for a summary of the study's results in English
170. Tolerance: The Threshold of Peace., UNESCO, 1994.
171. Chen, Grace (1 August 2012). "Waldorf Education: Four Successes and Four Failures" (http
s://www.education.com/magazine/article/waldorf-education-successes-failures/).
Education.com. Public School Review. Archived (https://web.archive.org/web/20220822153
735/https://www.education.com/magazine/article/waldorf-education-successes-failures/)
from the original on 22 August 2022. Retrieved 22 August 2022.
172. "Education as an Opportunity to Break Out of the Poverty Trap" (http://www.freunde-waldorf.
de/en/the-friends/publications/waldorf-education-worldwide/teil-2/south-africa.html) Archived
(https://web.archive.org/web/20150616143542/http://www.freunde-waldorf.de/en/the-friends/
publications/waldorf-education-worldwide/teil-2/south-africa.html) 16 June 2015 at the
Wayback Machine, Freunde der Erziehungskunst Rudolf Steiners
173. Mulderrig, Arnie (26 May 2010). "Teacher from Rudolf Steiner School to help disadvantaged
students from Sierra Leone" (http://www.watfordobserver.co.uk/news/8185750.Teacher_to_h
elp_disadvantaged_students_in_Sierra_Leone/). The Watford Observer. Archived (https://w
eb.archive.org/web/20140327012739/http://www.watfordobserver.co.uk/news/8185750.Teac
her_to_help_disadvantaged_students_in_Sierra_Leone/) from the original on 27 March
2014. Retrieved 14 May 2013.
174. Flynn, Liina (15 March 2012). "Earthships taking off" (http://www.echonews.com.au/news/ea
rthships-taking-off-over-australia/1305408/). Northern Rivers Echo. Archived (https://web.arc
hive.org/web/20130819193758/http://www.echonews.com.au/news/earthships-taking-off-ov
er-australia/1305408/) from the original on 19 August 2013. Retrieved 14 May 2013.
175. "Salaam Shalom Educational Foundation : Community Development" (http://www.sashedf.or
g/context.html). 28 September 2007.
176. "Salaam Shalom Educational Foundation : Arabic Waldorf Teaching Training" (http://www.sa
shedf.org/training.html). 28 September 2007.
177. Frucht, Leora Eren (28 May 2006). "When Ahmed met Avshalom" (https://israel21c.org/cultu
re/when-ahmed-met-avshalom/). Israel21c. Archived (https://web.archive.org/web/20131109
140743/http://israel21c.org/culture/when-ahmed-met-avshalom/) from the original on 9
November 2013. Retrieved 10 May 2013.
178. Cohen, Ma'ayan (3 December 2009). "Peace in the Middle East? Educational group brings
tolerance and conflict resolution to Arab and Jewish kids' classrooms" (https://web.archive.o
rg/web/20160117092450/http://www.jewishjournal.com/giving/article/peace_in_the_middle_
east_20091130). Jewish Journal. Archived from the original (http://www.jewishjournal.com/gi
ving/article/peace_in_the_middle_east_20091130) on 17 January 2016.
179. "Waldorf Worldwide: Learning for peace" (http://www.freunde-waldorf.de/en/waldorf-worldwi
de/projects/israel/shfaram.html). Freunde der Erziehungskunst Rudolf Steiners. Archived (ht
tps://web.archive.org/web/20210814081922/https://www.freunde-waldorf.de/en/waldorf-worl
dwide/organisations-worldwide/asia/israel/shfaram/) from the original on 14 August 2021.
Retrieved 10 May 2013.
180. Abigail Klein Leichman, Israeli Arabs and Jews work together to boost Arab education (http
s://www.israel21c.org/israeli-arabs-and-jews-work-together-to-boost-arab-education/)
Archived (https://web.archive.org/web/20200207103400/https://www.israel21c.org/israeli-ara
bs-and-jews-work-together-to-boost-arab-education/) 7 February 2020 at the Wayback
Machine, Israel 21c 16 February 2020
181. Tashi Waldorf School (http://www.childrenofnepal.org/tashiwaldorfschool/index.htm)
Archived (https://web.archive.org/web/20100408051333/http://www.childrenofnepal.org/tashi
waldorfschool/index.htm) 8 April 2010 at the Wayback Machine [3] (http://www.childrenofnep
al.org/index.php?id=10) Archived (https://web.archive.org/web/20171206141419/http://www.
childrenofnepal.org/index.php?id=10) 6 December 2017 at the Wayback Machine. Retrieved
28 March 2010.
182. "風俗といえば今の時代はデリヘルがよく利用されています" (https://web.archive.org/web/20
171206074626/http://krmecofoundation.org/). krmecofoundation.org. Archived from the
original (http://krmecofoundation.org/) on 6 December 2017. Retrieved 10 February 2013.
