This article has generated a lot of testimonials from people who have been associated with Waldorf schools. Here are a few of them:
crunchycat
26 May 2012 10:58PM
Showing posts with label special needs. Show all posts
Showing posts with label special needs. Show all posts
Saturday, May 26, 2012
Thursday, May 24, 2012
Parent's Eyes Opened by Critical Reviews
Here's another story from the same thread started by "Beansavi" - a young
Waldorf teacher who, along with her child, was abused by Waldorf. I love the
little recommendation at the end of this one:
"This thread has been a fascinating read. Bean, I have shed tears from your
heart wrenching posts. Your councilor's words were spot on -- so many times I
swallow my outrage when something seems off because I fear humiliation that I
read the situation wrong or am overeacting. After reading your story -- I will
feel this way no more.
We were on the brink of joining the Waldorf community here and thankfully I had
an interaction with someone that pushed all my buttons and sent me running for
the exit. I was seeing a chiropractor who is ensconced in the local Waldorf
scene -- both kids attend, she's on all the committees, totally totes the pary
line, and preys upon her clients with children to join. She's a Waldofian
Witness! Her practice is run out of her home and some of her kids' "plant
stained toys from Germany" (love that whichever one of you said that!) are in
the office for patients' kids to play with as they wait. My dd, 3 at the time
and deeply into the Cinderella, Snow White, and all things pink and Disney
Princess, played happily with the Waldorf Toys.
At the end of one visit, the chiro made small talk with my dd as I whipped out
the checkbook. Inn her beautiful little girl voice, I heard my dd innocently ask
the chiro, "Do you got Cinderella?" I have no idea if she meant a doll or the
movie -- or just a plant stained wooden toy that was vaguely princess-like. The
chiro then responded to my child in the smuggest tone possible, "Oh no, the
children who live here do not watch TV." I could tell she was saying this as
much to my dd as she was to me. Writing these words, it might not seem like much
of an affront -- but it was the superior tone and the "Ah Ha!! Caught you! You
plastic-owning, TV watching wolves in plant dyed biodynamic sheep's clothing!
You are inferior!" I so wanted to say something, but just shrugged it off,
gathered up dd, and left. I now wish I hadn't bitten my tongue.
This women and her smug superiority became the face of the local Waldorf
community for me and we thankfully avoided going any further along in the
process of enrolling dd. She called and emailed a few times about both making
another appointment and why weren't we following up at the school? I never
responded. Like you, Bean, I saw her at the natural foods store, but walked in
the other direction.
Bean and other parents, you should really write a book or have a website with
your stories. That way, when someone googles Waldorf, your stories will come up
in their search."
Waldorf teacher who, along with her child, was abused by Waldorf. I love the
little recommendation at the end of this one:
"This thread has been a fascinating read. Bean, I have shed tears from your
heart wrenching posts. Your councilor's words were spot on -- so many times I
swallow my outrage when something seems off because I fear humiliation that I
read the situation wrong or am overeacting. After reading your story -- I will
feel this way no more.
We were on the brink of joining the Waldorf community here and thankfully I had
an interaction with someone that pushed all my buttons and sent me running for
the exit. I was seeing a chiropractor who is ensconced in the local Waldorf
scene -- both kids attend, she's on all the committees, totally totes the pary
line, and preys upon her clients with children to join. She's a Waldofian
Witness! Her practice is run out of her home and some of her kids' "plant
stained toys from Germany" (love that whichever one of you said that!) are in
the office for patients' kids to play with as they wait. My dd, 3 at the time
and deeply into the Cinderella, Snow White, and all things pink and Disney
Princess, played happily with the Waldorf Toys.
At the end of one visit, the chiro made small talk with my dd as I whipped out
the checkbook. Inn her beautiful little girl voice, I heard my dd innocently ask
the chiro, "Do you got Cinderella?" I have no idea if she meant a doll or the
movie -- or just a plant stained wooden toy that was vaguely princess-like. The
chiro then responded to my child in the smuggest tone possible, "Oh no, the
children who live here do not watch TV." I could tell she was saying this as
much to my dd as she was to me. Writing these words, it might not seem like much
of an affront -- but it was the superior tone and the "Ah Ha!! Caught you! You
plastic-owning, TV watching wolves in plant dyed biodynamic sheep's clothing!
You are inferior!" I so wanted to say something, but just shrugged it off,
gathered up dd, and left. I now wish I hadn't bitten my tongue.
This women and her smug superiority became the face of the local Waldorf
community for me and we thankfully avoided going any further along in the
process of enrolling dd. She called and emailed a few times about both making
another appointment and why weren't we following up at the school? I never
responded. Like you, Bean, I saw her at the natural foods store, but walked in
the other direction.
Bean and other parents, you should really write a book or have a website with
your stories. That way, when someone googles Waldorf, your stories will come up
in their search."
Parents Warn Prospective Parent
http://www.mumsnet.com/Talk/parenting/1232574-Any-steiner-school-experiences/All\
OnOnePage
Original poster: "I went to a toddler group at our local steiner school today
and it was just lovely. There was such a calm atmosphere and my daughter adored
it. We've been thinking about schools for a while now and I wondered if anyone
had any good (or bad) experiences of a steiner education, in preschool, primary
and secondary levels. Many thanks in advance."
One poster: "I have a young nephew who attends a Steiner school. I have also
attended several of the school's fundraising events, and all I can say is that
my impression is not good. The kids are allowed to run wild, with no basic
manners or social skills in evidence. The parents all float around wearing their
hand-knitted-in-Peru ponchos, totally ignoring their kids' inappropriate
behaviour. The kids appear to be dab-hands at climbing trees, building bonfires
etc, but there's no great evidence of anything more academic than that. They
have to wear clothes made entirely of natural fibres, and are not allowed TV or
computer games, and "ordinary" kids' toys are frowned upon. However the thing
that most shocked me was that the teachers (who get called by their first names)
actually visit the kids' homes to inspect their bedrooms, and ensure there is
nothing "inappropriate".
My DS attends the local state school, and he is thriving under the routine and
discipline, and his literacy and numeracy are very good. IMHO children need a
bit of well-structured discipline. It pays dividends in the long run, and better
equips them for the real world, where you can't just wander off to look for
ladybirds whenever you fancy."
Another poster: "I think if you want a Steiner school which would not discourage
reading before the age of 7, you have to find a "poor" Steiner school, if you
see what I mean... one in which the teachers are not too really doing the
Steiner thing 100%... I do know of parents who have been called in for a talk
when it became clear in the Steiner nursery that their under 4s were allowed to
paint at home. This was considered by Steiner to be too early to be allowed to
use a paint brush and those nursery teachers were conscientious Steiner teachers
and put some pressure on the parents to stop painting at home.
I would also recommend you to read as widely as you can regarding anthroposophy
before sending your child to a Steiner school - there are an awful lot of books
which Steiner wrote himself. Then you have to look at your own school and try to
get an impression of how they implement Steiner´s ideas. This is not so easy, I
think, as a parent."
In the end:
Original Poster: I just wanted to thank you all for your posts! I've had some
lovely PMs too from people who were a bit worried about airing their views in
public - so thank you for those too!
To be honest I'm intrigued! The school seems lovely, the literature looks good,
the staff seem nice, the toddler group continues to be nice and the kids seem
happy...but there are so many people with bad experiences of Steiner it does
worry me. And there doesn't seem to be any middle ground - people have either
had horrific or amazing experiences.
So I'm left confused...albeit more informed! Thanks again"
Waldorf Teacher Trainee Changes Mind
http://www.mothering.com/community/t/683104/life-after-waldorf-a-support-group/1\
40
"My son attends a newly formed school (one year old) in a small community. I am
an aide in the classroom 1 day/week. I am also pursuing a degree in (regular)
education, and obviously I see firsthand the many constrasts between Waldorf and
public school practices. I have questioned some aspects of Waldorf from the
beginning. And others I fully appreciate and embrace. I have seen changes in my
son that are wonderful and I would not change for the world. As others have
said, there are some truly beautiful and dynamic things about the Waldorf
philosophy, ones that I intend to bring with me to the public school classroom.
However...there is an ugly side and I have defiinitely noticed the disfunction
and the fact that for those of us who see it, there is almost nowhere to go with
our concerns. The community is way too defensive and overprotective. When I
brought ANY questions (not complaints, just observations, and wanting
clarifications) about the educational practices of Waldorf to the attention of
our teacher, she completely ignored me and changed the subject!
For one example, being a minor in special education, I have questions about
dyslexia and other learning disabilities...are Waldorf teachers trained to see
the symptoms and signs of these problems? If so, how are they dealt with? Are
the children helped or are they asked to find another school that can better
handle their differences that make them unique from the other learners (in other
words, kicked out!)?
I attended a Waldorf seminar in which one of the presenters described the
problems her son had had in a Waldorf school with reading and writing, she
described her son as having nearly every classic symptom of dyslexia (though she
refused to label it as such). He was very frustrated in school because the
Waldorf way does not support kids with such issues. He got no help there, so she
pulled him out and tried homeschooling, she tried nearly everything she could
think of to help him and eventually gave up and resigned herself to the fact
that her son would never really be able to truly write or spell (and a lesser
ability to read). I just couldn't help wondering why did she not seek more
conventional help for her son so that he could overcome his disability and be
able to read and write? And how does Waldorf address this? It seems to me that
it is totally ignored. If so, how many kids slip through the cracks?
Additionally, one of the other major issues I have so far had involve the lead
teacher and personality conflicts. For one, she could at times be very degrading
to the children (telling them to "quit your crying!", etc). I think I was the
only one to question her less than professional handling of discipline and other
such issues. Then came the issue of favoritism. Because I was the one that was
always bringing up things she didn't want to hear, I was not her favorite aide,
while another aide was. This resulted in ridiculous and blatent acts of
favoritism. Once again, I was shocked by the lack of professionalism. Although I
did bring this issue to the teacher (she denied it all and said I was seeing it
all wrong), I did not take it further because she will, thankfully, not be
returning next year (her own choice). The favoritism that I saw seems to go
along with things others have mentioned here about the illusion of community,
and yet it is actually a limited community and just by saying the wrong thing,
you can find yourself on the wrong side of community. Which I find to be
extremely hypocritical and going against everything that Waldorf is supposed to
be about.
