Steiner - Developing the Capacity of Humanity
As I set out to write this blog, I went to watch a few videos and read a few articles to remind myself about what Waldorf Education is about. I studied it as a pedagogical interest at university but have’t really gone in-depth since. Watching and reading about it, however, made me realise how much influence the Steiner philosophies have had in my teaching and learning, or perhaps more accurately, how I align so well with them and have practised them throughout my career and indeed my life.
Rudolf Steiner 1861-1925
Rudolf Steiner was a remarkable man born in the late 19th century in what was the Kingdom of Hungary, in the Empire of Austria; what is now Croatia. As a very young boy his family relocated to Austria where Steiner grew up. He was a highly intelligent being who possessed many gifts including a heightened intuitive ability and he was regarded by many as a seer. If I was to go into detail about Steiner’s life this blog would become a book and that is not what I intend on doing right now. I recommend that you look him up and do some research, it makes for fascinating reading/watching. To cut a long story short, Steiner founded an esoteric philosophical and spiritual movement called Anthroposophy. It was on these postulations and ideas that he created the Steiner/Waldorf (named after the factory in which the first school was started) curriculum and pedagogical methodology.
Steiner education is about building capacity and bringing forward what is within every human being. It is process driven; the polar opposite to what many Western public schooling systems base their existence upon; Neoliberal, industrial idealism that is product driven and control based. Steiner education is about developing the whole being, nurturing community, and the respect and reverence for life, the Earth and all other beings. The individual is the focus and given priority within any Waldorf classroom, and the environment is designed to bring out the creativity, wonder and curiosity of every learner. However, connection is as important - connection to self, others, the environment and to Source or God or the Universe or whatever you call the higher powers. The connection to the Earth is deep and is reflected in the Steiner environment and curriculum; toys and furniture are made of all natural materials and growing and preparing food is a fundamental part of the curriculum. Balance is the key: balance between form and freedom, old and new, self and others. Human beings are seen as spiritual, emotional, cognizant and physical in form, and all these aspects are respected, revered and catered for in Waldorf education. All teaching and learning is based on these principles.
Steiner’s educational theory of human development was based on three stages of life: early childhood, middle childhood and adolescence. Each stage is characterised by a particular focus:
A steiner classroom is filled with natural materials.
Early childhood (0 -7 years) is predominantly imitative. Very young children learn predominantly by watching and copying. At this stage the environment is a priority as it needs to promote play (the “work” of preschoolers), and provide a place for physical challenge and exploration. Teachers are essential as role models. Warmth, nurturing, rhythmic, safe and loving are all words to describe the Waldorf preschool environmental expectations. Discipline is substituted by guidance and redirection.
Middle childhood(0 -14 years) is predominantly imaginative. At this stage children are introduced to the world and encouraged to explore all possibilities through their imagination. The arts are a very important part of the curriculum, which is completely integrated. Telling and listening to stories is a fundamental part of the curriculum at this stage. There are no formal assessments. Teachers are required to get to know their wards inside and out, and develop plans that provide support for every child’s needs. Resilience and independence are nurtured and valued. Purposeful movement is an important part of the day.
Adolescence (14 +) is predominantly cognizant/thinking. At this stage the adolescent is learning to interact with the world and prepare for their life ahead. Although the curriculum is integrated to a large extent, teachers are more specialised. Students are self-motivated and exercise agency with their learning. This stage is very much about getting ready for the future, therefore value is placed on the “soft skills” like collaboration, communication, and creativity.
Throughout the child’s education their individual mind, soul and body is the main consideration and therefore the curriculum is genuinely child-centred. Time and space is given to growing up and becoming confident in their ability to fulfil their potential, building capacity. The whole process is focused on the creative potential and humanity within each individual. Thus each actualized individual can relate with confidence and compassion to another individual building genuine connection.
Waldorf education has expanded massively since the first and second world wars. It seems to be the go-to for communities who are looking for “something new and different” in times of stress and conflict. It could be described as the answer to the cries of humanity for a better way, so much so that the likes of Hitler closed the Waldorf schools down because of the perceived threat they posed to Totalitarianism. A Waldorf school is initiated and run by the community in which it finds itself and although the fundamental maxims put down by Steiner are not negotiable, everything else is. This makes the Steiner school network one that is run by the people for the people. Decentralised and community based, Waldorf schools fulfil the need for a more human education, and for more human values in education - the antipathy of modern public education.
In the YouTube video “Waldorf 100 - The Film” Helmy Abouleish from Egypt quotes an Islamic saying - every person has some type of light from Allah within them. Giving space for this light will give you illumination for the direction in which you take. Waldorf education gives space for this light in each young person to shine. Waldorf alumni essentially “experience belonging, they can make a space for the other” (Orlando Bishop - USA from Waldorf 100 - The Film) fostering connection and compassion - values that are sorely lacking in general society at this time.
“To offer our attention to one another is the central focus of our lessons. This is the greatest potential for our future. Something so small, yet so huge. Because giving attention is really giving love.” - Florian Osswald, Switzerland from Waldorf 100 - The Film
Imagine a public education based on these values and principles. Is this not the paradigm shift we seek? Why reinvent the wheel, when there is a highly successful model already in existence? I hope this article has peaked your interest and inspired you, the reader, to learn more about the Steiner approach. Please refer to the interesting articles and videos page for some of the resources and the list below from which you can start.
Written by Calli Veludos
Links to Resources Used:
https://www.youtube.com/watch?v=wfec6eF4I_4
https://www.youtube.com/watch?v=vDFmUwA3_jE
https://www.youtube.com/watch?v=NJBNtr3g-v0
https://www.youtube.com/watch?v=h5LrUmlP14E