183. Arline Monks, "Breaking Down the Barriers to Learning: The Power of the Arts" (http://www.s
teinercollege.edu/At%20Risk%20Youth/AMonks%20article.pdf), Journal of Court,
Community and Alternative Schools Archived (https://web.archive.org/web/2005100110071
9/http://www.steinercollege.edu/At%20Risk%20Youth/AMonks%20article.pdf) 1 October
2005 at the Wayback Machine
184. Babineaux, R., Evaluation report: Thomas E. Mathews Community School, Stanford
University 1999, cited in Monks, op. cit.
185. "Friends of Waldorf Education" (https://web.archive.org/web/20130412135921/http://ngo-db.
unesco.org/r/or/en/1100053723). UNESCO. Archived from the original (http://ngo-db.unesc
o.org/r/or/en/1100053723) on 12 April 2013. Retrieved 8 January 2013.
186. Mission interministérielle de vigilance et de lutte contre les dérives sectaires (28 April 2023).
"Rapport d'activité 2021" (https://www.miviludes.interieur.gouv.fr/sites/default/files/publicatio
ns/francais/MIVILUDES-RAPPORT2021_web_%2027_04_2023%20_0.pdf) (PDF) (in
French). pp. 72–74.
187. Fanny Jiminez, "Namen tanzen, fit in Mathe – Waldorf im Vorteil" (https://www.welt.de/wisse
nschaft/article109484661/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.html) Archived (http
s://web.archive.org/web/20131214095627/http://www.welt.de/wissenschaft/article10948466
1/Namen-tanzen-fit-in-Mathe-Waldorf-im-Vorteil.html) 14 December 2013 at the Wayback
Machine. Die Welt 26 September 2012, citing Barz, et al., Bildungserfahrungen an
Waldorfschulen: Empirische Studie zu Schulqualität und Lernerfahrungen, 2012
188. Gidley, Jennifer M.; Hampson, Gary P. (2005). "The evolution of futures in school education"
(http://researchbank.rmit.edu.au/view/rmit:3649). Futures. 37 (4): 255.
doi:10.1016/j.futures.2004.07.005 (https://doi.org/10.1016%2Fj.futures.2004.07.005).
S2CID 43307667 (https://api.semanticscholar.org/CorpusID:43307667). Archived (https://we
b.archive.org/web/20190615203313/http://researchbank.rmit.edu.au/view/rmit:3649) from
the original on 15 June 2019. Retrieved 5 January 2019.
189. Fanny Jiménez, "Wissenschaftler loben Waldorfschulen", Die Welt, 27 September 2012.
190. Earl J. Ogletree, The Comparative Status of the Creative Thinking Ability of Waldorf
Education Students (http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/d
etailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED400948&ERICExtSearch_
SearchType_0=eric_accno&accno=ED400948) Archived (https://web.archive.org/web/20080
228063048/http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.j
sp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED400948&ERICExtSearch_SearchTy
pe_0=eric_accno&accno=ED400948) 28 February 2008 at the Wayback Machine, also
reported in Woods, p. 152
191. Cox, Maureen V.; Rowlands, Anna (2000). "The effect of three different educational
approaches on children's drawing ability: Steiner, Montessori and traditional". British Journal
of Educational Psychology. 70 (4): 485–503. doi:10.1348/000709900158263 (https://doi.org/
10.1348%2F000709900158263). PMID 11191183 (https://pubmed.ncbi.nlm.nih.gov/111911
83). S2CID 10142097 (https://api.semanticscholar.org/CorpusID:10142097).
192. Rocha, Doralice Lange DeSouza (2003). Schools Where Children Matter: Exploring
Educational Alternatives (https://archive.org/details/schoolswherechil0000roch). Brandon,
Vermont: Foundation for Educational Renewal. p. 131 (https://archive.org/details/schoolswh
erechil0000roch/page/131). ISBN 978-1885580146.