Lastly, I just wanted to say thank you to you all for helping me make a
decision. I have been until now tossing around the idea of pursuing
certification in Waldorf education once I have finished my current degree, and
then teaching at my son's school. My previous hesitation is that Waldorf is so
limited and so rigid. There is such a lack of room for diverse thinking (despite
the illusion otherwise). I personally want to teach to a more diverse population
than what is typically found at a Waldorf school. Secondly, I want more freedom
to teach what I want to teach and to teach in a way that recognizes the
diversity of the individual learner--which ironically, despite NCLB and
standarized testing, I think I will actually find easier to do in a public
school rather than a Waldorf school. Still, as a matter of convienience and the
needs of the school, I hadn't ruled out being a Waldorf teacher. Now, after
reading this thread, my mind is made up. I will not be going in that direction.
I want to also add that I know that these things also happen in public schools,
I am not naive enough to think that they don't. However, I would like to think
that there are more safeguards set up to help and protect parents and students
there than in a small community/private school setting, especially one in which
you are burned at the stake for even suggesting that there could be any faults
in the system."
40
"My son attends a newly formed school (one year old) in a small community. I am
an aide in the classroom 1 day/week. I am also pursuing a degree in (regular)
education, and obviously I see firsthand the many constrasts between Waldorf and
public school practices. I have questioned some aspects of Waldorf from the
beginning. And others I fully appreciate and embrace. I have seen changes in my
son that are wonderful and I would not change for the world. As others have
said, there are some truly beautiful and dynamic things about the Waldorf
philosophy, ones that I intend to bring with me to the public school classroom.
However...there is an ugly side and I have defiinitely noticed the disfunction
and the fact that for those of us who see it, there is almost nowhere to go with
our concerns. The community is way too defensive and overprotective. When I
brought ANY questions (not complaints, just observations, and wanting
clarifications) about the educational practices of Waldorf to the attention of
our teacher, she completely ignored me and changed the subject!
For one example, being a minor in special education, I have questions about
dyslexia and other learning disabilities...are Waldorf teachers trained to see
the symptoms and signs of these problems? If so, how are they dealt with? Are
the children helped or are they asked to find another school that can better
handle their differences that make them unique from the other learners (in other
words, kicked out!)?
I attended a Waldorf seminar in which one of the presenters described the
problems her son had had in a Waldorf school with reading and writing, she
described her son as having nearly every classic symptom of dyslexia (though she
refused to label it as such). He was very frustrated in school because the
Waldorf way does not support kids with such issues. He got no help there, so she
pulled him out and tried homeschooling, she tried nearly everything she could
think of to help him and eventually gave up and resigned herself to the fact
that her son would never really be able to truly write or spell (and a lesser
ability to read). I just couldn't help wondering why did she not seek more
conventional help for her son so that he could overcome his disability and be
able to read and write? And how does Waldorf address this? It seems to me that
it is totally ignored. If so, how many kids slip through the cracks?
Additionally, one of the other major issues I have so far had involve the lead
teacher and personality conflicts. For one, she could at times be very degrading
to the children (telling them to "quit your crying!", etc). I think I was the
only one to question her less than professional handling of discipline and other
such issues. Then came the issue of favoritism. Because I was the one that was
always bringing up things she didn't want to hear, I was not her favorite aide,
while another aide was. This resulted in ridiculous and blatent acts of
favoritism. Once again, I was shocked by the lack of professionalism. Although I
did bring this issue to the teacher (she denied it all and said I was seeing it
all wrong), I did not take it further because she will, thankfully, not be
returning next year (her own choice). The favoritism that I saw seems to go
along with things others have mentioned here about the illusion of community,
and yet it is actually a limited community and just by saying the wrong thing,
you can find yourself on the wrong side of community. Which I find to be
extremely hypocritical and going against everything that Waldorf is supposed to
be about.
Lastly, I just wanted to say thank you to you all for helping me make a
decision. I have been until now tossing around the idea of pursuing
certification in Waldorf education once I have finished my current degree, and
then teaching at my son's school. My previous hesitation is that Waldorf is so
limited and so rigid. There is such a lack of room for diverse thinking (despite
the illusion otherwise). I personally want to teach to a more diverse population
than what is typically found at a Waldorf school. Secondly, I want more freedom
to teach what I want to teach and to teach in a way that recognizes the
diversity of the individual learner--which ironically, despite NCLB and
standarized testing, I think I will actually find easier to do in a public
school rather than a Waldorf school. Still, as a matter of convienience and the
needs of the school, I hadn't ruled out being a Waldorf teacher. Now, after
reading this thread, my mind is made up. I will not be going in that direction.
I want to also add that I know that these things also happen in public schools,
I am not naive enough to think that they don't. However, I would like to think
that there are more safeguards set up to help and protect parents and students
there than in a small community/private school setting, especially one in which
you are burned at the stake for even suggesting that there could be any faults
in the system."
General Discussion about Waldorf Schools
http://parents.berkeley.edu/recommend/schools/waldorf.html
We sent our daughter to Waldorf in Emeryville, lo those many years ago (1993). Maybe we were out of our minds (we were victims of the east bay "firestorm" and were in the middle of a three year nomadic period in which we moved 7 times and were forced to sue the insurance company or face starting all over from zero with toddler twins and two teen-agers. Yes, our decision to send her there may have been unbalanced).
What attracted us was an active music program and a certain global, intellectual/educational curiosity on the part of the teachers. It looked good. We tried to ignore our initial gut reaction that the staff and dedicated parents seemed all to exude an eerie, "Landru is All. Are you part of the body?" syndrome. We felt like alien hyper-intellectuals. Firstly, they misrepresented themselves. We asked explicitly about the religious nature of the school and were told that, though they were, in some tangential way, a "Christian" organization, historically, there was no theological/religious bias. Around the winter vacation, our daughter came home, rattled, and in tears.
"I don't understand," she said. "At school, they told us that the child is coming and everything will be o.k."
"Who's the child?" we asked her.
"I think it's a boy in the other kindergarten class. He's in a play about the saviour. Is he the saviour? Why is everything going to be all right? Why is he coming again? He didn't even come into our class once."
oh boy.
We marched off to school and asked what was going on. The answers were feeble and meandering, at best. It was evident that they had no clue of the effect of their "tangential" Christian metaphoric roots on growing young children.
Then there was the Landru effect. They really did have an image of children being these innocent little waifs, happy, serene receptacles into which their teachers might pour an entire Waldorf world-view. The rigidity of materials used in class, the dim lighting, the low energy level....were geared to kids with low metabolic function who were, by nature, obedient, malleable and unquestioning. O.K. My obvious bias is showing. I recognize that. It wasn't long before the teacher took us aside and suggested that since our daughter wanted to explore outside the prescribed lines, question the logic of instructions, and pretty much, follow her own creative, exuberant curiosities (that different drummer), she must be hyper-active and have oppositional problems. Hmmmm. I understand that the Waldorf systems in Europe are not so rigid or sanctimonious, so lecturing or idiopathic. And I hear that even in the states, the severity of the intellectual/spiritual anti-gravity effect differs from school to school. But, gee whiz, if your child is an independent thinker and a vibrant personality, I would recommend against Waldorf.
Oh, I forgot: They have a mystical ceremony on a child's birthday. There are a lot of candles lit, and the birthday kid sits in a chair across from the parents, separated by a bridge. The teacher explains that the angel child, before it was born, selected the two perfect parents, and then after much mystic m-bo jm-bo, crossed over this ethereal bridge to join its parents in the physical world. Then this bridge-crossing is acted out. There was a hitch in our ceremony, because our daughter, while lighting the candles along the bridge, caught her hair on fire. It was hard to return to the ethereal, metaphoric plain after rolling her in a towel and drying her tears. Still, that weird smell of burning hair.........."happy birthday to you....happy birthday to you...happy biRTHday......".
This was kindergarten. I shall give them the benefit of the doubt in suspecting that this kind of air-headedness subsides as the children get older. This has been simmering in me for a number of years. I apologize for the strength of my opinions if they have offended anyone. But this has been completely honest. I am also very sure that there are inquisitive, gifted and unusual children who are suited very well to the Waldorf atmosphere. I also hear that the dogmatic, religious adherence to Waldorfian principles varies from school to school.
Tobie
We sent our daughter to Waldorf in Emeryville, lo those many years ago (1993). Maybe we were out of our minds (we were victims of the east bay "firestorm" and were in the middle of a three year nomadic period in which we moved 7 times and were forced to sue the insurance company or face starting all over from zero with toddler twins and two teen-agers. Yes, our decision to send her there may have been unbalanced).
What attracted us was an active music program and a certain global, intellectual/educational curiosity on the part of the teachers. It looked good. We tried to ignore our initial gut reaction that the staff and dedicated parents seemed all to exude an eerie, "Landru is All. Are you part of the body?" syndrome. We felt like alien hyper-intellectuals. Firstly, they misrepresented themselves. We asked explicitly about the religious nature of the school and were told that, though they were, in some tangential way, a "Christian" organization, historically, there was no theological/religious bias. Around the winter vacation, our daughter came home, rattled, and in tears.
"I don't understand," she said. "At school, they told us that the child is coming and everything will be o.k."
"Who's the child?" we asked her.
"I think it's a boy in the other kindergarten class. He's in a play about the saviour. Is he the saviour? Why is everything going to be all right? Why is he coming again? He didn't even come into our class once."
oh boy.
