Cultic Studies Review, Vol. 2, No. 2, 2003, Page 139
Another well-known Waldorf educator writes:
[A]s practiced in the C.I.A., there is a ―need to know‖ element in the
discourse-dynamics, even in a school! The Receptionist does not ―need to
know‖ of the arcane spiritual background of geology teaching in Class 6.
(Whitehead, 1993, p 15)
And another example:
[M]atters pertaining to the use of certain textual material (thoughts,
quotations, verses, etc.) which is available to the Waldorf school teacher as
an aid for his practical and inner development as a teacher, are another
example where a safeguard is needed from indiscriminate sharing. (Leist,
1987, p. 15)
An Anthroposophist in the Netherlands writes:
Anthroposophy has always been valued in the cultural life of the Netherlands.
Its contribution to education, health, care of the handicapped, agriculture,
architecture, and other areas of society is widely recognized and respected,
often without knowledge of the philosophical ideas behind it. The latter was
not necessary and still is not necessary. What matters most for society is the
active work for the good of humanity anthroposophy does not have to be
―sold.‖ (Dunselman, 2000, p. 3)
Not all Anthroposophists deny that Waldorf is a religious school or wish to hide this fact.
Eugene Schwartz, once director of Waldorf teacher training at Sunbridge College, Spring
Valley, New York, made the following remarks about the Waldorf controversy, excerpted
from his talk given on November 13, 1999, at a conference to which he invited Waldorf critic
Dan Dugan to speak. A transcript of the talk, Waldorf Education—For Our Times Or Against
Them?, can be found in the ―articles‖ section on http://www.waldorfcritics.org :
I think we owe it to our parents to let them know that the child is going to go
through one religious experience after another. And if any of the teacher
trainees in the room feel that I‘m not saying that clearly enough to you, well
here it is guys, if I haven‘t said it to you a hundred times already: when we
deny that Waldorf schools are giving children religious experiences, we are
denying the whole basis of Waldorf education. (paragraph 21)
To deny the religious basis of Waldorf education – I would say it again – to
satisfy public school superintendents, or a talk show host, or a newspaper
reporter is very, very wrong. And the Waldorf leadership, I would say is
waffling on this matter. I would say we are religious schools. Religious schools
plus religious schools with a difference religious schools light—whatever you
want to call it. (paragraph 23)
The time has come for us to stop pussyfooting around [theories] that will
sound too strange if we tell parents what we are really doing. Don‘t say I
didn‘t tell you guys—ten years ago! Stop pussyfooting around. Tell everybody
what we are about. The day they walk into the school, let them know then.
(paragraph 25)
If we are really to be a movement for cultural renewal, it is our responsibility
to share with the parents those elements of Anthroposophy which will help
them understand their children and fathom the mysterious ways in which we
work. Yes, we are giving the children a version of Anthroposophy in the
classroom whether we mean to or not, it‘s there. (paragraph 26) (Schwartz,
1999, November 13, retrieved from http://www.waldorfcritics.org ).
Another well-known Waldorf educator writes:
[A]s practiced in the C.I.A., there is a ―need to know‖ element in the
discourse-dynamics, even in a school! The Receptionist does not ―need to
know‖ of the arcane spiritual background of geology teaching in Class 6.
(Whitehead, 1993, p 15)
And another example:
[M]atters pertaining to the use of certain textual material (thoughts,
quotations, verses, etc.) which is available to the Waldorf school teacher as
an aid for his practical and inner development as a teacher, are another
example where a safeguard is needed from indiscriminate sharing. (Leist,
1987, p. 15)
An Anthroposophist in the Netherlands writes:
Anthroposophy has always been valued in the cultural life of the Netherlands.
Its contribution to education, health, care of the handicapped, agriculture,
architecture, and other areas of society is widely recognized and respected,
often without knowledge of the philosophical ideas behind it. The latter was
not necessary and still is not necessary. What matters most for society is the
active work for the good of humanity anthroposophy does not have to be
―sold.‖ (Dunselman, 2000, p. 3)
Not all Anthroposophists deny that Waldorf is a religious school or wish to hide this fact.
Eugene Schwartz, once director of Waldorf teacher training at Sunbridge College, Spring
Valley, New York, made the following remarks about the Waldorf controversy, excerpted
from his talk given on November 13, 1999, at a conference to which he invited Waldorf critic
Dan Dugan to speak. A transcript of the talk, Waldorf Education—For Our Times Or Against
Them?, can be found in the ―articles‖ section on http://www.waldorfcritics.org :
I think we owe it to our parents to let them know that the child is going to go
through one religious experience after another. And if any of the teacher
trainees in the room feel that I‘m not saying that clearly enough to you, well
here it is guys, if I haven‘t said it to you a hundred times already: when we
deny that Waldorf schools are giving children religious experiences, we are
denying the whole basis of Waldorf education. (paragraph 21)
To deny the religious basis of Waldorf education – I would say it again – to
satisfy public school superintendents, or a talk show host, or a newspaper
reporter is very, very wrong. And the Waldorf leadership, I would say is
waffling on this matter. I would say we are religious schools. Religious schools
plus religious schools with a difference religious schools light—whatever you
want to call it. (paragraph 23)
The time has come for us to stop pussyfooting around [theories] that will
sound too strange if we tell parents what we are really doing. Don‘t say I
didn‘t tell you guys—ten years ago! Stop pussyfooting around. Tell everybody
what we are about. The day they walk into the school, let them know then.
(paragraph 25)
If we are really to be a movement for cultural renewal, it is our responsibility
to share with the parents those elements of Anthroposophy which will help
them understand their children and fathom the mysterious ways in which we
work. Yes, we are giving the children a version of Anthroposophy in the
classroom whether we mean to or not, it‘s there. (paragraph 26) (Schwartz,
1999, November 13, retrieved from http://www.waldorfcritics.org ).
