World Social Forum, January 16 to 21, 2004

Work Arising out of Anthroposophy

Waldorf (Rudolf Steiner) Education:

Dr. Rudolf Steiner was not in the habit of preaching, or giving instructions of his own accord. Like a true master of esoteric knowledge, Dr. Steiner always waited to be asked. His many new impulses arising out of Anthroposophy have always been in response to questions put to him by his many friends and students. When someone approached him with a specific wish, or to ask for advice, he gave the answer that would lead to a new initiative. One such request came from Emil Molt, a friend of Rudolf Steiner. This led to the starting of the WALDORF (RUDOLF STEINER) SCHOOL movement.

The first Free Waldorf School was inaugurated in Stuttgart in September 1919. Its founder, Emil Molt, owner and chief director of the Waldorf Astoria cigarette factory, had started on an industrial training programme for adults, shortly after the First World War, and was now keen to start a school for the children of his factory employees. He felt that the social question was a question of human dignity and ethics, which in turn was ultimately a question of education. Rudolf Steiner took over the leadership of the new school, which was to be a model and would have wide- reaching social influence. The Waldorf Schools were expected to meet an acute social need and thereby contribute to the fulfillment of a public duty.

The Waldorf Curriculum is based upon a true insight into the child’s development, not only the physical and mental development, but also its connection to the soul and the spirit. The understanding of the three-fold human being, as expressed in the soul forces of thinking, feeling and doing (will-activity), forms the basis of this education.

Structure of the Waldorf/Rudolf Steiner School:

Waldorf /Steiner Schools can and should be organised according to their local conditions and need to be rooted in the local culture. In most cases there is a Kindergarten within the school; in some schools there may be classes for children with special needs. All children are taught in their respective age groups, without any child having to repeat a class. From Class One to Class Eight the children have the same class teacher who teaches most subjects during the two-hour Main Lesson, but from Class Nine onwards, there are specialised Subject Teachers, and the children may be divided into groups according to their abilities. In general, children work on the same curriculum, regardless of their abilities, social background or professional goals. This is a unique form of social co-education and demands a special method of teaching, so that the able children have enough challenge and the slower ones do not feel neglected. There is no selective segregation of abilities up to Class Eight, and experience shows that this system does not damage the learning ability, but that it develops social skills to a high degree. This helps in coping with late developers and in practice also supports the theory that that learning ability is less dependent on hereditary forces and much more on the skills of educational methods and the ability to awaken dormant forces in the growing child. There is equal emphasis on the subjects of the head, the heart and the limbs; subjects are taught in an artistic and imaginative way which leads to creativity and freedom of thought.

The Time Table:

The day begins with MAIN LESSON in Waldorf /Steiner schools. In Main Lesson, which lasts for about two hours, the teacher teaches the same subject over a period of three to four weeks, known as a block, in a total immersion method which helps in the concentration, deepens the understanding of the subject and makes use of the natural rhythm of learning. There are no text-books - the subject is explored through narrating, writing, reading, painting, drawing and even by acting it out. The artistic element is very strong as it stimulates the imagination and the feeling. Children are encouraged to do their own research and make projects on the subject, which they compile and illustrate in their Main Lesson books. These are good substitutes for text-books. The Main Lesson is followed by a break, after which subjects which need regularity are taught: foreign/second language, art, music, handicraft, Eurythmy, dancing, singing, clay-modelling, woodwork, gardening, sports, etc.

Reports, Exams, Transition into vocational life:

Waldorf/Steiner schools do not give reports in the form of marks or grades, but through the teachers’ verbal/written assessment which describes the child’s temperament, his/her behaviour, strength and weakness, general progress in the various subjects throughout the year and ends with a small verse which the class teacher composes individually for each child, in order to help the child during the coming year, almost like a prayer. This form of report is accepted by other schools or institutions, which the child may change over to, but if a mark-sheet is needed, the Waldorf teacher will readily oblige.

The secure, protective space of the lower and middle school, which must be maintained for valid pedagogical reasons, gradually opens out in the upper school in order to prepare the pupils for the board exams. The Waldorf/Steiner school may decide to go up to Class Seven with the Class Teacher and then spend the next three years preparing the pupils for the Class Ten board exam.

In India there are Waldorf/Rudolf Steiner Schools as well as Waldorf-inspired Schools. There are also Teacher Training Seminars and Courses, where participants learn about the basic tenets and underlying principles of Waldorf Education. This enables them to teach in a Waldorf School, or to use the knowledge even in conventional education.