193. Clifford Mayes, Seven Curricular Landscapes: An Approach to the Holistic Curriculum,
University Press of America; ISBN 076182720X, pg. 136.
194. Timothy Leonard and Peter Willis, Pedagogies of the Imagination: Mythopoetic Curriculum
in Educational Practice, pg. 8.
195. Thomas W. Nielsen, "Rudolf Steiner's Pedagogy of Imagination: A Phenomenological Case
Study" A paper to complement a presentation given at the first International Conference on
Imagination in Education, 16–19 July, Vancouver, Canada, pg. 1.
196. Edgar Allen Beem, The Waldorf Way (http://www.hearttohand.org/PDF/Boston_Globe_Wald
orf_Way.pdf), Boston Globe, 16 April 2001 Archived (https://web.archive.org/web/201107261
44412/http://www.hearttohand.org/PDF/Boston_Globe_Waldorf_Way.pdf) 26 July 2011 at
the Wayback Machine
197. Robert S. Peterkin, Director of Urban Superintendents Program, Harvard Graduate School
of Education and former Superintendent of Milwaukee Public Schools, in Boston Public
Schools As Arts-Integrated Learning Organizations: Developing a High Standard of Culture
for All (http://education.jhu.edu/newhorizons/strategies/topics/Arts%20in%20Education/Th
e%20Center%20for%20Arts%20in%20the%20Basic%20Curriculum/oddleifson3.htm)
Archived (https://web.archive.org/web/20120203151502/http://education.jhu.edu/newhorizon
s/strategies/topics/Arts%20in%20Education/The%20Center%20for%20Arts%20in%20the%
20Basic%20Curriculum/oddleifson3.htm) 3 February 2012 at the Wayback Machine:
"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."
198. Larrison, Abigail (2013). Mind, Brain, and Education as a Framework for Curricular Reform
(https://csusm-dspace.calstate.edu/bitstream/handle/10211.8/305/LarrisonAbigail_Spring20
13.pdf?sequence=1) (PDF). Dissertation. University of California, San Diego. Archived (http
s://web.archive.org/web/20160117092450/https://csusm-dspace.calstate.edu/bitstream/han
dle/10211.8/305/LarrisonAbigail_Spring2013.pdf?sequence=1) (PDF) from the original on
17 January 2016. Retrieved 26 March 2013.
199. Röhrs, Hermann (1998). Reformpädagogik und innere Billdungsreform. Weinheim: Beltz.
pp. 90–91. ISBN 978-3892718253.
200. Pamela Bolotin Joseph; et al. (6 December 2012). Cultures of Curriculum (https://books.goo
gle.com/books?id=GMvcpWMvAzMC&pg=PT118). Routledge. pp. 118–. ISBN 978-1-136-
79219-9. Archived (https://web.archive.org/web/20160117092450/https://books.google.com/
books?id=GMvcpWMvAzMC&pg=PT118) from the original on 17 January 2016. Retrieved
1 February 2013.
201. Eisner, Elliot W. (1994). Cognition and curriculum reconsidered (2nd ed.). New York:
Teachers College Press. p. 83. ISBN 978-0807733103.
202. Ernest Boyer, cited in Eric Oddleifson, Boston Public Schools As Arts-Integrated Learning
Organizations: Developing a High Standard of Culture for All (http://education.jhu.edu/PD/ne
whorizons/strategies/topics/Arts%20in%20Education/The%20Center%20for%20Arts%20i
n%20the%20Basic%20Curriculum/oddleifson3.htm) Archived (https://web.archive.org/web/2
0140530013137/http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in%20E
ducation/The%20Center%20for%20Arts%20in%20the%20Basic%20Curriculum/oddleifson
3.htm) 30 May 2014 at the Wayback Machine, Address of 18 May 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."
203. Holmes, M. (2000). "How Should Educational Policymakers Address Conflicting Interests
within a Diverse Society?". Curriculum Inquiry. 30: 129. doi:10.1111/0362-6784.00157 (http
s://doi.org/10.1111%2F0362-6784.00157). S2CID 145338432 (https://api.semanticscholar.o
rg/CorpusID:145338432).
