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 racism. Show all posts
Showing posts with label racism. Show all posts
Saturday, May 26, 2012
Saturday, May 19, 2012
Highand Hall Waldorf School - Open Letter to the Board
5/20/2012
Dear Board of Trustees,
I see a lot of new faces since I was last at Highland Hall. And, of course, some old faces who are being named as conspirators in my lawsuit against Highland Hall and AWSNA (Hi Laura and Hasib).
Dear Board of Trustees,
I see a lot of new faces since I was last at Highland Hall. And, of course, some old faces who are being named as conspirators in my lawsuit against Highland Hall and AWSNA (Hi Laura and Hasib).
I'd like to burden the board with a few questions.
So,
my first question to you is... Can you hear me now? Are you taking me
seriously yet? How has ignoring me and the harm that was done to my
family worked out for you so far? You've made Highland Hall (and
Waldorf) synonymous with abuse... not to mention teaching racism.
Do you realize the harm you have done to Waldorf education as a whole?
I see a couple of immediate problems that are going to make things worse for Highland Hall in particular, and Waldorf in general.
Do you realize the harm you have done to Waldorf education as a whole?
I see a couple of immediate problems that are going to make things worse for Highland Hall in particular, and Waldorf in general.
First, you've rehired Lynn Kern. BIG mistake. She was, as you know, at the bottom of the failed mandated reporting involving Jeffrey Wilkins, the son of a teacher, and Larry W, a teacher. These were two separate incidents that happened concurrently. Then faculty members were either kept in the dark (I believe Karen Grant was one of them) or involved in keeping parents from one class from discovering the events that happened in the other class (Lisa Scemema Profumo). http://petekaraiskos.blogspot.com/2010_03_01_archive.html Lynn Kern is directly connected to AWSNA - and I have AWSNA on record defaming me to a parent inquiring about my case. You guys have made suing you very easy... but now that AWSNA is directly involved, I'll be suing more than just Highland Hall. Lynn is going to cost you even more enrollment in the months to come. Oh, and just let ANYTHING bad happen in your summer camp.
Second, Ed Eadon has been
moved to El Rio Charter... HUGE mistake. Ed is the poster-boy for
terrible administrators. El Rio has already taken down descriptions of
what Ed has done in the past from their blog. They are also claiming a result in the PLANS lawsuit that is downright FRAUD. Here's the lawsuit - still in progress as if this week: http://www.ca9.uscourts.gov/media/view_subpage.php?pk_id=0000009204 . This is evidence of
hiding known information and a problematic administrator from the public. The hiring of Ed
put my focus on the Waldorf charter school system. I'm expecting Jim
Pedroja to show up as an administrator somewhere too. There's no
denying what Ed and Jim have done. The public attention is only the
beginning, but it will probably be enough to get El Rio reviewed. I've
already sent the Charter School Board a letter of complaint. El Rio is
going to have their hands full - especially when I sue their
administrator's ass off. I'm collecting the reviews of Waldorf schools
here: http://thewaldorfreview.blogspot.com/ and it doesn't look too good.
Speaking
of my lawsuit - I want to really thank you for having published all the
material I need to sue you. Document after document admitting and
apologizing for your crimes - it has been a real blessing. If you don't
know what I'm talking about, you should really check out my blog:
http://petekaraiskos.blogspot.com/
especially here: http://petekaraiskos.blogspot.com/2010_02_01_archive.html
Many of the things Highland Hall did were criminal. Many more were shockingly immoral. Many people conspired to cover up criminal activity... and that too is against the law and is a separate crime. They conspired to tear down Missing Child posters. Feel free to read the legal documents I presented to divorce court. The divorce judge even suggested I should sue Highland Hall.
http://petekaraiskos.blogspot.com/
especially here: http://petekaraiskos.blogspot.com/2010_02_01_archive.html
Many of the things Highland Hall did were criminal. Many more were shockingly immoral. Many people conspired to cover up criminal activity... and that too is against the law and is a separate crime. They conspired to tear down Missing Child posters. Feel free to read the legal documents I presented to divorce court. The divorce judge even suggested I should sue Highland Hall.
