Cultic Studies Review, Vol. 2, No. 2, 2003, Page 128
Steiner taught that before the age of nine children, generally, should be broken of left
handedness. Some Waldorf teachers attempt to change children‘s dominant hand in order to
help them in future incarnations:
The phenomenon of left-handedness is clearly karmic, and, in connection with
karma, it is one of karmic weakness. Allow me to give an example: A person
who was overworked in their previous life, so that they did too much, not only
physically or intellectually, but in general, spiritually, within their soul or
feeling, will enter the succeeding life with an intense weakness (Steiner, 1923
lecture, http://www.bobnancy.com/ retrieved March 3, 2003. Click on
―waldorf‖ then ―developing child‖, then ―Left-handed Cross-dominance,‖ scroll
to May 25, 1923 lecture).
Steiner‘s alchemy attempts to heal all the members comprising the human being, which
includes his concept of man as having an astral, etheric, ―I‖ and physical body. An
important component of his healing art is Curative Eurythmy. It is a magic based system of
angelic communication incorporating Cabalism, astrology, zodiac, numerology, sigils,
gestures, the alphabet, copper wands, color, and more, that supposedly connect the
participant to Steiner‘s spiritual world invoking various spiritual beings‘ healing powers.
Yet another of Steiner‘s contributions to humanity is ―Biodynamic Farming,‖ an
Anthroposophic based farming practice in which organic methods are imbued with
magical/spiritual components. For example, cows are sacrificed at certain times of the year
and their body parts used for magical purposes. Primary Moon forces (beings) are believed
to come to rest in horns. In one ritual fresh dung is stuffed into cow horns and buried in the
ground in autumn to attract various beings in the cosmos for better crop fertility. In spring
the horns are dug up and the contents emptied into warm water and stirred in a specific
manner for a specific time. Rotation must be fast to cause a vortex and the direction of the
stirring changed once or twice a minute. This substance, known as preparation 500, is
diluted with water and sprayed over fields. Biodynamic practitioners claim this type of
farming produces more nutritious food. A group of New Zealand Biodynamic apostates
believe that cow horns on living cows act as antenna attracting world etheric and world
astral forces, while deer radiate forces outwards through their antlers (Atkinson,
http://rimu.orcon.net.nz/garuda/books/cowhorns.html ,p.1).
In 1919, drawing on his life‘s work as a mystagogue, Steiner developed Waldorf education
based on Anthroposophy and his expertise on mystery schools. Steiner died in 1925, before
the Nazis came to power in 1933. Waldorf schools remained open in Nazi Germany for years
due to the amiable relationship between some Anthroposophists, Waldorf leadership, and
the new rulers in Germany. The schools received criticism from some party members for not
being stringently Nazi: they were however defended for being anti-intellectual and serving
as a model for indoctrination. Deputy Fuhrer Rudolf Hess was Anthroposophy‘s chief
protector within the Nazi hierarchy and it was only after he flew to Britain that the last
Waldorf school was closed in Germany in 1941 (Leschinsky, 1983, p. 255).
Waldorf Education is a good example of an imposed alternate reality with an anti-cult
backlash formed in opposition to the schools. The sociologist, psychiatrist, and others
interested in investigating cultic studies might find the schools and controversy to be of
interest. Lamentably, critical research on Anthroposophy and Waldorf published in English is
lacking. Most books about Steiner, Anthroposophy, and Waldorf, are published from within
the enclosed world of Anthroposophy. Contributing difficulties for the researcher are the
secretive, hierarchical, occult tradition, from which Steiner emerged, and editorial deletions
and revisionism in the publications of his recorded lectures by disciples. Those that study
Waldorf might find that many involved in the schools have absolutely no comprehension of
the subtext informing Waldorf education and that the uninformed people tend to ―normalize‖
Steiner taught that before the age of nine children, generally, should be broken of left
handedness. Some Waldorf teachers attempt to change children‘s dominant hand in order to
help them in future incarnations:
The phenomenon of left-handedness is clearly karmic, and, in connection with
karma, it is one of karmic weakness. Allow me to give an example: A person
who was overworked in their previous life, so that they did too much, not only
physically or intellectually, but in general, spiritually, within their soul or
feeling, will enter the succeeding life with an intense weakness (Steiner, 1923
lecture, http://www.bobnancy.com/ retrieved March 3, 2003. Click on
―waldorf‖ then ―developing child‖, then ―Left-handed Cross-dominance,‖ scroll
to May 25, 1923 lecture).
Steiner‘s alchemy attempts to heal all the members comprising the human being, which
includes his concept of man as having an astral, etheric, ―I‖ and physical body. An
important component of his healing art is Curative Eurythmy. It is a magic based system of
angelic communication incorporating Cabalism, astrology, zodiac, numerology, sigils,
gestures, the alphabet, copper wands, color, and more, that supposedly connect the
participant to Steiner‘s spiritual world invoking various spiritual beings‘ healing powers.
Yet another of Steiner‘s contributions to humanity is ―Biodynamic Farming,‖ an
Anthroposophic based farming practice in which organic methods are imbued with
magical/spiritual components. For example, cows are sacrificed at certain times of the year
and their body parts used for magical purposes. Primary Moon forces (beings) are believed
to come to rest in horns. In one ritual fresh dung is stuffed into cow horns and buried in the
ground in autumn to attract various beings in the cosmos for better crop fertility. In spring
the horns are dug up and the contents emptied into warm water and stirred in a specific
manner for a specific time. Rotation must be fast to cause a vortex and the direction of the
stirring changed once or twice a minute. This substance, known as preparation 500, is
diluted with water and sprayed over fields. Biodynamic practitioners claim this type of
farming produces more nutritious food. A group of New Zealand Biodynamic apostates
believe that cow horns on living cows act as antenna attracting world etheric and world
astral forces, while deer radiate forces outwards through their antlers (Atkinson,
http://rimu.orcon.net.nz/garuda/books/cowhorns.html ,p.1).
In 1919, drawing on his life‘s work as a mystagogue, Steiner developed Waldorf education
based on Anthroposophy and his expertise on mystery schools. Steiner died in 1925, before
the Nazis came to power in 1933. Waldorf schools remained open in Nazi Germany for years
due to the amiable relationship between some Anthroposophists, Waldorf leadership, and
the new rulers in Germany. The schools received criticism from some party members for not
being stringently Nazi: they were however defended for being anti-intellectual and serving
as a model for indoctrination. Deputy Fuhrer Rudolf Hess was Anthroposophy‘s chief
protector within the Nazi hierarchy and it was only after he flew to Britain that the last
Waldorf school was closed in Germany in 1941 (Leschinsky, 1983, p. 255).
Waldorf Education is a good example of an imposed alternate reality with an anti-cult
backlash formed in opposition to the schools. The sociologist, psychiatrist, and others
interested in investigating cultic studies might find the schools and controversy to be of
interest. Lamentably, critical research on Anthroposophy and Waldorf published in English is
lacking. Most books about Steiner, Anthroposophy, and Waldorf, are published from within
the enclosed world of Anthroposophy. Contributing difficulties for the researcher are the
secretive, hierarchical, occult tradition, from which Steiner emerged, and editorial deletions
and revisionism in the publications of his recorded lectures by disciples. Those that study
Waldorf might find that many involved in the schools have absolutely no comprehension of
the subtext informing Waldorf education and that the uninformed people tend to ―normalize‖