204. Lazier, Benjamin (2008). God Interrupted. Princeton (N.J.): Princeton University Press.
p. 29. ISBN 978-0-691-13670-7. "By the 1920s gnosticism (the term) had hardly a vestige of
an agreed-upon meaning. That gnosticism had returned in some form was a sentiment
shared by many, but what that meant was up for debate. Some, notably those on the occult
scene inspired by the maverick educator Rudolf Steiner, greeted the new age with
enthusiasm."
205. Seither, Ranee (2019). "Vaccination Coverage with Selected Vaccines and Exemption Rates
Among Children in Kindergarten — United States, 2018–19 School Year" (https://www.cdc.g
ov/mmwr/volumes/68/wr/mm6841e1.htm). MMWR. Morbidity and Mortality Weekly Report.
68 (41): 905–912. doi:10.15585/mmwr.mm6841e1 (https://doi.org/10.15585%2Fmmwr.mm6
841e1). ISSN 0149-2195 (https://search.worldcat.org/issn/0149-2195). PMC 6802678 (http
s://www.ncbi.nlm.nih.gov/pmc/articles/PMC6802678). PMID 31622283 (https://pubmed.ncbi.
nlm.nih.gov/31622283). S2CID 204774899 (https://api.semanticscholar.org/CorpusID:20477
4899). Archived (https://web.archive.org/web/20201023101107/https://www.cdc.gov/mmwr/v
olumes/68/wr/mm6841e1.htm) from the original on 23 October 2020. Retrieved 21 October
2020.
206. "State releases 'startling' data on unvaccinated children" (https://ctmirror.org/2019/05/03/con
necticut-releases-startling-data-on-unvaccinated-children/). The CT Mirror. 3 May 2019.
Archived (https://web.archive.org/web/20201023033526/https://ctmirror.org/2019/05/03/conn
ecticut-releases-startling-data-on-unvaccinated-children/) from the original on 23 October
2020. Retrieved 21 October 2020.
207. Smith, Morgan (5 February 2015). "See Vaccination Exemptions in Texas by School District"
(http://www.texastribune.org/2015/02/05/school-vaccine-exemptions-high-pockets-texas/).
Texas Tribune. Archived (https://web.archive.org/web/20161229053833/https://www.texastri
bune.org/2015/02/05/school-vaccine-exemptions-high-pockets-texas/) from the original on
29 December 2016. Retrieved 5 February 2015.
208. Dover, Haley (5 February 2015). "Vermont schools report low vaccination rates" (http://www.
burlingtonfreepress.com/story/news/local/2015/02/05/vermont-schools-vaccination-rates/22
945035/). Burlington Free Press. Archived (https://archive.today/20150206024226/http://ww
w.burlingtonfreepress.com/story/news/local/2015/02/05/vermont-schools-vaccination-rates/2
2945035/) from the original on 6 February 2015. Retrieved 5 February 2015.
209. Yee, Greg (24 January 2015). "Waldorf school in Belmont Heights reports low vaccination
rate" (http://www.presstelegram.com/health/20150124/waldorf-school-in-belmont-heights-re
ports-low-vaccination-rate). Long Beach Press-Telegram. Archived (https://web.archive.org/
web/20150206025458/http://www.presstelegram.com/health/20150124/waldorf-school-in-bel
mont-heights-reports-low-vaccination-rate) from the original on 6 February 2015. Retrieved
5 February 2015.
210. "Vaccine exemptions exceed 10% at dozens of Seattle-area schools" (http://blogs.seattletim
es.com/fyi-guy/2015/02/04/vaccine-exemptions-exceed-10-at-dozens-of-seattle-area-school
s/). The Seattle Times. 4 February 2015. Archived (https://web.archive.org/web/2015020603
2330/http://blogs.seattletimes.com/fyi-guy/2015/02/04/vaccine-exemptions-exceed-10-at-do
zens-of-seattle-area-schools/) from the original on 6 February 2015. Retrieved 5 February
2015.