So know that you've got important work ahead of you. Highland Hall may even be closing their doors soon... that's how big my lawsuit (and your crime) is. Teachers who were involved have gone from Highland Hall to other neighboring schools, some across the country, and even across the Atlantic. It matters not to me... I hold you all accountable and so will the courts. Those schools will come under review too. In fact, I'm putting EVERY Waldorf school under the microscope. http://thewaldorfreview.blogspot.com/
Each of these schools has Highland Hall to thank for the focus I've placed on them.
Monday, May 7, 2012
Waldorf School of Pittsburgh - Reviews by Parents
- 4 months ago
- 9 months ago
Read on...
http://www.greatschools.org/school/parentReviews.page?id=4958&state=PA#from..HeaderLink
Little Friends is just awful! Had to take our child
out because of their incompetence. They do not handle criticism well
and get very defensive when any questions are asked. I would NOT
recommend Little Friends to anyone, which is a shame, considering the
rest of the school seems to be wonderful. It really stems from poor
management by the lead teachers. The yellow house is consistently messy,
smelly, and dirty (especially the bathroom and cubby room) and the
grounds in which the children play outside are overgrown and unkempt
(lots of poison ivy). Very poorly organized and managed- if they could
get a good lead teacher in there (who has Waldorf training) things would
improve immensely. Parent involvement is not encouraged and very little
feedback is given to parents regarding their children.
This is not an optimal school for parents or children. The atmosphere is rigid and unsupportive of difference.
-
We just removed our son from a Waldorf School (Pittsburgh) due to very
severe problems with race based taunting that was driven by his teacher.
The adminstration considered the problem to be minor and took little
action to improve the situation. They began to threaten us with
expulsion when we asked too many questions. I am a social worker and am
very open minded to alternative beliefs, but these folks were a
problem. Parents should think very carefully about sending children to
these schools because if something goes wrong with your child's fit with
classmates there are no mechanisms for correcting problems like in more
traditional schools.
Thursday, May 3, 2012
Highland Hall calls the cops on Pete!
I was contacted yesterday by a detective regarding one of my more sinister
comments regarding Highland Hall. Now that they realize my lawsuit is REAL, I'm
guessing they want to get as much on me as possible "on the record".
Highland Hall, I suggest you copy my entire blog. I'll be adding more to it
soon as I'm scanning documents for the lawsuit. My case against Highland Hall
is out there for everyone to see... (even the police).
The phone call went fine, BTW... please don't worry about me anyone... I get the
feeling the cops sympathize with me. One of the detectives who, after fighting
me initially saw how devoted I am as a father, told me "don't you EVER stop!" -
I've never forgotten this... as it gave me the confidence to face the judge in
court and get the bullshit restraining orders (not to mention minor's counsel)
removed. Since then I've made nothing but steady progress toward restoring my
daughters health and well-being. (Thank you Peggy)
As for Highland Hall... they should know I think the demise of their school is a
foregone conclusion at this point. They can barely fill their classrooms now...
the lawsuit will be their death knell. I'm focusing on the REST of Waldorf now,
in case they haven't noticed... and I'm going after the charter school system
AND AWSNA. One could say, I've got bigger fish to fry...
comments regarding Highland Hall. Now that they realize my lawsuit is REAL, I'm
guessing they want to get as much on me as possible "on the record".
Highland Hall, I suggest you copy my entire blog. I'll be adding more to it
soon as I'm scanning documents for the lawsuit. My case against Highland Hall
is out there for everyone to see... (even the police).
The phone call went fine, BTW... please don't worry about me anyone... I get the
feeling the cops sympathize with me. One of the detectives who, after fighting
me initially saw how devoted I am as a father, told me "don't you EVER stop!" -
I've never forgotten this... as it gave me the confidence to face the judge in
court and get the bullshit restraining orders (not to mention minor's counsel)
removed. Since then I've made nothing but steady progress toward restoring my
daughters health and well-being. (Thank you Peggy)
As for Highland Hall... they should know I think the demise of their school is a
foregone conclusion at this point. They can barely fill their classrooms now...
the lawsuit will be their death knell. I'm focusing on the REST of Waldorf now,
in case they haven't noticed... and I'm going after the charter school system
AND AWSNA. One could say, I've got bigger fish to fry...
