In yesterday’s post, Nana left a comment responding to my anxieties about sending my kids to private schools that are not Waldorf:
hokay! I’m an outsider here and will probably cause some apoplexy for some of you. Does anyone think it odd that a system (and don’t try to deny that it is, indeed, a system) such as Waldorf would become established in a country (Germany) which is known for its regimentation and by-the-rule-book attitude? This has been a highly organized and orderly country for a very, very long time. Let’s not forget the German propensity for rich food!
Now let’s apply this phenomenon to every day life, but in reverse. If you give your children the kind of nurturing environment which the Waldorf method encourages, it will be instilled in them and carried with them wherever they are.
If Waldorf could bloom in Germany, then Waldorf raised children can bloom anywhere. Kids need to be introduced to a variety of controlled experiences. Otherwise how can they learn to make intelligent, well thought out, decisions for themselves when they leave the nest?
Henitsirk needs to stop beating herself up over this because it’s not healthy for her and her family. She needs to put a more positive light on the challenge which life has given her at this time and remember – it’s not forever, but it is for now.
I started to write a response comment, and then realized that it was too long and might as well be its own post.
Yes, Waldorf sprang from the Germanic culture, with all its wonderful regimentation and paternalism and nationalism. Now, Steiner actually spoke and worked vigorously against those tendencies. In fact, his ideal for Waldorf schools was different in many ways, but he had to compromise with the state in order to manifest the schools in such a way that they would be not private but available to all. (See this PDF from the Research Bulletin on some of the ways in which Waldorf school methods might be a result of either Steiner working with necessities of his time and place or of our misinterpretations of his teachings.) Sort of the way Waldorf charter schools have done in California and other places. (Something good to remember for those who feel charters aren’t “real” Waldorf!)
Steiner also felt that younger children needed what you could call “regimentation”, though not in an authoritarian way, but rather an authoritative way. For the exact reason that you describe in your second-to-last paragraph: so that children are given a firm, secure foundation to later, when they are ready, make their own way. So, the Waldorf curriculum is highly structured in a sense: certain things are only taught to certain grades, painting for young children is not free expression but rather painting a certain motif modeled after the teacher, etc. This is an interesting article on young children in particular, and how strict discipline is not useful and in fact might be harmful (warning: published in 1963, very un-PC references to “primitive” cultures!).
I found a wonderful passage (see p. 45) from a lecture by Steiner on the healing effects of education. It seems like a gift for me in my questioning and anxieties right now:
[A]s grown-ups we do not find such great value in what we ourselves have become through our own education. We do not look back with deep gratitude on what we received through instruction and education. Ask your own heart whether this gratitude is always alive….
Advice to self: Breathe. Observe. Find gratitude in your heart. Be conscious of motives coming from fear or anxiety, as they will mislead you. Have faith.
Photos from Wikimedia Commons.