211. HPA (Health Protection Agency) National Measles Guidelines Local & Regional Services (htt
ps://web.archive.org/web/20150717192906/https://www.gov.uk/government/uploads/system/
uploads/attachment_data/file/322932/National_Measles_Guidelines.pdf) (PDF) (Report). 28
October 2010. Archived from the original (https://www.gov.uk/government/uploads/system/u
ploads/attachment_data/file/322932/National_Measles_Guidelines.pdf) (PDF) on 17 July
2015. Retrieved 27 May 2015.
212. " 'Anti-vaxxers' in US chickenpox outbreak" (https://www.bbc.com/news/world-us-canada-46
267038). BBC News. 19 November 2018. Archived (https://web.archive.org/web/201811200
11853/https://www.bbc.com/news/world-us-canada-46267038) from the original on 20
November 2018. Retrieved 20 November 2018.
213. Centers for Disease Control and Prevention, (CDC). (19 July 2013). "Updated
recommendations for use of VariZIG—United States, 2013" (https://www.cdc.gov/mmwr/pre
view/mmwrhtml/mm6228a4.htm). MMWR. Morbidity and Mortality Weekly Report. 62 (28):
574–6. PMC 4604813 (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4604813).
PMID 23863705 (https://pubmed.ncbi.nlm.nih.gov/23863705). Archived (https://web.archive.
org/web/20190112090825/https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6228a4.htm)
from the original on 12 January 2019. Retrieved 22 December 2018.
214. "NC DPH, WCH: Immunization: Family: Vaccines: Varicella (Chickenpox)" (https://www.imm
unize.nc.gov/family/vaccines/varicella.htm). www.immunize.nc.gov. North Carolina DPH.
Archived (https://web.archive.org/web/20181029012658/https://www.immunize.nc.gov/famil
y/vaccines/varicella.htm) from the original on 29 October 2018. Retrieved 22 December
2018.
215. "Chickenpox (Varicella) Vaccination – CDC" (https://www.cdc.gov/vaccines/vpd/varicella/ind
ex.html). www.cdc.gov. 7 July 2017. Archived (https://web.archive.org/web/2018121200023
7/https://www.cdc.gov/vaccines/vpd/varicella/index.html) from the original on 12 December
2018. Retrieved 22 December 2018.
216. Pogash, Carol (28 May 2019). "As anti-vaxx dispute rages, attention turns to California's
Waldorf schools" (https://www.theguardian.com/society/2019/may/28/anti-vaxx-california-wal
dorf-schools-immunisation). The Guardian. ISSN 0261-3077 (https://search.worldcat.org/iss
n/0261-3077). Archived (https://web.archive.org/web/20190528175502/https://www.theguard
ian.com/society/2019/may/28/anti-vaxx-california-waldorf-schools-immunisation) from the
original on 28 May 2019. Retrieved 21 October 2020.
217. "CDC – Diphtheria PinkBook" (https://www.cdc.gov/vaccines/pubs/pinkbook/downloads/dip.
pdf) (PDF). Archived (https://web.archive.org/web/20070927000637/http://www.cdc.gov/vac
cines/pubs/pinkbook/downloads/dip.pdf) (PDF) from the original on 27 September 2007.
Retrieved 14 June 2019.
218. "History of Vaccines – Timeline" (https://www.historyofvaccines.org/timeline/all). Archived (ht
tps://web.archive.org/web/20200615065603/https://www.historyofvaccines.org/timeline/all)
from the original on 15 June 2020. Retrieved 14 June 2019.
219. Miller, Lisa (29 May 2019). "Measles for the One Percent" (https://www.thecut.com/2019/05/
measles-for-the-one-percent.html). The Cut. Archived (https://web.archive.org/web/2019061
1115438/https://www.thecut.com/2019/05/measles-for-the-one-percent.html) from the
original on 11 June 2019. Retrieved 14 June 2019.
220. "USA Today Network" (https://www.lohud.com/story/news/local/rockland/chestnut-ridge/201
9/03/12/waldorf-schools-whats-vaccination-policy/3140543002/). lohud.com. 12 March
2019. Archived (https://web.archive.org/web/20190603124718/https://www.lohud.com/story/
news/local/rockland/chestnut-ridge/2019/03/12/waldorf-schools-whats-vaccination-policy/31
40543002/) from the original on 3 June 2019. Retrieved 20 August 2019.
221. DW Politics [@dw_politics] (21 November 2021). "What does Rudolf Steiner have to do with
vaccination scepticism?" (https://x.com/dw_politics/status/1462432864373334016) (Tweet).
Retrieved 3 February 2022 – via Twitter.