Sunday, April 29, 2012
Waldorf School of Cape Cod - Reviews by Parents
http://www.education.com/schoolfinder/us/massachusetts/cotuit/waldorf-school-of-\
cape-cod/#reviews
Posted February 15, 2012
If you think this Waldorf School is like other successful Waldorf Schools,
PLEASE THINK AGAIN. The grades are a GAMBLE depending on the TEACHER your child
will have for 8 YEARS. There is little to no accountability for poor quality and
inconsistent standards of education and behavior. The admin and faculty dogma is
closely held in secrecy which is part and parcel to the Rudolph Steiner s
teachings and if questioned you will receive patent answers with little thought
to your child s specific needs. If you find a faculty member that is willing to
listen without prejudice to your concerns, good luck. Even the faculty who are
known amongst their colleagues for poor performance have job safety. Many
families have left this school after investing many years in it because their
concerns have been systematically swept under the rug. Mum's the word here. I
for one fell under the spell of this school. I found that my child and the
majority of classmates that stayed were left with such deficits in academics
that intense interventions were needed for most. Our class started with 14 or
more and ended with 4. Be aware of retention rates at this school. They differ
among the faculty greatly.
—Submitted by a parent
Posted February 2, 2012
There is no boss at a Waldorf School which means there is no one accountable.
Faculty hold the position of authority and the members change yearly. Issues are
continually deferred for lengthy amounts of times and conclusions are rarely met
or shared. In the past several years the administration staff has changed every
couple of years for a total of approximately six changes to the Administrator
position, six to the Administration Assistant position and several more to the
bookkeeper position. There has also been many staff hired and let go in
positions such as Director of Admissions and Director of Outreach. In short
there is little consistency in the Administration staff. Some faculty will cover
their colleagues backs at great lengths even when evidence of unacceptable
behaviors are present or educational needs of the students are not being
met.There is enormous amounts of indifference directed towards any parent who
may question the Waldorf School or challenge them in any way.Children are not
held in reverence here at the Waldorf School of Cape Cod as is the Rudolph
Steiner teaching. In fact most issues are viewed as the child's and not the
adults in charge. Take a good look —Submitted by a parent
Posted February 7, 2005
My daughter has been attending Waldorf School of Cape Cod for five years,
completing second grade. She's learned to knit, mold beeswax, sing odd songs,
and has barely learned to read or write at the age of eight. This school's
emphasis on political correctiveness and art has completely absorbed their
ability to teach any fundamental aspect of early childhood learning. Though my
daughter has always received good marks in class, she is very far behind the
other children her age who go to other schools in every subject. There have been
several cases of violence that have been dismissed by the school system, and
there seems to be a total lacking of any form of discipline. I anxiuosly await
the end of the school year when I can enroll her into a different school. Please
save your child's education and put them into a different school system.
—Submitted by a parent
http://www.education.com/schoolfinder/us/massachusetts/cotuit/waldorf-school-of-\
cape-cod/#reviews
If academics hold any importance to you, do not attend this school. Don't ask
about how many children are in each class, but about how many have left. If you
enroll your child here, be sure to find a good tutor to take the Waldorf journey
with your child.
Submitted by a Parent on Jul 19, 2011
Absolutely agree with former reviewer. My child's class started with more than
14 students and by graduation only 4 were left. This is not the only class that
dropped out. Do your research regarding this school. Philosophies are archaic
and completely misunderstood by parents. There are no assessments to track your
child's progress and it is almost impossible to find a tutor who can unravel the
gaps your child will undoubtedly have when transferring to another school. Do
not attend this school. There are few redeeming qualities once you get past the
"oooh isn't this a nice place" feeling.
