WALDORF EDUCATION
Rudolf Steiner
Rudolf Steiner (February 27, 1861, Kraljević, Austria—March 30, 1925, Dornach,
Switzerland) was an Austrian spiritualist, lecturer, and founder of anthroposophy. This is a
movement based on the notion that there is a spiritual world comprehensible to thought but
accessible only to the highest faculties of mental knowledge. Steiner believed humans once
participated more fully in spiritual processes of the world but had become restricted by their
attachment to material things.
Origins of Waldorf education
Waldorf schools are based on the educational philosophy of Rudolf Steiner. Steiner’s first
school opened in 1919 in Stuttgart, Germany, for the children of the Waldorf-Astoria
Company’s employees; his schools thereafter became known as “Waldorf” schools. Steiner’s
first school flourished, and by 1938 schools based on his philosophy had opened in Austria,
Germany, Great Britain, Hungary, the Netherlands, Norway, and the United States. Political
interference by the Nazi regime forced the closure of most Waldorf schools in Europe until
after the end of World War II. Afterwards, Waldorf schools recovered, becoming the focus of
one of the most widespread independent educational movements in the world.
Steiner’s philosophy was formulated in opposition to German educational practices of the
early 20th century, which were teacher-centred and focused on basic literacy, mathematics,
German history, and religion. Steiner also took issue with the exclusivity of the German
system, which allowed only a small number of students to continue schooling past
Volksschule, the 8-year elementary school. In contrast, Steiner sought a pedagogy that
encouraged the whole development of the child. Moreover, he wanted his schools to be open
to all children and designed as 12-year schools.
Anthroposophy
Waldorf education has its foundations in Anthroposophy. This is the belief that humanity has
the wisdom to transform itself and the world, through one’s own spiritual development. To
that end, Waldorf education's primary intention is bringing —in every child— his or her
unique potential in a way that serves the further development of humanity. The curriculum,
pedagogy, and teaching methods are designed to nurture this potential. Moreover, Waldorf
schools integrate intellectual, artistic, and practical instruction throughout the curriculum.
The word ‘anthroposophy’ comes from the Greek (anthropos meaning ‘human’ and sophia
meaning ‘wisdom’). It can also be translated as ‘wisdom of the human being’ or understood
as ‘consciousness of one’s humanity’.
In 1924, Rudolf Steiner defined anthroposophy as ‘… a path of knowledge, which intends to
lead what is spiritual in the human being to what is spiritual in the universe’.
Rudolf Steiner gives us is the view that we are spiritual beings living a physical existence. In
this sense, Anthroposophy is the tangible path of inner development and a spiritual-scientific
lifelong study. He maintained that every human being (Anthropos) has the inherent wisdom
(Sophia) to solve the riddles of existence and to transform as individuals as well as society.
Anthroposophy is a spiritual philosophy and spiritual science that speaks to the deep
questions of humanity, to our basic needs and the need to develop a relation to the world in
complete freedom. It strives to develop not only natural scientific, but also spiritual scientific
research and to bridge the divisions between the sciences, the arts and the spiritual strivings
of man as the three main areas of human culture.
Anthroposophy is also an impulse movement to nurture and honour the life of the soul in the
individual and in society and is active in the world as applied or practical anthroposophy in
various initiatives such as: Waldorf education, Biodynamic farming, Medicine, Curative
education Eurythmy, The Christian Community, Architecture, etc.
Anthroposophy is a spiritual philosophy; not a religion. It is a pathway to developing a
conscious awareness of one’s humanity. It recognises the inherent ‘wisdom of the human
being’ to support a lifelong quest for spiritual self-development.
It should be noted that while Anthroposophy informs the understanding and teaching
approach in Waldorf/Steiner Schools, Anthroposophy itself is never introduced as a subject
to students in a Waldorf School.
Teaching methodology
Three stages of children's development
Steiner was particularly interested in matching school activities with children’s learning
tendencies at different points in childhood. He suggested that children’s development pass
through three stages. Each stage shapes the way children feel about and approach the world
—intellectually, emotionally, physically, and spiritually—which, in turn, shapes the way they
learn.
During the first septennium, from birth to age 6 or 7, children learn by imitation,
empathy, and experience, he argued, and so early childhood curricula should engage
children in traditional life activities (e.g., baking, cleaning, gardening), cultivate
feelings through the arts, and stimulate creativity and fantasy through imaginative
play.
The second septennium of development, between ages 7 to 14, is marked by the
child’s need to learn through rhythm and images, according to Steiner. Students in the
second stage therefore study visual and dramatic arts, movement, music, and foreign
languages in Waldorf schools. Moreover, entrusted with the task of accompanying
their students on a several-year journey, Waldorf grades 1-8 teachers have a role
analogous of an effective parent, guiding the children’s formal academic learning
while awakening their moral development and increasing their awareness of their
place in the world.
During the third septennium, which reaches from puberty through young adulthood,
curriculum at Waldorf schools are designed to develop students’ capacities for
abstract thought, conceptual judgement, ethical thinking, and social responsibility.
This stage focuses on academics, with teachers who specialise in academic subject
areas.
Waldorf classrooms
● Waldorf classrooms emphasise calm and beauty through natural light and furnishings.
● Classrooms are painted in soothing colours, such as light pink, yellow, light blue,
green in order to create a warm and calm atmosphere and because these colours
stimulate creativity, imagination and concentration.
● There is usually plenty of open space for free play, and while there is seating for
children, there usually are not traditional desks.
● Toys are simple, usually wooden or fabric, and many toys are hand-made.
● Many classrooms have a “nature table” where items from outside are gathered.
Pros and cons of Waldorf schools
Pros Cons
Children can learn at their own pace and One teacher for all grades may feel
they are given a lot of individual restrictive for some.
attention.
Children learn to live a tech-free life Since academics are not stressed, some
because of plenty of outdoor time. children may not acquire basic skills, at
least not in the commonly expected
timeframe.
Most schools allow many opportunities High parental involvement is expected,
for parent involvement. something which is not always possible.
Much more emphasis on creativity and
the arts than other schools.