We marched off to school and asked what was going on. The answers were feeble and meandering, at best. It was evident that they had no clue of the effect of their "tangential" Christian metaphoric roots on growing young children.
Then there was the Landru effect. They really did have an image of children being these innocent little waifs, happy, serene receptacles into which their teachers might pour an entire Waldorf world-view. The rigidity of materials used in class, the dim lighting, the low energy level....were geared to kids with low metabolic function who were, by nature, obedient, malleable and unquestioning. O.K. My obvious bias is showing. I recognize that. It wasn't long before the teacher took us aside and suggested that since our daughter wanted to explore outside the prescribed lines, question the logic of instructions, and pretty much, follow her own creative, exuberant curiosities (that different drummer), she must be hyper-active and have oppositional problems. Hmmmm. I understand that the Waldorf systems in Europe are not so rigid or sanctimonious, so lecturing or idiopathic. And I hear that even in the states, the severity of the intellectual/spiritual anti-gravity effect differs from school to school. But, gee whiz, if your child is an independent thinker and a vibrant personality, I would recommend against Waldorf.
Oh, I forgot: They have a mystical ceremony on a child's birthday. There are a lot of candles lit, and the birthday kid sits in a chair across from the parents, separated by a bridge. The teacher explains that the angel child, before it was born, selected the two perfect parents, and then after much mystic m-bo jm-bo, crossed over this ethereal bridge to join its parents in the physical world. Then this bridge-crossing is acted out. There was a hitch in our ceremony, because our daughter, while lighting the candles along the bridge, caught her hair on fire. It was hard to return to the ethereal, metaphoric plain after rolling her in a towel and drying her tears. Still, that weird smell of burning hair.........."happy birthday to you....happy birthday to you...happy biRTHday......".
This was kindergarten. I shall give them the benefit of the doubt in suspecting that this kind of air-headedness subsides as the children get older. This has been simmering in me for a number of years. I apologize for the strength of my opinions if they have offended anyone. But this has been completely honest. I am also very sure that there are inquisitive, gifted and unusual children who are suited very well to the Waldorf atmosphere. I also hear that the dogmatic, religious adherence to Waldorfian principles varies from school to school.
Tobie
Feb 2002 There are good things about some parts of Waldorf- teaching to the whole child, but and it's a big But there are some parts that aren't too great. Academically I worry about the level and quality of academics. While some schools may really overemphasize reading- Waldorf isn't very fast on the draw with reading. On the surface, this sounds ok- but in reality, your child may not have the emphasis put on reading that he or she should have. Math is another weak area- I have concerns about math teaching. While there are great classes such as eurhythmics (movement) taught, the curriculum is not clearly articulated. Parents are not, and I mean not encouraged to give their feedback on curriculum. The school believes that they, and only they know the appropriate methods for teaching children and they definitely, have no interest in parents giving input into curriculum. Hope this helps anonymous
Waldorf and ADHD
http://www.waldorfeducation.me.uk/
Three years after our family left the Waldorf school our daughter was diagnosed
with ADHD. This may explain the severity of some of her problems. The condition
makes her highly sensitive and this probably made her a magnet for bullying. It
also meant she had difficulty with concentrating and sitting still during
lessons.
However, it doesn't change her story. She may have been more vulnerable to
bullying than the average child, but the school made no attempt to resolve this,
in fact on one occasion a teacher told me that 'She asked for it.' She may have
been difficult in class, but was her teacher's response, to make her stand in
the corner for rest of the lesson, an appropriate one? The school also refused
to allow her psychiatrist to observe her in class which may have helped to get
her diagnosed. The school's opinion was always that Joanna's behaviour was
because she was emotionally disturbed because of problems in her home life.
I am now very worried that some Waldorf schools, are saying that Steiner
education is especially good for ADHD children. While I agree that the
structured day of the Kindergarten did suit Joanna well, once in Class 1 the
Steiner system, in retrospect, was most unsuitable. The 2 hour main lesson must
have seemed like torture to her.
Most importantly, my daughter was asked to leave because of her behaviour. Some
of it may well have been due to her ADHD and a lot to the reaction of the other
pupils to her ADHD and the fact that the teacher could not cope with her. I am
amazed that, in spite of this, Waldorf schools, including the one our family
attended, are claiming to be especially suited to ADHD children. At least one
other ADHD child was asked to leave this school. It seems they are not good at
coping with this special need. I would have hoped that at least they had learned
this, but it seems that is not the case.
ADHD children are particularly bad at coping with rejection. Schools should
never go out of their way to attract them unless they are as sure as they can be
of their commitment to the child and of their ability to meet their needs. The
Waldorf school Joanna attended was totally unable to meet her needs. She went on
to an ordinary village primary where they did cope. Even though she was still
undiagnosed they helped her immensely and never felt the need to blame us or to
call her emotionally disturbed.
Three years after our family left the Waldorf school our daughter was diagnosed
with ADHD. This may explain the severity of some of her problems. The condition
makes her highly sensitive and this probably made her a magnet for bullying. It
also meant she had difficulty with concentrating and sitting still during
lessons.
However, it doesn't change her story. She may have been more vulnerable to
bullying than the average child, but the school made no attempt to resolve this,
in fact on one occasion a teacher told me that 'She asked for it.' She may have
been difficult in class, but was her teacher's response, to make her stand in
the corner for rest of the lesson, an appropriate one? The school also refused
to allow her psychiatrist to observe her in class which may have helped to get
her diagnosed. The school's opinion was always that Joanna's behaviour was
because she was emotionally disturbed because of problems in her home life.
I am now very worried that some Waldorf schools, are saying that Steiner
education is especially good for ADHD children. While I agree that the
structured day of the Kindergarten did suit Joanna well, once in Class 1 the
Steiner system, in retrospect, was most unsuitable. The 2 hour main lesson must
have seemed like torture to her.
Most importantly, my daughter was asked to leave because of her behaviour. Some
of it may well have been due to her ADHD and a lot to the reaction of the other
pupils to her ADHD and the fact that the teacher could not cope with her. I am
amazed that, in spite of this, Waldorf schools, including the one our family
attended, are claiming to be especially suited to ADHD children. At least one
other ADHD child was asked to leave this school. It seems they are not good at
coping with this special need. I would have hoped that at least they had learned
this, but it seems that is not the case.
ADHD children are particularly bad at coping with rejection. Schools should
never go out of their way to attract them unless they are as sure as they can be
of their commitment to the child and of their ability to meet their needs. The
Waldorf school Joanna attended was totally unable to meet her needs. She went on
to an ordinary village primary where they did cope. Even though she was still
undiagnosed they helped her immensely and never felt the need to blame us or to
call her emotionally disturbed.
Steiner Waldorf Problems
http://www.dystalk.com/forum/general-advice-other/4659-steiner-waldorf-problems
Steiner Waldorf Problems
I found your site very useful; thanks. The help it has given us with dyslexia
and learning strategies is thoughtful, practical, and for us, invaluable.
I wasn't sure which forum to write in, as one of our children has dyslexia. My
main reason for posting is to comment on Steiner education, which is often seen
as a haven for those with dyslexia, or the not so academic because of it's so
called concentration on creativeness and craft.
Since leaving this ''community'' we've found out so much , the things the
school's PR take great trouble to cover up. Steiner Waldorf education isn't
really about giving children knowledge, arming them with a desire to question
and extend their flare for curiosity. It's about seeing them through their
''incarnation'', helping them with the ''karmic'' lessons they need in this
life, in order for them to reincarnate on a higher spiritual plane in the next.
Yes, it sounds bonkers, it is bonkers.
We thought the Steiner system would be creative, liberal and give scope for our
children's individual talents and characters; it was a disaster, rigid, boring,
copied restricted work, following frankly bizarre and dangerous beliefs. (It is
based on anthroposophy, the teachers often had no qualifications apart from
Steiner training, which is nearly all done with Steiner's work. The
educationalist David Mollet calls it brainwashing and indoctrination)
Consequently our children have taken much time and effort to catch up; dyslexia
isn't recognised except as an ''incarnation problem''. Everything is about
karma. Our youngest was encouraged to change from being left handed, and had to
do things right handed (left handedness is to do with a weakness in a past
life), children are classified by medieval ''temperaments''- melancholic,
phlegmatic etc, which, along with their race and roots, dictates how the teacher
treats them.
One of our children has had esteem problems because bullying was more or less
ignored (it is seen as karma).
After doing some research, we discovered that the same problems we had, happen
in Steiner Waldorf schools all over the world. Some of these people's
experiences can be read in the article section here.
www.waldorfcritics.org/active/articles.html
http://sites.google.com/site/waldorfwatch/welcome
http://www.dystalk.com/forum/general-advice-other/4659-steiner-waldorf-problems
We withdrew our daughter from a Steiner school in class 5 ( year 6 )after her
class teacher labelled her a unwilling to cooperate. Through class 2/3 we
questioned her academic progress,we were told by her teacher and some parents
told us to trust the system and that she was doing well and was a lovely child.
A new teacher arrived in class 4 . She told us our child had multiple issues and
was terribley behaved. We know realise she has mild dyslexia and dyspraxia and
needs some specific teaching. The Steiner school did nothing but condemn our
child as the problem. They have totally betrayed our trust and loyalty.
Steiner Waldorf Problems
I found your site very useful; thanks. The help it has given us with dyslexia
and learning strategies is thoughtful, practical, and for us, invaluable.
I wasn't sure which forum to write in, as one of our children has dyslexia. My
main reason for posting is to comment on Steiner education, which is often seen
as a haven for those with dyslexia, or the not so academic because of it's so
called concentration on creativeness and craft.
Since leaving this ''community'' we've found out so much , the things the
school's PR take great trouble to cover up. Steiner Waldorf education isn't
really about giving children knowledge, arming them with a desire to question
and extend their flare for curiosity. It's about seeing them through their
''incarnation'', helping them with the ''karmic'' lessons they need in this
life, in order for them to reincarnate on a higher spiritual plane in the next.