Submitted by a Parent on Feb 22, 2012
cape-cod/#reviews
Posted February 15, 2012
If you think this Waldorf School is like other successful Waldorf Schools,
PLEASE THINK AGAIN. The grades are a GAMBLE depending on the TEACHER your child
will have for 8 YEARS. There is little to no accountability for poor quality and
inconsistent standards of education and behavior. The admin and faculty dogma is
closely held in secrecy which is part and parcel to the Rudolph Steiner s
teachings and if questioned you will receive patent answers with little thought
to your child s specific needs. If you find a faculty member that is willing to
listen without prejudice to your concerns, good luck. Even the faculty who are
known amongst their colleagues for poor performance have job safety. Many
families have left this school after investing many years in it because their
concerns have been systematically swept under the rug. Mum's the word here. I
for one fell under the spell of this school. I found that my child and the
majority of classmates that stayed were left with such deficits in academics
that intense interventions were needed for most. Our class started with 14 or
more and ended with 4. Be aware of retention rates at this school. They differ
among the faculty greatly.
—Submitted by a parent
Posted February 2, 2012
There is no boss at a Waldorf School which means there is no one accountable.
Faculty hold the position of authority and the members change yearly. Issues are
continually deferred for lengthy amounts of times and conclusions are rarely met
or shared. In the past several years the administration staff has changed every
couple of years for a total of approximately six changes to the Administrator
position, six to the Administration Assistant position and several more to the
bookkeeper position. There has also been many staff hired and let go in
positions such as Director of Admissions and Director of Outreach. In short
there is little consistency in the Administration staff. Some faculty will cover
their colleagues backs at great lengths even when evidence of unacceptable
behaviors are present or educational needs of the students are not being
met.There is enormous amounts of indifference directed towards any parent who
may question the Waldorf School or challenge them in any way.Children are not
held in reverence here at the Waldorf School of Cape Cod as is the Rudolph
Steiner teaching. In fact most issues are viewed as the child's and not the
adults in charge. Take a good look —Submitted by a parent
Posted February 7, 2005
My daughter has been attending Waldorf School of Cape Cod for five years,
completing second grade. She's learned to knit, mold beeswax, sing odd songs,
and has barely learned to read or write at the age of eight. This school's
emphasis on political correctiveness and art has completely absorbed their
ability to teach any fundamental aspect of early childhood learning. Though my
daughter has always received good marks in class, she is very far behind the
other children her age who go to other schools in every subject. There have been
several cases of violence that have been dismissed by the school system, and
there seems to be a total lacking of any form of discipline. I anxiuosly await
the end of the school year when I can enroll her into a different school. Please
save your child's education and put them into a different school system.
—Submitted by a parent
http://www.education.com/schoolfinder/us/massachusetts/cotuit/waldorf-school-of-\
cape-cod/#reviews
If academics hold any importance to you, do not attend this school. Don't ask
about how many children are in each class, but about how many have left. If you
enroll your child here, be sure to find a good tutor to take the Waldorf journey
with your child.
Submitted by a Parent on Jul 19, 2011
Absolutely agree with former reviewer. My child's class started with more than
14 students and by graduation only 4 were left. This is not the only class that
dropped out. Do your research regarding this school. Philosophies are archaic
and completely misunderstood by parents. There are no assessments to track your
child's progress and it is almost impossible to find a tutor who can unravel the
gaps your child will undoubtedly have when transferring to another school. Do
not attend this school. There are few redeeming qualities once you get past the
"oooh isn't this a nice place" feeling.