222. AWSNA Statement of Equality (https://www.clws.org/wp-content/uploads/2016/12/AWSNA-S
tatement-of-Equality.pdf) Archived (https://web.archive.org/web/20180901113129/https://ww
w.clws.org/wp-content/uploads/2016/12/AWSNA-Statement-of-Equality.pdf) 1 September
2018 at the Wayback Machine. The statement quoted here is from AWSNA's statement,
which is an adapted translation of the "Stuttgart Manifesto" put out by the European Council
223. "Steiner/Waldorf Schools Fellowship Press Release" (https://www.steinerwaldorf.org/steiner-
waldorf-schools-fellowship-press-release/). Archived (https://web.archive.org/web/20170804
230639/http://www.steinerwaldorf.org/steiner-waldorf-schools-fellowship-press-release/)
from the original on 4 August 2017. Retrieved 1 September 2018.
224. "Stuttgarter Erklärung" (https://www.waldorfschule.de/fileadmin/downloads/Erklaerungen/Stu
ttgarterErklarung.pdf) (PDF). Archived (https://web.archive.org/web/20180928121802/http
s://www.waldorfschule.de/fileadmin/downloads/Erklaerungen/StuttgarterErklarung.pdf)
(PDF) from the original on 28 September 2018. Retrieved 28 September 2018.
225. Christoph Lindenberg, Rudolf Steiner, Rowohlt 1992, ISBN 3-499-50500-2, p. 55
226. Robert McDermott, The Essential Steiner, ISBN 0-06-065345-0, pp. 3–11, 392–5
227. "Anthroposophy" (http://library.eb.com/eb/article-9007798) Archived (https://web.archive.org/
web/20210814081920/https://library.eb.com/?target=%2Feb%2Farticle-9007798) 14 August
2021 at the Wayback Machine, Encyclopædia Britannica online, accessed 10/09/07
228. Lee Williams (8 November 2016). "Steiner schools have some questionable lessons for
today's children" (https://www.independent.co.uk/news/education/steiner-schools-have-som
e-questionable-lessons-for-todays-children-a7402911.html). The Independent. Archived (htt
ps://web.archive.org/web/20180813145132/https://www.independent.co.uk/news/education/
steiner-schools-have-some-questionable-lessons-for-todays-children-a7402911.html) from
the original on 13 August 2018. Retrieved 31 August 2018.
229. Munoz, Joaquin (23 March 2016). "CHAPTER 5: CONCLUSION AND IMPLICATIONS: THE
CHALLENGE OF WALDORF EDUCATION FOR ALL YOUTH. Waldorf Education and
Racism". The Circle of Mind and Heart: Integrating Waldorf Education, Indigenous
Epistemologies, and Critical Pedagogy (https://repository.arizona.edu/bitstream/handle/1015
0/621063/azu_etd_14891_sip1_m.pdf?sequence=1&isAllowed=y) (PDF) (PhD thesis). The
University of Arizona. pp. 189–190. Archived (https://web.archive.org/web/20240106125015/
https://repository.arizona.edu/bitstream/handle/10150/621063/azu_etd_14891_sip1_m.pdf?i
sAllowed=y&sequence=1) (PDF) from the original on 6 January 2024. Retrieved 8 February
2024.
230. Kenny, Lee (21 September 2019). "Rudolf Steiner school's name change dilemma" (https://
www.stuff.co.nz/national/education/115950524/rudolf-steiner-schools-name-change-dilemm
a). Stuff. Archived (https://web.archive.org/web/20201001165725/https://www.stuff.co.nz/nati
onal/education/115950524/rudolf-steiner-schools-name-change-dilemma) from the original
on 1 October 2020. Retrieved 23 September 2020.
231. Moir, Jo (25 July 2014). "Steiner school cleared of racist teachings" (http://www.stuff.co.nz/d
ominion-post/news/10308033/Steiner-school-cleared-of-racist-teachings). Stuff. Archived (ht
tps://web.archive.org/web/20201001183810/http://www.stuff.co.nz/dominion-post/news/1030
8033/Steiner-school-cleared-of-racist-teachings) from the original on 1 October 2020.
Retrieved 23 September 2020.