Yes, it sounds bonkers, it is bonkers.
We thought the Steiner system would be creative, liberal and give scope for our
children's individual talents and characters; it was a disaster, rigid, boring,
copied restricted work, following frankly bizarre and dangerous beliefs. (It is
based on anthroposophy, the teachers often had no qualifications apart from
Steiner training, which is nearly all done with Steiner's work. The
educationalist David Mollet calls it brainwashing and indoctrination)
Consequently our children have taken much time and effort to catch up; dyslexia
isn't recognised except as an ''incarnation problem''. Everything is about
karma. Our youngest was encouraged to change from being left handed, and had to
do things right handed (left handedness is to do with a weakness in a past
life), children are classified by medieval ''temperaments''- melancholic,
phlegmatic etc, which, along with their race and roots, dictates how the teacher
treats them.
One of our children has had esteem problems because bullying was more or less
ignored (it is seen as karma).
After doing some research, we discovered that the same problems we had, happen
in Steiner Waldorf schools all over the world. Some of these people's
experiences can be read in the article section here.
www.waldorfcritics.org/active/articles.html
http://sites.google.com/site/waldorfwatch/welcome
http://www.dystalk.com/forum/general-advice-other/4659-steiner-waldorf-problems
We withdrew our daughter from a Steiner school in class 5 ( year 6 )after her
class teacher labelled her a unwilling to cooperate. Through class 2/3 we
questioned her academic progress,we were told by her teacher and some parents
told us to trust the system and that she was doing well and was a lovely child.
A new teacher arrived in class 4 . She told us our child had multiple issues and
was terribley behaved. We know realise she has mild dyslexia and dyspraxia and
needs some specific teaching. The Steiner school did nothing but condemn our
child as the problem. They have totally betrayed our trust and loyalty.
Abused and Bullied by her Waldorf Teacher ages 7-12
http://www.depressionforums.org/forums/topic/65076-bullied-and-abused-by-a-teach\
er-from-the-ages-of-7-to-12/
Posted 15 June 2011 - 02:50 PM
My name is Sarah. I'm a college student in Minnesota. I'm in my sophomore year.
I'm majoring in legal studies and political science with a minor in women's
studies. I'm a political activist, an A student, I'm on the honor society in
college. My career goal is to be a lawyer. From kindergarten to two months of
sixth grade, I attended a horrible type of school called a Waldorf school. My
academic success is in spite of Waldorf, not because of Waldorf.
I have ADD. I've had it since I was born, but I wasn't diagnosed until I was
twelve. (I didn't get bipolar ii until I was seventeen and then I was diagnosed
at nineteen.) I've always had a very good intellectual capacity, but focusing
was difficult until I was diagnosed and the doctor put me on medicine. The fact
that I had ADD should have been picked up by Waldorf teacher, but Waldorf
schools are tantamount to a cult. At Waldorf schools you have the same teacher
from first grade until the time you graduate. There are no textbooks at this
school, electronics are not used in any way, they don't believe in modern
medicine, they deliberately delay education in small children, they treat
learning disabilities with this stupid physical therapy crap, which is basically
a placebo, there is no principal or authority and this type of education ignores
all civil and human rights laws, and does absolutely nothing when wrongdoings
happen and they don't even have a procedure in place for when they do. If it
sounds bizarre and bonkers, it's because it is.
Anyways, from first grade to the beginning of sixth grade between the years of
1988-1993, I attended a Waldorf school. Anyways my teacher was a man who I will
refer to here as Mr. M, who was and is an a****** and a teacher bully. (I
recently read an article about teacher bullying and it clear a lot of things up
that happened to me with him.) He was not a good teacher either. My mom even
said to me later on that, Mr. M was known to be so abstract that even adults had
trouble learning from him. (Also Waldorf education only works for an extremely
small percentage of people, and most of time students are years behind after
attending a Waldorf school.) Mr. M demanded perfection. If you made even a
little mistake he would give you the riot act. He had no patience what so ever.
Mr. M went out of his way to give me a hard time and bully because of my
difficulty paying attention or if I made a mistake no matter how small. I didn't
act out in anyway, I liked school and I tried hard. Even with my learning
difference I did fairly well overall, but he just acted like I was stupid and
lazy.
I remember him in first grade screaming at me in front of the whole class,
because I was having trouble understanding a math problem. I also remember in
first grade, we were doing our first painting and I forgot to wet my brush after
dunking it with another color and I accidentally mixed that blue and the yellow
making what was suppose to be a yellow, green. However, instead of giving me a
chance to correct my mistake he just told me that I couldn't paint that day. I
laid my head down on the desk feeling devastated. As I look back as an adult, I
look at him and I think to myself, `how dare he treat that little girl (me) that
way.' I was only seven years old. He could have given me a chance to fix the
mistake. I also rememeber in first grade when were doing some math groups and I
was having trouble understanding the problem, Mr. M yelled and shamed me in
front of the whole class and told me that he was sure my group was very angry at
me. I remember in third grade, I misunderstood a homework assignment and he
literally shamed me for the whole afternoon. It was a lot of things like that
during the time he was my teacher.
Even with the problems with paying attention, Mr. M could have found some way of
trying to try to help me than bully me. I don't care if he didn't know that I
had ADD or if I wasn't properly diagnosed back then. You don't treat children
that way. I mean section 504 of the rehabilitation act of 1973 was around in
1988 and ADD a known disorder back then.
Mr. M should have realized that I had ADD and so did everyone else. I suspect
that if I were a boy Mr. M would have treated me differently. Mr. M is known to
be a sexist and a bully with the girls. He would pick out different girls
besides me, who were vulnerable in someway and they would become his bully
targets. When he would bully those other girls, he would lay off me a bit. Mr. M
would let the boys get away with anything and if the girls did something they
would catch hell from him. Even with the disability issue, I remember in first
grade, there was this boy who was color blind and he went out of his way to help
him.
When I was in second grade Mr. M hung me by the legs, over a hockey rink wall.
Mr. M was helping kids over the wall and when he lifted me over to the other
side; he grabbed me by the legs and hung me over the wall upside down with my
hands on the ground, and I did not know he was going to do this. I was freaked.
I told my mom about it and she gave Mr. M a good piece of her mind. She told me
he felt bad and realized he was wrong. However, when Mr. M saw me at school, he
told me that he didn't do anything wrong and that I was being too sensitive. I
know realize that's a sign of teacher bullying.
Whenever dealing with my parents Mr. M would pretend to act all sweet and nice,
but when he was with me, he became a bully. My mom knows now that she should
have taken me out of that school a lot sooner, but now I know about teacher
bullying and how Waldorf brainwashes people, I can cut her some slack.
When I was growing up I was the kid who was teased and bullied. I wasn't into
the kind of things that other kids were into. I got along better with adults. I
loved to read and I was a geek. However, I became the target for bullying among
my classmates. I'll admit I would give them a reaction which didn't help, but
still it affected me and I still have scars from it. I think that's one of the
reasons why I decided to become a lawyer. During those years, I developed a
strong sense of justice and what was right and wrong, and I didn't like it when
people were treated unfairly.
Mr. M also would inappropriately tease me in second grade in ways were not
appropriate to tease small children. Basically, he teased me in ways that are
okay to tease adults, but not children. My parents of course told him to stop
it.
Whenever dealing with my parents Mr. M would pretend to act all sweet and nice,
but when he was with me, he became a bully. My mom knows now that she should
have taken me out of that school a lot sooner, but now I know about teacher
bullying and Waldorf ways of seducing people into the school, I can cut her some
slack.
Mr. M even libel for a sexually harassment in fourth grade. One day Mr. M was
out of the room and we were all running around, and there was this boy who was
hitting girls on the butts, including me. I told the boy to stop it but he
wouldn't. When Mr. M came back into the room, I told him that this boy was
hitting girls on the butts. However, instead of taking the boy aside and
explaining to him that that kind of behavior was not okay, in front of the whole
class, he lambasted me for being a tattletale, saying that it was just a game.
He told me not to be so fragile or sensitive otherwise no one would want to be
my friend. Eventually, I told my mother and she yelled in his face and told a
friend of hers on the school board. Why this man hasn't been fired I'll never
know.
Now I am not upset anymore with the ten year old boy, who was hitting girls on
the butts. He being an immature ten year old boy who needed an adult to sit him
down and explain why that kind of behavior is not okay. I am livid and furious
and outraged about how a grown man could sink so low as to sexually harass a ten
year old girl and allow and condone that kind of behavior. I know that when
teachers go to school to become teachers they are taught about education law and
when congress passes a new law or the Supreme Court rules on a law regarding
education teachers are made aware of it. Title IX was passed in 1972, nine years
before I was born and twenty years before the incident. The Minnesota state
statute says all schools even private much have a sexual harassment policy, and
this statute was passed in 1989. I know that Mr. M knew what sexual harassment
was and that it was against the law in the 1991-1992 school years. However,
after I was sexually harassed he turned around and violated my civil rights and
sexually harassed me and taught every single student in that classroom that
sexual harassment was okay. As a woman, a feminist, and a future lawyer it
disgusts me and boggles my mind. I've heard that a lot of times Waldorf schools
ignore civil rights laws and it's wrong.
Throughout the time Mr. M was my teacher, like I said I did fairly well
considering the fact that I had ADD and had a terrible teacher, but my focus and
concentration was difficult for me. My mom said the child expert that I saw,
thought it was because I had Otis media (tubes in my ears) as a child, but still
Mr. M would bully me and harass me about my difficulty paying attention; even
though I worked hard, and had a good intellectual capacity (which he knew). I
remember one time he pounded his fist on the desk trying to get me to pay
attention and would snap his fingers in front of my face. He would single me out
and humiliate me in front of the class for my struggles with focusing more than
once threw out the years. One time he told me that sometimes he thought I just
couldn't get it, other times he thought I just didn't care. My mom yelled in his
face for that. When I asked him for help, he was lecture me saying that I wasn't
trying and when I didn't ask for help he would lecture me saying that I should
ask him for help.