Submitted by a Parent on Feb 22, 2012
HIGHLAND HALL Waldorf school Reviews - by Parents - UPDATED
I've reviewed Highland Hall extensively, but here are more RECENT reviews from
other parents and teachers... notice, very little has changed in all these
years:
http://gocitykids.parentsconnect.com/attraction/highland-hall-waldorf-school-17100-superior-street-northridge-ca-91325-us
Posted September 16, 2010
Waldorf education can be an amazing thing, but Highland Hall is a very poor
example of a Waldorf school. There are very real reasons this school is
under-enrolled, has no waiting lists, and often turns over 20% of its children a
year. There is no functioning leadership. Teacher quality is uneven. Most
crucially, Highland Hall lacks integrity, their mission statement a hollow
promise gutted by fear and money. Look elsewhere. —Submitted by a parent
Posted June 16, 2010
My 3 children did not feel they learned any basic curriculum. Knitting, art and
woodworking are great, but math, science, english, history are weak. Many of
their high school students don't get into college. We left because our children
were bored. —Submitted by a parent
Posted May 15, 2009
My daughter attended HH for a year and enjoyed what they had to offer at the
preschool age. However, she would come home and need to run and jump all over
the place. Some kids just need to run. I like the Waldorf philosophy but I also
feel times are changing and in order to keep a realistic perspective on our
world, the media is a huge part of it. And being a psych major, I have learned
that children feel safe when they can understand parts of their environment. Not
keeping them in a bubble right smack in the middle of a thriving city. Plus
parents have an imperialistic attitude at HH. The love and respect for nature
and life should be given to all, not just those who can afford it. —Submitted by
a parent
Posted April 21, 2009
My son was there for a year and didn't learn a thing. We changed schools the
following year to an more challenging academic setting. He had a lot of remedial
work that he had to do the following year just to catch up to his peers. The
teachers at Highland Hall are very nurturing and loving, however, the kids need
more mental stimulation. I don't agree with their philosophy (actually Rudolf
Steiner's) of delaying academics till the late elementary/jr. high years. My
feeling is that either you're a Waldorf person or you're not, there's no middle
ground. It turned out that my son had dyslexia, which had gone undetected as his
class was not performing at grade level in reading or writing. He did benefit
however, from having such a caring, wonderful teacher. The campus has an
expansive park-like feel to it and is beautiful. —Submitted by a parent
June 27, 2008
My child loved her kindergarten teachers but by 2nd grade became frustrated with
the repetition of form drawing and the weirdness of the eurythmy class. She is
now in a charter school that is equally relaxed (no grades, no tests, no
homework) but is more academically stimulating and inspiring. At Waldorf, every
child works at the same pace, which is usually dictated by the children who
struggle the most.
—Submitted by a parent
Posted July 25, 2007
If your child has any learning difficulties, this school is ideal for allowing
them to work without enormous pressure. If your child is academically gifted,
this school will not be a good fit. There is a strong anti-intellectualism from
First thru 12th grade.
—Submitted by Anna J., a parent
Posted June 25, 2007
Adjusting to a traditional school revealed that my child was performing in every
area below grade level. It took her a year to catch up, and we regret having not
pulled her out before First grade. Although the campus appears serene and
attractive, the lack of transparency in the curriculum is a serious problem.
—Submitted by Dorothy, a parent
Posted October 14, 2006
Excellent kindergarten with our particular teacher; however, we had the very
opposite experience in middle school; and we were so unimpressed by the time our
child reached 8th grade that our child begged us to allow her to switch to a
more traditional high school.
—Submitted by Judy, a parent
Posted October 13, 2006
Three children attended; the oldest had a great experience from k-8; our second
child had a series of terrible teachers. The youngest child had a great
kindergarten experience. The school has no ability to constructively address
parents concerns —Submitted by a parent
Posted October 13, 2006
In spite of the beautifuyl appearance, it feels like a cult. There are no
academics standards. —Submitted by a former STUDENT
Posted March 11, 2006
As the name states, this is a Waldorf school, which is a very definite thing.
For some, it is perfect, for some not such a good fit. That is the first thing a
prospective parent needs to research. One distinctive aspect of Waldorf schools
is there is not a 'principal'. In the event of a problem, this can be an issue.
We often felt we had no one to turn to for action on our concerns. Academically,
we found Highland Hall on a very different page than other private schools in
the area. Our children left with way above average vocabularies, and below level
skills in concrete areas such as spelling and basic math facts. —Submitted by a
parent
Posted February 28, 2005
The campus of Highland Hall Waldorf school is beautiful - there are big
playgrounds separate for the kindergarten, grades 1-3, and then 3-6. The
curriculum is very soul based, not academic - at least not academic enough for
my children. My 2nd grader got 'bored' there, and wanted to go to a 'real'
school - so we switched her to a public charter school. —Submitted by a parent
Anush ‎ - Jan 25, 2011
This place is a joke 4 years like bob says unless you start in 1st grade forget
it,you will always be an outsider,a bunch of spoiled rich kids who also infuse
the place with drugs ,you may be better of at another school ,save your money .
