Cultic Studies Review, Vol. 2, No. 2, 2003, Page 124
Spotlight on Anthroposophy
Sharon Lombard
Abstract
The author discusses how she and her family enrolled their child in a Waldorf
school—without consciously deciding or agreeing to join a new religious
movement—and found themselves involved in Anthroposophy. She shares
some background on Rudolf Steiner, the founder of Waldorf schools, and his
esoteric religion, Anthroposophy, which is inextricably entwined in Waldorf
schools‘ curriculum, pedagogy, and school activities. Her introduction to
Steiner‘s doctrine focuses on identifying Steiner‘s macro-microcosmic
worldview and racist underpinnings. She questions why some Waldorfers
often downplay or deny their fervor and involvement in Anthroposophy and
criticizes the movement‘s leadership for denying Steiner‘s racist doctrine as
documented in the ―Dutch Report.‖ The author shares her own misgivings
about the group‘s religious foundation and argues that some of Steiner‘s
followers work to conceal the religious context of Waldorf education. Some
personal recollections of peculiarities during her family‘s experience with
Waldorf education are discussed, including a benign Anthroposophic
prescription for the author‘s sick child and removal of her daughter from the
Waldorf school.
Steiner: ―WE MUST emphasize again and again that the anthroposophical
world-conception fosters a consciousness of the common source of art,
religion and science. During ancient periods of evolution these three were not
separated they existed in unity. The Mysteries which fostered that unity were
a kind of combination art institute, church and school. For what they offered
was not a one-sided sole dependence upon language. The words uttered by
the initiate as both cognition and spiritual revelation were supported and
illustrated by sacred rituals unfolding, before listening spectators, in mighty
pictures.‖ (Steiner, 1964, p. 83)
A friend of mine who helped start a Waldorf School liked to say, ―If you turn on the porch
lights the moths will come.‖ I would add that an assortment of other insects might also
appear, not necessarily seeking the light. My friend is alluding to Waldorf schools being a
magnet for Anthroposophists and Steiner enforcers, but her allegory is also a fitting
metaphor for my family‘s association with such a school and how we were burned in the
process. As it was, my husband and I were not seeking occult illumination for ourselves, or
our daughter, when we moved to Wisconsin so that our child might attend a Waldorf school.
Ironically, we were drawn to the flame after a conscientious search for a progressive,
nonsectarian education system with an emphasis on creativity, art, and global diversity. The
school‘s full color booklet and interviews validated that our quest was over. The following
personal saga relates how, in retrospect, we unwittingly found ourselves immersed in
Anthroposophy, what we experienced, and how traumatic circumstances led to our climactic
exit. It also shares what my later extensive reading and research revealed concerning the
founder of Waldorf education, his doctrine, which impacts all aspects of follower‘s lives, and
the real meanings of the doublespeak appellations—‖art‖, ―verse‖, ―dance‖ and ―doctor.‖
Rudolf Steiner, Founder of Waldorf Education
The esoteric persuasions of Rudolf Steiner—the Austrian mystagogue who died in 1925—
survive and influence contemporary occult experience in America. They are perpetuated
through a schismatic branch of Theosophy which Steiner expanded to accommodate his
Spotlight on Anthroposophy
Sharon Lombard
Abstract
The author discusses how she and her family enrolled their child in a Waldorf
school—without consciously deciding or agreeing to join a new religious
movement—and found themselves involved in Anthroposophy. She shares
some background on Rudolf Steiner, the founder of Waldorf schools, and his
esoteric religion, Anthroposophy, which is inextricably entwined in Waldorf
schools‘ curriculum, pedagogy, and school activities. Her introduction to
Steiner‘s doctrine focuses on identifying Steiner‘s macro-microcosmic
worldview and racist underpinnings. She questions why some Waldorfers
often downplay or deny their fervor and involvement in Anthroposophy and
criticizes the movement‘s leadership for denying Steiner‘s racist doctrine as
documented in the ―Dutch Report.‖ The author shares her own misgivings
about the group‘s religious foundation and argues that some of Steiner‘s
followers work to conceal the religious context of Waldorf education. Some
personal recollections of peculiarities during her family‘s experience with
Waldorf education are discussed, including a benign Anthroposophic
prescription for the author‘s sick child and removal of her daughter from the
Waldorf school.
Steiner: ―WE MUST emphasize again and again that the anthroposophical
world-conception fosters a consciousness of the common source of art,
religion and science. During ancient periods of evolution these three were not
separated they existed in unity. The Mysteries which fostered that unity were
a kind of combination art institute, church and school. For what they offered
was not a one-sided sole dependence upon language. The words uttered by
the initiate as both cognition and spiritual revelation were supported and
illustrated by sacred rituals unfolding, before listening spectators, in mighty
pictures.‖ (Steiner, 1964, p. 83)
A friend of mine who helped start a Waldorf School liked to say, ―If you turn on the porch
lights the moths will come.‖ I would add that an assortment of other insects might also
appear, not necessarily seeking the light. My friend is alluding to Waldorf schools being a
magnet for Anthroposophists and Steiner enforcers, but her allegory is also a fitting
metaphor for my family‘s association with such a school and how we were burned in the
process. As it was, my husband and I were not seeking occult illumination for ourselves, or
our daughter, when we moved to Wisconsin so that our child might attend a Waldorf school.
Ironically, we were drawn to the flame after a conscientious search for a progressive,
nonsectarian education system with an emphasis on creativity, art, and global diversity. The
school‘s full color booklet and interviews validated that our quest was over. The following
personal saga relates how, in retrospect, we unwittingly found ourselves immersed in
Anthroposophy, what we experienced, and how traumatic circumstances led to our climactic
exit. It also shares what my later extensive reading and research revealed concerning the
founder of Waldorf education, his doctrine, which impacts all aspects of follower‘s lives, and
the real meanings of the doublespeak appellations—‖art‖, ―verse‖, ―dance‖ and ―doctor.‖
Rudolf Steiner, Founder of Waldorf Education
The esoteric persuasions of Rudolf Steiner—the Austrian mystagogue who died in 1925—
survive and influence contemporary occult experience in America. They are perpetuated
through a schismatic branch of Theosophy which Steiner expanded to accommodate his