In first grade, I felt my self-esteem being affected and I felt very small as
result of his behavior towards me and it made learning harder for me. I can see
now that his bullying of me only made it harder for me to learn. Eventually in
sixth grade, my parents finally saw Mr. M for who he was and took me out of that
school. However, now I clearly see that what Mr. M did to me was to
psychologically abusive, and disability harass me and sexually harass me.
After Waldorf, I went to a Catholic school just for the education. I had to get
caught up and I did. Actually I was able to make up six years of school in one.
It was there that I was diagnosed with ADD and put on medications.
For years I suffered from low self-esteem and in junior high and high school, I
became so obsessed over perfection as a result of Mr. M and other types of
discrimination I faced at the catholic school that I attended. (I'm part Jewish
on my father's side and my mom is congregational, and I was never brought up one
way or the other, and one of the schools discriminated against me and my parents
for that.) I developed panic attacks and sheer anxiety thinking that I had to
try harder than I needed to. I did well in high school. However, I believe I
could have done even better if I hadn't been scarred from Mr. M. I was on the B
honor roll and when I graduated I won the senior social studies award for
academic excellence in social studies and outside political involvement. I was
the only person who won that award in my entire class. However, the week I
graduated high school, I realized that Mr. M was the one who was wrong and that
I was not fairly assessed by them. I was only 7 years old when Mr. M treated me
the way he did, and I knew what he was doing was wrong and but I thought I
deserved it. Now I know differently. I'm dealing with the effects now, and I
sent him a letter conforting him.
My mom runs a Waldorf inspired preschool in her home. She works for herself, and
told me her preschool was "Waldorf inspired" because she doesn't approve of
everything the school does. She's a wonderful teacher, and she follows all civil
rights law regardless of Waldorf's blessing and she's very diverse in her
preschool and she doesn't abuse or harass her student and employees in anyways.
She doesn't believe in the alternative medicine approach and she takes ideas
from all different areas and does not run her school like a cult, like other
schools do. Even she is concerned about some of the stuff that goes on in
Waldorf schools and warns her parents about that Waldorf is not for everyone.
One of the reasons why here school is a success, is because she obeys the laws
of the United States and doesn't allow abuse or harassment of any kind in her
school.
Still I recently learned that a lot of Waldorf students have stories like mine.
Since I found out about Waldorf Critics, I am deeply concerned about a lot of
the things that go on there. My mom even said the way they run their schools
without a principal and they don't screen out teachers very well is really bad.
That is something she does not practice in her school.
As far as Mr. M, is concerned he still teaches at this school and has done this
kind of thing to other students and the administration has done nothing about
it. My mom would never allow that kind of thing to happen in her school and if
one of her teacher assistants did anything like that she would fire them.
Also I was disturbed to hear that a lot of children to attend Waldorf become
delayed academically, among a lot of other things. Waldorf schools (expect for
my moms) are not flexible. They are rigid and only care about their ways. They
operate by their own set of rules. They don't live in the real world and they
are very cult-like.
Also the way the treat people with disabilities is disgraceful. Instead of
treating children with ADD and other learning problems they use the extra
lesson, which is a fake treatment and does not help children with ADD and other
types of disabilities and learning problems. When children are denied an
education and treatment for medical treatment, for medical conditions that is
child abuse, and that is what Waldorf is doing.
Every penny that my parents paid for that school was a waste. I got nothing out
of it. I'm a success because of normal education, not Waldorf. I'm all for the
arts and whatever works for a child to learn, but Waldorf schools only care
about their way, and they reject all other ways. There methods are not even
scientifically proven. It's time for things to change. There needs to be a law
against teacher bullying and Waldorf schools need to change.
er-from-the-ages-of-7-to-12/
Posted 15 June 2011 - 02:50 PM
My name is Sarah. I'm a college student in Minnesota. I'm in my sophomore year.
I'm majoring in legal studies and political science with a minor in women's
studies. I'm a political activist, an A student, I'm on the honor society in
college. My career goal is to be a lawyer. From kindergarten to two months of
sixth grade, I attended a horrible type of school called a Waldorf school. My
academic success is in spite of Waldorf, not because of Waldorf.
I have ADD. I've had it since I was born, but I wasn't diagnosed until I was
twelve. (I didn't get bipolar ii until I was seventeen and then I was diagnosed
at nineteen.) I've always had a very good intellectual capacity, but focusing
was difficult until I was diagnosed and the doctor put me on medicine. The fact
that I had ADD should have been picked up by Waldorf teacher, but Waldorf
schools are tantamount to a cult. At Waldorf schools you have the same teacher
from first grade until the time you graduate. There are no textbooks at this
school, electronics are not used in any way, they don't believe in modern
medicine, they deliberately delay education in small children, they treat
learning disabilities with this stupid physical therapy crap, which is basically
a placebo, there is no principal or authority and this type of education ignores
all civil and human rights laws, and does absolutely nothing when wrongdoings
happen and they don't even have a procedure in place for when they do. If it
sounds bizarre and bonkers, it's because it is.
Anyways, from first grade to the beginning of sixth grade between the years of
1988-1993, I attended a Waldorf school. Anyways my teacher was a man who I will
refer to here as Mr. M, who was and is an a****** and a teacher bully. (I
recently read an article about teacher bullying and it clear a lot of things up
that happened to me with him.) He was not a good teacher either. My mom even
said to me later on that, Mr. M was known to be so abstract that even adults had
trouble learning from him. (Also Waldorf education only works for an extremely
small percentage of people, and most of time students are years behind after
attending a Waldorf school.) Mr. M demanded perfection. If you made even a
little mistake he would give you the riot act. He had no patience what so ever.
Mr. M went out of his way to give me a hard time and bully because of my
difficulty paying attention or if I made a mistake no matter how small. I didn't
act out in anyway, I liked school and I tried hard. Even with my learning
difference I did fairly well overall, but he just acted like I was stupid and
lazy.
I remember him in first grade screaming at me in front of the whole class,
because I was having trouble understanding a math problem. I also remember in
first grade, we were doing our first painting and I forgot to wet my brush after
dunking it with another color and I accidentally mixed that blue and the yellow
making what was suppose to be a yellow, green. However, instead of giving me a
chance to correct my mistake he just told me that I couldn't paint that day. I
laid my head down on the desk feeling devastated. As I look back as an adult, I
look at him and I think to myself, `how dare he treat that little girl (me) that
way.' I was only seven years old. He could have given me a chance to fix the
mistake. I also rememeber in first grade when were doing some math groups and I
was having trouble understanding the problem, Mr. M yelled and shamed me in
front of the whole class and told me that he was sure my group was very angry at
me. I remember in third grade, I misunderstood a homework assignment and he
literally shamed me for the whole afternoon. It was a lot of things like that
during the time he was my teacher.
Even with the problems with paying attention, Mr. M could have found some way of
trying to try to help me than bully me. I don't care if he didn't know that I
had ADD or if I wasn't properly diagnosed back then. You don't treat children
that way. I mean section 504 of the rehabilitation act of 1973 was around in
1988 and ADD a known disorder back then.
Mr. M should have realized that I had ADD and so did everyone else. I suspect
that if I were a boy Mr. M would have treated me differently. Mr. M is known to
be a sexist and a bully with the girls. He would pick out different girls
besides me, who were vulnerable in someway and they would become his bully
targets. When he would bully those other girls, he would lay off me a bit. Mr. M
would let the boys get away with anything and if the girls did something they
would catch hell from him. Even with the disability issue, I remember in first
grade, there was this boy who was color blind and he went out of his way to help
him.
When I was in second grade Mr. M hung me by the legs, over a hockey rink wall.
Mr. M was helping kids over the wall and when he lifted me over to the other
side; he grabbed me by the legs and hung me over the wall upside down with my
hands on the ground, and I did not know he was going to do this. I was freaked.
I told my mom about it and she gave Mr. M a good piece of her mind. She told me
he felt bad and realized he was wrong. However, when Mr. M saw me at school, he
told me that he didn't do anything wrong and that I was being too sensitive. I
know realize that's a sign of teacher bullying.
Whenever dealing with my parents Mr. M would pretend to act all sweet and nice,
but when he was with me, he became a bully. My mom knows now that she should
have taken me out of that school a lot sooner, but now I know about teacher
bullying and how Waldorf brainwashes people, I can cut her some slack.
When I was growing up I was the kid who was teased and bullied. I wasn't into
the kind of things that other kids were into. I got along better with adults. I
loved to read and I was a geek. However, I became the target for bullying among
my classmates. I'll admit I would give them a reaction which didn't help, but
still it affected me and I still have scars from it. I think that's one of the
reasons why I decided to become a lawyer. During those years, I developed a
strong sense of justice and what was right and wrong, and I didn't like it when
people were treated unfairly.
Mr. M also would inappropriately tease me in second grade in ways were not
appropriate to tease small children. Basically, he teased me in ways that are
okay to tease adults, but not children. My parents of course told him to stop
it.
Whenever dealing with my parents Mr. M would pretend to act all sweet and nice,
but when he was with me, he became a bully. My mom knows now that she should
have taken me out of that school a lot sooner, but now I know about teacher
bullying and Waldorf ways of seducing people into the school, I can cut her some
slack.
Mr. M even libel for a sexually harassment in fourth grade. One day Mr. M was
out of the room and we were all running around, and there was this boy who was
hitting girls on the butts, including me. I told the boy to stop it but he
wouldn't. When Mr. M came back into the room, I told him that this boy was
hitting girls on the butts. However, instead of taking the boy aside and
explaining to him that that kind of behavior was not okay, in front of the whole
class, he lambasted me for being a tattletale, saying that it was just a game.