Paolo ‎ - Oct 23, 2010
Went here for 3 years of my life. Unless you're in the Waldorf system from 1st
grade up you will not integrate well into their education system. A bogus
education belief based on creating your own books, if you're child isn't an
artist, or is coming in from public school. Forget it, spend your 14000
somewhere else
http://gocitykids.parentsconnect.com/attraction/highland-hall-waldorf-school-171\
00-superior-street-northridge-ca-91325-us#
Our 3 children attended over 12 years and despite the beauty of the campus - the
school has no transparent system for problem solving serious issues. Teachers
seem defensive and intolerant of parents asking questions. The teachers police
each other and there is no advocate for the parents or students who might have a
legitimate concern about a teacher's conduct. Students can be expelled, without
any warning, if the teacher does not like their parent, even if the student has
never done anything wrong. This is not written down anywhere, but it has
happened several times in the last few years. Each time a perfectly cooperative
child is expelled or not allowed to re-enroll because the teacher didn't like
the child's parents, it sends a frightening message to the entire community to
not question the teacher's authority or your child will be punished.
Parents are not allowed to question the teacher's decisions in the elementary
grades. Discipline is inconsistent - often the teachers seem excessively
punitive. This education appeals to students/families who prefer an
anti-intellectual curriculum, with a spiritual agenda inspired by Rudolph
Steiner. There is no geniune open forum to express concern about classroom
issues, bullying, etc., or to question the unusual methods used to teach. - A.
Scemema (student)
other parents and teachers... notice, very little has changed in all these
years:
http://gocitykids.parentsconnect.com/attraction/highland-hall-waldorf-school-17100-superior-street-northridge-ca-91325-us
seems many Waldorf schools and charters
start off with a beautiful dream but in reality, the success of the
school is really depends on the ethical and emotional maturity of the
Administration & teachers. Highly subjective whether or not you are
blessed with one of the Great teachers or someone who hasn't worked out
their issues and you're supposed to 'trust' and 'let go...' we had a
very rude awakening... Public school seems so stable and healthy now
after the dysfunction we encountered. Can NOT recommend.
ex-waldorfmom
added: 05/09/2012Posted September 16, 2010
Waldorf education can be an amazing thing, but Highland Hall is a very poor
example of a Waldorf school. There are very real reasons this school is
under-enrolled, has no waiting lists, and often turns over 20% of its children a
year. There is no functioning leadership. Teacher quality is uneven. Most
crucially, Highland Hall lacks integrity, their mission statement a hollow
promise gutted by fear and money. Look elsewhere. —Submitted by a parent
Posted June 16, 2010
My 3 children did not feel they learned any basic curriculum. Knitting, art and
woodworking are great, but math, science, english, history are weak. Many of
their high school students don't get into college. We left because our children
were bored. —Submitted by a parent
Posted May 15, 2009
My daughter attended HH for a year and enjoyed what they had to offer at the
preschool age. However, she would come home and need to run and jump all over
the place. Some kids just need to run. I like the Waldorf philosophy but I also
feel times are changing and in order to keep a realistic perspective on our
world, the media is a huge part of it. And being a psych major, I have learned
that children feel safe when they can understand parts of their environment. Not
keeping them in a bubble right smack in the middle of a thriving city. Plus
parents have an imperialistic attitude at HH. The love and respect for nature
and life should be given to all, not just those who can afford it. —Submitted by
a parent
Posted April 21, 2009
My son was there for a year and didn't learn a thing. We changed schools the
following year to an more challenging academic setting. He had a lot of remedial
work that he had to do the following year just to catch up to his peers. The
teachers at Highland Hall are very nurturing and loving, however, the kids need
more mental stimulation. I don't agree with their philosophy (actually Rudolf
Steiner's) of delaying academics till the late elementary/jr. high years. My
feeling is that either you're a Waldorf person or you're not, there's no middle
ground. It turned out that my son had dyslexia, which had gone undetected as his
class was not performing at grade level in reading or writing. He did benefit
however, from having such a caring, wonderful teacher. The campus has an
expansive park-like feel to it and is beautiful. —Submitted by a parent
June 27, 2008
My child loved her kindergarten teachers but by 2nd grade became frustrated with
the repetition of form drawing and the weirdness of the eurythmy class. She is
now in a charter school that is equally relaxed (no grades, no tests, no
homework) but is more academically stimulating and inspiring. At Waldorf, every
child works at the same pace, which is usually dictated by the children who
struggle the most.