232. Staudenmaier, Peter (2005). "Rudolf Steiner and the Jewish Question" (https://web.archive.
org/web/20170916050406/http://epublications.marquette.edu/cgi/viewcontent.cgi?article=10
80&context=hist_fac). Leo Baeck Institute Yearbook. 50 (1): 127–147.
doi:10.1093/leobaeck/50.1.127 (https://doi.org/10.1093%2Fleobaeck%2F50.1.127).
ISSN 0075-8744 (https://search.worldcat.org/issn/0075-8744). Archived from the original (htt
ps://epublications.marquette.edu/cgi/viewcontent.cgi?article=1080&context=hist_fac) on 16
September 2017.
233. Martins, Ansgar (2022). Vukadinović, Vojin Saša (ed.). Rassismus: Von der frühen
Bundesrepublik bis zur Gegenwart (https://books.google.com/books?id=B7efEAAAQBAJ&p
g=PT582) (in German). De Gruyter. p. unpaginated. ISBN 978-3-11-070278-1. Retrieved
24 February 2023. "Und genau diese komfortable Situation macht es möglich, dass
Anthroposophie bis heute eine ganz erstaunliche Auswahl von rassischen und Völker-
Stereotypen tradiert, die in ihrer Gründerzeit anscheinend kaum als skandalös auffielen,
aber heute den politischen Status des Ganzen verändern. Steiners nationalistische,
antijüdische und rassistische Vorstellungen notierten um 1920 nicht einmal linke Kritiker wie
Ernst Bloch Oder Siegfried Kracauer, aber sie sickern zum Beispiel auch noch in die jüngere
Waldorf-Literatur ein und führen seit den 1990er Jahren periodisch zu erbitterten
wissenschaftlichen, journalistischen und juristischen Auseinandersetzungen. Die Argumente
Sind seit Jahrzehnten ausgetauscht, das Andauern der Debatte gleicht einem Sich
wahnsinnig weiterdrehenden Hamsterrad. Anthroposophen reagieren dabei stets reaktiv auf
externe Kritik. Dass Steiner Sich von den wilden Rassisten des 19. Jahrhunderts
distanzierte, wird manchen seiner heutigen Anhänger zur Ausrede, um seinen eigenen,
spirituell-paternalistischen Rassismus in der Gegenwart schönzureden.4 Einer
überschaubaren Anzahl kritischer Aufsätze5 stehen monographische Hetzschriften
gegenüber, die Kritiker des „gezielten, vorsätzlich unternommenen Rufmords"6 bezichtigen.
Derweil sprechen Sich die anthroposophischen Dachverbände, wenn die Kritik allzu laut
wird, in formelhaften Allgemeinplätzen gegen Rassismus aus und gestehen vage,
zeitbedingte' Formulierungen Steiners zu.7 Überhaupt dreht Sich die Diskussion zu oft um
Steiner. Es Sind jüngere Beiträge, die seine Stereotype in die Gegenwart transportieren."

Bibliography
Staudenmaier, Peter (2014). Between Occultism and Nazism: Anthroposophy and the
Politics of Race in the Fascist Era (https://books.google.com/books?id=nDJnAwAAQBAJ).
Aries Book Series. Brill. p. 214. ISBN 978-90-04-27015-2. Retrieved 3 February 2022.

Further reading
Steiner, Rudolf. "The Education of the Child, and early Lectures on Education" in
Foundations of Waldorf Education, Anthroposophic Press, 1996 (includes Steiner's first
descriptions of child development, originally published as a small booklet).
Steiner, Rudolf. The Foundations of Human Experience (also known as The Study of Man).
Anthroposophic Press, 1996 (these fundamental lectures on education were given to the
teachers just before the opening of the first Waldorf school in Stuttgart in 1919).

External links
Online Waldorf Library (http://www.waldorflibrary.org/)
Education Section at the Rudolf Steiner Archive, An Online Library (http://www.rsarchive.org/
Education/)
Interactive map of Waldorf kindergartens, schools and teacher training colleges worldwide
(https://www.steinerwaldorf.world/)

Regional associations of schools

Association of Waldorf Schools of North America (https://waldorfeducation.org/)
 Steiner Waldorf Schools Fellowship (UK) (https://www.steinerwaldorf.org/)
Steiner Education Australia (https://www.steinereducation.edu.au)

Retrieved from "https://en.wikipedia.org/w/index.php?title=Waldorf_education&oldid=1272080924"