He told me not to be so fragile or sensitive otherwise no one would want to be
my friend. Eventually, I told my mother and she yelled in his face and told a
friend of hers on the school board. Why this man hasn't been fired I'll never
know.
Now I am not upset anymore with the ten year old boy, who was hitting girls on
the butts. He being an immature ten year old boy who needed an adult to sit him
down and explain why that kind of behavior is not okay. I am livid and furious
and outraged about how a grown man could sink so low as to sexually harass a ten
year old girl and allow and condone that kind of behavior. I know that when
teachers go to school to become teachers they are taught about education law and
when congress passes a new law or the Supreme Court rules on a law regarding
education teachers are made aware of it. Title IX was passed in 1972, nine years
before I was born and twenty years before the incident. The Minnesota state
statute says all schools even private much have a sexual harassment policy, and
this statute was passed in 1989. I know that Mr. M knew what sexual harassment
was and that it was against the law in the 1991-1992 school years. However,
after I was sexually harassed he turned around and violated my civil rights and
sexually harassed me and taught every single student in that classroom that
sexual harassment was okay. As a woman, a feminist, and a future lawyer it
disgusts me and boggles my mind. I've heard that a lot of times Waldorf schools
ignore civil rights laws and it's wrong.
Throughout the time Mr. M was my teacher, like I said I did fairly well
considering the fact that I had ADD and had a terrible teacher, but my focus and
concentration was difficult for me. My mom said the child expert that I saw,
thought it was because I had Otis media (tubes in my ears) as a child, but still
Mr. M would bully me and harass me about my difficulty paying attention; even
though I worked hard, and had a good intellectual capacity (which he knew). I
remember one time he pounded his fist on the desk trying to get me to pay
attention and would snap his fingers in front of my face. He would single me out
and humiliate me in front of the class for my struggles with focusing more than
once threw out the years. One time he told me that sometimes he thought I just
couldn't get it, other times he thought I just didn't care. My mom yelled in his
face for that. When I asked him for help, he was lecture me saying that I wasn't
trying and when I didn't ask for help he would lecture me saying that I should
ask him for help.
In first grade, I felt my self-esteem being affected and I felt very small as
result of his behavior towards me and it made learning harder for me. I can see
now that his bullying of me only made it harder for me to learn. Eventually in
sixth grade, my parents finally saw Mr. M for who he was and took me out of that
school. However, now I clearly see that what Mr. M did to me was to
psychologically abusive, and disability harass me and sexually harass me.
After Waldorf, I went to a Catholic school just for the education. I had to get
caught up and I did. Actually I was able to make up six years of school in one.
It was there that I was diagnosed with ADD and put on medications.
For years I suffered from low self-esteem and in junior high and high school, I
became so obsessed over perfection as a result of Mr. M and other types of
discrimination I faced at the catholic school that I attended. (I'm part Jewish
on my father's side and my mom is congregational, and I was never brought up one
way or the other, and one of the schools discriminated against me and my parents
for that.) I developed panic attacks and sheer anxiety thinking that I had to
try harder than I needed to. I did well in high school. However, I believe I
could have done even better if I hadn't been scarred from Mr. M. I was on the B
honor roll and when I graduated I won the senior social studies award for
academic excellence in social studies and outside political involvement. I was
the only person who won that award in my entire class. However, the week I
graduated high school, I realized that Mr. M was the one who was wrong and that
I was not fairly assessed by them. I was only 7 years old when Mr. M treated me
the way he did, and I knew what he was doing was wrong and but I thought I
deserved it. Now I know differently. I'm dealing with the effects now, and I
sent him a letter conforting him.
My mom runs a Waldorf inspired preschool in her home. She works for herself, and
told me her preschool was "Waldorf inspired" because she doesn't approve of
everything the school does. She's a wonderful teacher, and she follows all civil
rights law regardless of Waldorf's blessing and she's very diverse in her
preschool and she doesn't abuse or harass her student and employees in anyways.
She doesn't believe in the alternative medicine approach and she takes ideas
from all different areas and does not run her school like a cult, like other
schools do. Even she is concerned about some of the stuff that goes on in
Waldorf schools and warns her parents about that Waldorf is not for everyone.
One of the reasons why here school is a success, is because she obeys the laws
of the United States and doesn't allow abuse or harassment of any kind in her
school.
Still I recently learned that a lot of Waldorf students have stories like mine.
Since I found out about Waldorf Critics, I am deeply concerned about a lot of
the things that go on there. My mom even said the way they run their schools
without a principal and they don't screen out teachers very well is really bad.
That is something she does not practice in her school.
As far as Mr. M, is concerned he still teaches at this school and has done this
kind of thing to other students and the administration has done nothing about
it. My mom would never allow that kind of thing to happen in her school and if
one of her teacher assistants did anything like that she would fire them.
Also I was disturbed to hear that a lot of children to attend Waldorf become
delayed academically, among a lot of other things. Waldorf schools (expect for
my moms) are not flexible. They are rigid and only care about their ways. They
operate by their own set of rules. They don't live in the real world and they
are very cult-like.
Also the way the treat people with disabilities is disgraceful. Instead of
treating children with ADD and other learning problems they use the extra
lesson, which is a fake treatment and does not help children with ADD and other
types of disabilities and learning problems. When children are denied an
education and treatment for medical treatment, for medical conditions that is
child abuse, and that is what Waldorf is doing.
Every penny that my parents paid for that school was a waste. I got nothing out
of it. I'm a success because of normal education, not Waldorf. I'm all for the
arts and whatever works for a child to learn, but Waldorf schools only care
about their way, and they reject all other ways. There methods are not even
scientifically proven. It's time for things to change. There needs to be a law
against teacher bullying and Waldorf schools need to change.
Monday, May 7, 2012
The Waldorf School of Mendocino County - Reviews by Parents
http://www.greatschools.org/school/parentReviews.page?id=8829&state=CA#from..HeaderLink
if your child has dyslexia, etc., keep them away from this school An
antiquated learning system that doesn't seem to recognize the strides
made in modern learning. They don't seem to be able to deal with special
needs children, and do seem to foster a culture of bullying. Quite
cult-like. Lots of emphasis put on creativity, but only within certain
lines. Waste of good money.
There are some very positive things about this school, but
the Waldorf method of teaching reading (at least at this school) leaves
about 35% of kids confused and struggling. The children's confusion
and failure to learn is excused with statements like "The child isn't
developmentally ready to read yet. When s/he's ready, s/he will just
BLOOM into reading." So the learning problems caused by poor teaching
go unrecognized and neglected, and genuine learning disabilities go
unrecognized and untreated as well. If you want to send your child to
this school, do the child a favor and teach him/her to read at home.
If your child has any learning disability at all, keep
them away from this school. The teacher wasn't really sure what
dyslexia was, much less able to help with it. A complete waste of time.
It all sounds very light and wonderful; in practice I found bullying
on the playground and a rather terrifying allegiance to a cultish
philosophy of education that is outdated and out of step with modern
learning.
Not what I expected at all. Loved the loving care
of the children and the focus on the soul of the child but my child
just wasn't taught the 3 R's and when we moved we had a very difficult
time integrating into a public school because the other children were so
very , very far ahead. Not worth the money if you want your child to
get a quality education.
- a year ago
Saturday, May 5, 2012
Prarie Hill Waldorf School - Reviews by Parents
The school is not teaching the children to be compassionate
to one another. Maybe they learn to have respect for the earth, nature
and their schoolwork, but it seems to end when they enter recess.
There are too many incidents of inappropriate language and behavior. The
school seems to not take it seriously enough to implement rules to keep
everyone emotionally and physically safe. The Waldorf curriculum is
wonderful and impressive, but the school lacks the guidelines that holds
the children responsible for their ill behavior. The most important
thing we can teach our children is to be kind to themselves and others.
We have been a family with the school for nearly
3 years now, and the school just has not maintained an acceptable level
of safety regarding access into the school. There is no buzz in or
check in process. Anyone can walk in and this is a huge safety issue to
me. My son had a horrible experience as a kindergardener directly
related to this. The school was aware, but nothing was done. Use caution
when sending small children here, they may not be as protected as you
are lead to believen they are.
Our three sons attended Prairie Hill. Two of our sons
had wonderful experiences and had two of the best teachers we have ever
known! Our then 3rd grader had a truly horrible experience with a
teacher that he is still trying to heal from. Sadly, I cannot recommend
the school overall. Other children had a similar experience and also
left, but their siblings are still in other classes. The classroom
environment must be safe physically, emotionally and spiritually for a
child to learn, grow, and thrive. All of the teachers must be
emotionally stable. Because of the school's horizontal leadership
structure, overall lack of leadership and economic pressures, serious
safety issues still exist. Please use caution when interviewing a
potential teacher for your child.
The Waldorf pedagogy in itself is very prescritpive. But, we found Prairie Hill to be very rigid. Not good with special needs.
http://www.education.com/schoolfinder/us/wisconsin/pewaukee/prairie-hill-waldorf-school/#reviews
Our 3 sons attended
Prairie Hill. Two of them had wonderful experiences, but our then 3rd
grader had a very bad one that he is still healing from. We assumed
that all of the teachers would provide a safe classroom environment,
both physically and emotionally and that the teachers themselves were
emotionally healthy. This was not true of one teacher and it was very
harmful to several students who left.
There are many good things about this school, but because of the horizontal leadership structure, economic difficulties, and overall lack of leadership, serious issues that affect student safety remain.
There are many good things about this school, but because of the horizontal leadership structure, economic difficulties, and overall lack of leadership, serious issues that affect student safety remain.