—Submitted by a parent
Posted July 25, 2007
If your child has any learning difficulties, this school is ideal for allowing
them to work without enormous pressure. If your child is academically gifted,
this school will not be a good fit. There is a strong anti-intellectualism from
First thru 12th grade.
—Submitted by Anna J., a parent
Posted June 25, 2007
Adjusting to a traditional school revealed that my child was performing in every
area below grade level. It took her a year to catch up, and we regret having not
pulled her out before First grade. Although the campus appears serene and
attractive, the lack of transparency in the curriculum is a serious problem.
—Submitted by Dorothy, a parent
Posted October 14, 2006
Excellent kindergarten with our particular teacher; however, we had the very
opposite experience in middle school; and we were so unimpressed by the time our
child reached 8th grade that our child begged us to allow her to switch to a
more traditional high school.
—Submitted by Judy, a parent
Posted October 13, 2006
Three children attended; the oldest had a great experience from k-8; our second
child had a series of terrible teachers. The youngest child had a great
kindergarten experience. The school has no ability to constructively address
parents concerns —Submitted by a parent
Posted October 13, 2006
In spite of the beautifuyl appearance, it feels like a cult. There are no
academics standards. —Submitted by a former STUDENT
Posted March 11, 2006
As the name states, this is a Waldorf school, which is a very definite thing.
For some, it is perfect, for some not such a good fit. That is the first thing a
prospective parent needs to research. One distinctive aspect of Waldorf schools
is there is not a 'principal'. In the event of a problem, this can be an issue.
We often felt we had no one to turn to for action on our concerns. Academically,
we found Highland Hall on a very different page than other private schools in
the area. Our children left with way above average vocabularies, and below level
skills in concrete areas such as spelling and basic math facts. —Submitted by a
parent
Posted February 28, 2005
The campus of Highland Hall Waldorf school is beautiful - there are big
playgrounds separate for the kindergarten, grades 1-3, and then 3-6. The
curriculum is very soul based, not academic - at least not academic enough for
my children. My 2nd grader got 'bored' there, and wanted to go to a 'real'
school - so we switched her to a public charter school. —Submitted by a parent
Anush ‎ - Jan 25, 2011
This place is a joke 4 years like bob says unless you start in 1st grade forget
it,you will always be an outsider,a bunch of spoiled rich kids who also infuse
the place with drugs ,you may be better of at another school ,save your money .
Paolo ‎ - Oct 23, 2010
Went here for 3 years of my life. Unless you're in the Waldorf system from 1st
grade up you will not integrate well into their education system. A bogus
education belief based on creating your own books, if you're child isn't an
artist, or is coming in from public school. Forget it, spend your 14000
somewhere else
http://gocitykids.parentsconnect.com/attraction/highland-hall-waldorf-school-171\
00-superior-street-northridge-ca-91325-us#
Our 3 children attended over 12 years and despite the beauty of the campus - the
school has no transparent system for problem solving serious issues. Teachers
seem defensive and intolerant of parents asking questions. The teachers police
each other and there is no advocate for the parents or students who might have a
legitimate concern about a teacher's conduct. Students can be expelled, without
any warning, if the teacher does not like their parent, even if the student has
never done anything wrong. This is not written down anywhere, but it has
happened several times in the last few years. Each time a perfectly cooperative
child is expelled or not allowed to re-enroll because the teacher didn't like
the child's parents, it sends a frightening message to the entire community to
not question the teacher's authority or your child will be punished.
Parents are not allowed to question the teacher's decisions in the elementary
grades. Discipline is inconsistent - often the teachers seem excessively
punitive. This education appeals to students/families who prefer an
anti-intellectual curriculum, with a spiritual agenda inspired by Rudolph
Steiner. There is no geniune open forum to express concern about classroom
issues, bullying, etc., or to question the unusual methods used to teach. - A.