Submitted on Feb 25, 2010
Olympia Waldorf School - Reviews by Parents and Students
http://www.greatschools.org/washington/east-olympia/2594-Olympia-Waldorf-School/
This school will love you as long as you keep
your pocketbook open and your questions to yourself. Or if you're on
scholarship, then they can pat themselves on the back and believe that
they are really 'making a difference' in the life of a child and the
community. There is no accountibilty, many of the goings-on of the
school are done in a secretive underhanded manner. The school has a
sullied reputation and does not attract top applicants, mostly they
have no choice in who they hire, they hire the only poor soul who
applies. There are children there who's needs can't be met,
educationaly and behaviorly, but rather than say so and loose the
tuition, issues are swept under the rug. These children take time and
effort away from the rest of the class. After years at OWS, my
children are thriving in public school.
The 'pretty package' that first draws you in is very
decieving. It's an easy place to fall in love with! The underlying
dysfunction is overwhelming. There's a huge lack of supervision on the
playground that leads to accidents and bullying. Some teachers seem
disgruntled by the pay and despite their best efforts, it shows.
Parents are asked and asked for money and it seems to go into the same
black hole over and over. The best 'they' can do to keep you enrolled
is to keep you in fear about what your children might face in the
dreaded Public School System. Waldorf Education is lovely and it
makes alot of sense.....this particular school just falls way short.
I did not like this school, my child was subject
to bullying by children and the teachers supported it. My child also
got very far behind academically and has had to have a lot of tutoring
ot catch up. What is really upsetting is that the 'Waldorf method' gets
children behind and then they are sort of stuck there. I did not like
the lack of accountability that the school did. A poor choice for our
family and I wasted a lot of money and time thinking it was such a
pretty education. I wish I had been more cautious. My experience is that
the community is very clicky and it is very hard on adults and
children. My child had a very disagreeable experience with the teacher
and it was very sad to see the teacher degrade my child's self esteem.
Also, the curriculum is very cultish.
I choose this school because of the research I have
done on education. Unfortunately, the school does not conform to the
principles it portorts to hold. Many of the teachers do not have an
actual teaching certificate or any university certificated education in
child develop as it relates to education. My child's specific teacher
had no accountability and was not even aware that my son was not doing
any of the work. At the end of 2nd grade he still did not know any of
his vowel sounds. Since he has left, his self esteem has rebounded and
he is doing so much better.
As a former student, I have to say that I
will never have my child attend this school when I have a child. When I
left the school to attend public high school, I was shocked. I had
never had my teacher give me consequences for not handing in my work and
suddenly the teachers expected me to do the work and do it on time. I
was so lost and behind the other kids. I had alot to learn once I left
OWS. I will never make my child go through that!
My child attended Olympia Waldorf School for 5 years. In
that time we had some good experiences but also many poor experiences.
There seemed to be very little communication between teachers and
parents except ways to give time or money to the school. The
kindergarten is very nuturing and gentle which is why we chose this
school.
We tried and tried to make this school work as
we had vision of what a Waldorf school could be. But after 5 years, we
could not take anymore. There are serious issues with accountability.
Now my son is struggling to make up all that he should have gotten in
those first years. I really feel that I let him down as a mother by
having him go to this school.
A horrible place that seems to promote the status quo.
I am so sorry we restructured our lives and moved, bought a house, left
good jobs to have our son go to a school that seemed better than it is.
Found that there was some catering to those who had
more money, there was some problem with one of the teachers and it
seemed that it was not really dealt with. Feel that that teacher
dragged down the whole school, Many children dropped out of his class
and left the school. Felt that there are too many cliques in the school
that get in the way of what a Waldorf school should be. Certain teacher
should practice what he preaches in the school. Other teachers did
very well only wished my child could have had them for teachers because
of their positive attitude.
The academics for the children are behind for even basic
success in a 'school' environment, security of the children while in
school and on the playground was seriously dismissed, and we found that
'the community' has a hard time excepting and communicating with the new
parents and students...
I would say it is a waste of money and
seriously lacking in accountability and respect for children and adults.
I do not recommend this school and suggest you find a real Waldorf
school somewhere else as they are not a real Waldorf school.
I have been consistently disappointed by the lack of accountability
for academics and the way the teacher's are allowed to be emotionally
and verbally abrasive. A disappointing and expensive experience. The
administration was not effective in managing any conflict and there was
not any accountability about teacher conduct or lack of.
My child regressed while attending school here. When I brought
it up with the teacher he did not address it. Disipline is rather old
school. There is little supervision on the playground. Lastly, the
parent community is rather exclusive in many ways. I found that it was
neccessary for new parents to prove themselves in some way to attain the
status of 'part of the community.'
This school is a joke. Can I give 0's. They
are rude to parents do not communicate and my son says he isn't
learning anything and wants to go to a different school so he can learn.
What more do I have to say.
Minnesota Waldorf School - Reviews by Parents
http://www.greatschools.org/school/parentReviews.page?id=2757&state=MN#from..HeaderLink
The school does not appreciate an individual's spirit and personality.
Children are expected to act/draw/play in a very specific way. I
think especially boys fall so far behind in a Waldorf education. By the
time you pull your child out or they graduate, they will have so much
catching up to do. We wish we would have never found this school for
our children. As well, the communication of staff and teachers is
terrible.
I do not understand why there are not more critical
reviews of this school. It is beautiful from a distance. Inside, the
staff are horrible at communicating with parents, if there is even a
slight problem. It is a very passive/aggresive atmosphere. My children
got so terribly far behind academically. They were at least 2 years
behind in all areas. If you want your child to have friends, you will
need to be part of a clique of parents and 'play' on their terms. My
belief is that this school attracts many insecure parents and teachers,
who are working out their own issues. Very odd and uncomfortable
atmosphere, even though we were there for several years. I feel bad
that I sent my children to this school. I would not recommend it! I
think the school has so many problems.
Good school, but we felt like our child's individual needs
were overlooked in order to maintain the harmony of the whole. Our son
loves to perform and be a ham -- we had many conferences and were
frustrated that in the end his unique gifts could not be acknowledge as
any kind of asset -- simply a disruption to the whole.
8/6/2011
Keith J - St Paul, MN
8/6/2011
There is one reason
why I will never recommend someone private schools over public schools,
and that is accountability. I have had many experiences with schools
from public, to charter, to private. With my experience I have always
preferred public schools. I went to Minnesota Waldorf School for one
year and I would not recommend it to anyone because I did not feel
accountable there like I did at public schools.
I felt like there was a lot of favoritism here. Minnesota Waldorf School only likes to work with certain students. It is hard to say who they like to work with , it is not about race or income, it seems to be more about academic performance. If you don't learn things in a quick enough manner they don't like you and don't want to deal with you.
When I was at a public or even charter school, as bad as they could be, I felt a sense of accountability for everyone regardless of race, religion, creed, and income.
With public schools, I feel like because they represent everyone in their district and their taxes all contribute to their service, there is an obligation to accommodate everyone in their schools and as a result you get more acceptance of differing academic performance, creed, religion, race, and income.
With private schools, I feel like they don't care as much about you. They get an attitude that they are not accountable for you because their revenue is probably protected by law, even if you are not satisfied with their service and want a refund of your tuition.
While I was at Minnesota Waldorf School from 2000-2001, I felt the management was very poor and the principle seemed weird. It was not a good fit for me. I didn't really believe in what they believed in. They believed in being heavily against technology, particularly television. Sorry, but I am a techie guy and going down their route turned out not to be a good fit for me. They also believe heavily in learning French and French was too hard form me to learn in as little of time as they gave me. Also, their instruction wasn't very effective for me. The people there talk like they have British accents and it is kind of cheesy.
I didn't care for for my experience there, but it wasn't all bad. It was a different kind of school and it was an experience to get a feel for a private school. Some of their programs were alright, but I ultimately didn't feel enough support and that is why I left after one year.
I felt like there was a lot of favoritism here. Minnesota Waldorf School only likes to work with certain students. It is hard to say who they like to work with , it is not about race or income, it seems to be more about academic performance. If you don't learn things in a quick enough manner they don't like you and don't want to deal with you.
When I was at a public or even charter school, as bad as they could be, I felt a sense of accountability for everyone regardless of race, religion, creed, and income.
With public schools, I feel like because they represent everyone in their district and their taxes all contribute to their service, there is an obligation to accommodate everyone in their schools and as a result you get more acceptance of differing academic performance, creed, religion, race, and income.
With private schools, I feel like they don't care as much about you. They get an attitude that they are not accountable for you because their revenue is probably protected by law, even if you are not satisfied with their service and want a refund of your tuition.
While I was at Minnesota Waldorf School from 2000-2001, I felt the management was very poor and the principle seemed weird. It was not a good fit for me. I didn't really believe in what they believed in. They believed in being heavily against technology, particularly television. Sorry, but I am a techie guy and going down their route turned out not to be a good fit for me. They also believe heavily in learning French and French was too hard form me to learn in as little of time as they gave me. Also, their instruction wasn't very effective for me. The people there talk like they have British accents and it is kind of cheesy.
I didn't care for for my experience there, but it wasn't all bad. It was a different kind of school and it was an experience to get a feel for a private school. Some of their programs were alright, but I ultimately didn't feel enough support and that is why I left after one year.
Merriconeag Waldorf School - Reviews by Parents and Students
http://www.greatschools.org/school/parentReviews.page?id=819&state=ME#from..HeaderLink
People who support Waldorf ascribe to an unquestioning belief in
the "teachings" of Rudolf Steiner. They are passionate! Hopefully,
you'll get a great teacher. Otherwise, you're child is stuck from 1st
grade 'til 8th. There is only the "Board" to talk to - mysterious,
apparently made up of other teachers - no principal, not easy to voice
concerns and see results. Your child must dress and eat according to
acceptable guidelines. If you don't conform your family is ostracized.
Too much parent involvement! "Therapy Sessions" is how one parent we
know describes "parent evenings." The EC was more diverse in our
experience - much more cultish and rigid later. If your child has
special needs, class sizes are enormous and the special kids are left to
flounder with one teacher to manage the group. They are suing people
who leave the school for legitimate reasons, so don't sign a contract!
The worst school with no rule to follow when there is a social problems. They are over protective for the teachers and not willing to provide any cocret solutions. No diversity.
Politics amongst the admin is full of egos, an inability
to take meaningful action, and rarely holds each other accountable in
support of an individual family. A large part of the delivery of a
Waldorf education depends on the teacher's ability to meet each child's
needs with sensitivity and support (including supporting the parents).
If u have bullying concerns or other problem(s),it's difficult to feel
heard at Merriconeag without entering a series of meetings where, if
offered, solutions are vague and dismissive, or the responsibility is
left up to the parent to back off, pay for extra tutoring, Eurythmy,
Speech, etc. The admin. is often not very supportive, and as a result,
families leave disappointed, for multiple reasons. Unfortunaltely, the
delivery of a quality Waldorf education is being compromised at this
school. If you can handle the politics, dishonesty, & volunteering,
welcome & enjoy!
It was undisciplinary and supplied very low support. I am dissapointed with this school.
Words from a parent of a former student: A great
school for the average to above average child provided the teacher and
class are a good match for your son or daughter. If your child has any
learning disabilities, look for private tutoring or the public school.
Parents are not welcomed into the classroom, but are active in
fundraising and larger school activities. A lovely, nurturing approach
to education, but definately not for every child. Our extremely bright
high school graduate (top 10% of class/800 SATs) does not reflect
fondly on the 5 years at Merriconeag. Memories of favoritism and
elitism predominate.
Pine Forrest Charter School - Reviews by Parents
http://www.greatschools.org/school/parentReviews.page?id=218&state=AZ&sortBy=dd&\
page=2#revPagination
BREAKING THE LAW!
Posted September 8, 2010
We pulled our daughter out of PFCS 12/09. The teacher was rigid and
unresponsive, the principal and others were at best unethical. We had a very
moderate special need, our daughters challenges were dismissed and worse than
not being addressed the existence of the challenges was DENIED. Our situation
resulted in an investigation by the AZ Dept. of Ed. and an conclusion of
multiple violations of special ed law and federal regulations. As long as things
went their (the school's) way things were wonderful, once we had a need that did
not fit their mold, the first and repeated "suggestion" from the principal was
that perhaps this just wasn't the school for our child. It is also absolutely
true that it totally depends on the teacher you get, we clearly pulled the short
straw, a different teacher and we would probably still be there.
—Submitted by a parent
Posted September 7, 2007
I have concerns about the philosophy of students staying with the same teacher
thru 8th grade. Is this system realistic? If it 'clicks' between teacher and
student, it is great. If it doesn't, it can be negative experience. The school
is inflexible about this subject and brushes off parents' concerns. I had a
child attend Pine Forest K-8, and it was a wonderful experience because the
teacher was open, honest, flexible, compassionate, knew and embraced every
student. I have another child who attended K-4, and I felt that this teacher
judged my child in first grade when the child was young, unfocused and 'chatty'
and never saw them differently after that. Test scores indicate student is doing
great, even excelling, yet teacher gives student 'needs improvement' on their
report card. Did my child become disengaged and stop performing to their full
potential? Would a change in teachers have made a difference?
—Submitted by a parent
Posted April 8, 2005
I choose this school after my child attended Kindergarten at a pubic school. I
was not happy that after only one year my child hated to read. Pine Forest take
a mush slower approach at academics and I am happy with that. I am not happy
with having the same teacher year after year. It has some good points, but also
bad points. I am also not happy with having no voice in the school. The
administration is not in controll. The decidions are made by the Pine Forest
School Board and the College of Teachers. The board is made up of hand picked
people, some not even parents of students at the school, and invited teachers.
The college of teachers are the teachers at the school. They do indeed know best
in many areas of education and teaching, but do not have the ability to speak
for every parent.
—Submitted by a parent
page=2#revPagination
BREAKING THE LAW!
Posted September 8, 2010
We pulled our daughter out of PFCS 12/09. The teacher was rigid and
unresponsive, the principal and others were at best unethical. We had a very
moderate special need, our daughters challenges were dismissed and worse than
not being addressed the existence of the challenges was DENIED. Our situation
resulted in an investigation by the AZ Dept. of Ed. and an conclusion of
multiple violations of special ed law and federal regulations. As long as things
went their (the school's) way things were wonderful, once we had a need that did
not fit their mold, the first and repeated "suggestion" from the principal was
that perhaps this just wasn't the school for our child. It is also absolutely
true that it totally depends on the teacher you get, we clearly pulled the short
straw, a different teacher and we would probably still be there.
—Submitted by a parent
Posted September 7, 2007
I have concerns about the philosophy of students staying with the same teacher
thru 8th grade. Is this system realistic? If it 'clicks' between teacher and
student, it is great. If it doesn't, it can be negative experience. The school
is inflexible about this subject and brushes off parents' concerns. I had a
child attend Pine Forest K-8, and it was a wonderful experience because the
teacher was open, honest, flexible, compassionate, knew and embraced every
student. I have another child who attended K-4, and I felt that this teacher
judged my child in first grade when the child was young, unfocused and 'chatty'
and never saw them differently after that. Test scores indicate student is doing
great, even excelling, yet teacher gives student 'needs improvement' on their
report card. Did my child become disengaged and stop performing to their full
potential? Would a change in teachers have made a difference?
—Submitted by a parent
Posted April 8, 2005
I choose this school after my child attended Kindergarten at a pubic school. I
was not happy that after only one year my child hated to read. Pine Forest take
a mush slower approach at academics and I am happy with that. I am not happy
with having the same teacher year after year. It has some good points, but also
bad points. I am also not happy with having no voice in the school. The
administration is not in controll. The decidions are made by the Pine Forest
School Board and the College of Teachers. The board is made up of hand picked
people, some not even parents of students at the school, and invited teachers.
The college of teachers are the teachers at the school. They do indeed know best
in many areas of education and teaching, but do not have the ability to speak
for every parent.
—Submitted by a parent
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I thought the Steiner theories would interest me, thirty years ago when my kids were little. I didn't read a few exerpts. I read his books on education, I read the training materials for his teachers, and I listened to contemporaries who sent their kids to the schools. You may have had an excellent subjective experience with the schools- that does nothing to change or moderate my opinion of his idiotic, uninformed, and downright wrong theories about children, life, the universe, and how everything works. You might as well induct them into the New Order of the Golden Dawn, or Scientology, or the maunderings of Swedenborg.
If anyone has any doubts about anthroposphy in the classroom, read the teacher training reading list and course content...... Jeevan Vasagar certainly should have:
http://ukanthroposophy.wordpress.com/plymreadinglists/
http://www.waldorftraining.org.uk/courses.html
School isn't a place where karma, past lives and consulting with angels should play any part in making judgements or decision about children, let alone their education. If Steiner's work wasn't referred to so comprehensively in all areas of these schools, from the shape of the typeface to the colours on the walls, not to mention the content of the curriculum, it would be less alarming.
I understand that immersion into Steiner's beliefs is a staged process, and teachers are exposed to his more new age beliefs before gradually invited to study his more unusual creeds. It's more like a path of initiation than an education system. "Some are caught so it's worth the feeders who slip by" was how someone put it.
Within school communities, angels, astral bodies and karma are "normalised". While I don't think for a moment that the schools are full of racist bigots, to normalise connections between skin colour, eye colour and spiritual advancement can never be far away, however gentle and spiritual the sentiment. The schools are quite open about classifying the children by medieval temperament, which includes their body shape, pallor and physiognomy, and use these as tools to help in their "child study" sessions. In my view this is dangerous, anti-theraputic, anti scientific, anti-intellectual and luminously wrong.
A sentence like this:"A reductionist biology which states or implies that the human body is a machine … is not one which nourishes the adolescent's deepest concerns. The current theories are just that – theories. They have not been in existence long and though presented as 'truth' they will inevitably change" should be enough to exclude the Steiner schools from every form of state help, I don't want my tax money to pay this. Thanks.
PS: Actually the bit I about changing theories is very interesting, it shows clearly how they just don't get the essence of the scientific method. Of course theories will change in time: In science a theory is valid untill somebody "falsifies" it with a repeatable experiment, and proposes a new one, that will then stay valid until somebody else will falsify it. Mind you, some theories are pretty hard to falsify...
There is no absolute truth, it is not religion.
JavaJive
But I cannot send my kids to a school that demeans science - not the technology, but the process - as I have discovered in my life that the understanding of the natural world offered by science is one of the most beautiful of human achievements. I include Darwin and Einstein as part of this endless human project.
If you read Steiner's book the Kingdom of Childhood, he dismisses General Relatively with what I took to be a strong done of anti-semitism. Even with that issue aside, I have studied Relatively and its it one of the wonders of the human world - alongside the greatest art and literature.
Perhaps one day the Steiner movement will start to think for itself and modernise, not normalise, but incorporate the best of human values with the best and highest of all human achievement.
The you would have a real human force to reckon with. In hope... Dr Ben Lane (ex plain theoretical physicist now environmental technologist).
The suggestion that no kid who had a Steiner education didn't have a difficult life subsequently is fatuous and ridiculous.
You are quite obviously an idiot.
The problem I saw was that, once a child hits the 'classes' (age 6 and a half-7) the esoteric aspects of the education become too much and undermine a perfectly lovely way of teaching. i.e. Steiner schools are non-denominational, but really... they are based on Anthroposophy, which is the science of man from an esoteric point of view. The problem is that they wouldn't admit it. As an insider in the school, I once heard a senior teacher admit that 'we can't tell the parents that the education is based on Esoteric Christianity'. So the main issue for me was that they weren't being honest. This deceit was my main reason for taking my children out.
However recently I talked to someone else who went to the Forest Row school who said that left handed children were made to write with their right hand while holding a crystal in their left. That struck me as ante-diluvian, a realthrowback to Steiner education's 1920s roots, if true.
Has anyone else encountered this? If so I couldn't send my child to such a place