Scemema (student)
Monday, January 2, 2012
DC's Improbable Science
Steiner Waldorf Schools Part 3. The problem of racism
My Comments:
PeteK // Dec 18, 2010 at 23:27
I have had ongoing issues with Highland Hall Waldorf school in Northridge, California. They taught my child that white people are \more evolved\ than blacks and Asians. When I questioned this with teachers at the school, they defended the idea – one claiming it was \out of Africa\ theory. The class was Physiology.
Highland Hall teaches Steiner’s racist ideas as part of their curriculum. I have talked extensively with them about this to no avail. Additionally, Highland Hall is the host for WISC – the Waldorf teacher training institute. Waldorf teacher training materials included required reading of Steiner’s most racist ideas. Why?
Please see my blog regarding racism being taught covertly at Highland Hall Waldorf school.
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00:00:00-08:00&updated-max=2010-01-01T00:00:00-08:00&max-results=4
Highland Hall teaches Steiner’s racist ideas as part of their curriculum. I have talked extensively with them about this to no avail. Additionally, Highland Hall is the host for WISC – the Waldorf teacher training institute. Waldorf teacher training materials included required reading of Steiner’s most racist ideas. Why?
Please see my blog regarding racism being taught covertly at Highland Hall Waldorf school.
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00:00:00-08:00&updated-max=2010-01-01T00:00:00-08:00&max-results=4
PeteK // Dec 20, 2010 at 04:02
TheBee,
http://www.openwaldorf.com/readingroom.html
If Waldorf schools aren’t racist, why are Waldorf teacher trainees REQUIRED to read books like “Knowledge of Higher Worlds” which contains the following:
“For peoples and races are but steps leading to pure humanity. A race or a nation stands so much the higher, the more perfectly its members express the pure, ideal human type, the further they have worked their way from the physical and perishable to the supersensible and imperishable. The evolution of man through the incarnations in ever higher national and racial forms is thus a process of liberation. Man must finally appear in harmonious perfection.” (Steiner, Knowledge of Higher Worlds p. 207)
And of course the foundation of Waldorf teacher training – Faculty Meetings with Rudolf Steiner (now known as “Discussions with Teachers”):
“The use of the French language quite certainly corrupts the soul. The soul acquires nothing more than the possibility of clichés. Those who enthusiastically speak French transfer that to other languages. The French are also ruining what maintains their dead language, namely, their blood. The French are committing the terrible brutality of moving black people to Europe, but it works, in an even worse way, back on France. It has an enormous effect on the blood and the race and contributes considerably toward French decadence. The French as a race are reverting.” (FACULTY MEETINGS WITH RUDOLF STEINER, pp. 558-559.)
But maybe you were a good Waldorf child, Mr. Bee… From the same book:
Critical thinking is especially hazardous. Good children “have a respect that
forbids them, even in the deepest recess of their heart, to harbour any thoughts
of criticism or opposition.” [KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT,
p. 10.]
This is what Waldorf teachers are TAUGHT in Waldorf teacher training. What else are Waldorf teachers asked to read, Mr. Bee?
How about this… again from Faculty Meetings:
“For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only look at Goethe and Jean Paul [i.e., Johann Paul Friedrich Richter, a German author] to see it. You can show everywhere that their capacities come from a life before birth.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 184.)
So Waldorf teachers are told to teach reincarnation… Agreed?
And of course, they should learn their science, right?
“With the students, we should at least try to…make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 607.)
“It is not that the planets move around the Sun, but these three, Mercury, Venus, and the Earth, follow the Sun, and these three, Mars, Jupiter, and Saturn, precede it.” (FACULTY MEETINGS WITH RUDOLF STEINER., pp. 30-31.)
And my person favorite, demonic possession:
Dr. Steiner: “That little girl L.. in the first grade must have something very wrong inside. There is not much we can do. Such cases are increasing in which children are born with a human form, but are not really human beings in relation to their highest I [the highest element of one’s spiritual being]; instead, they are filled with beings that do not belong to the human class. Quite a number of people have been born since the [1890s] without an I, that is, they are not reincarnated, but are human forms filled with a sort of natural demon. There are quite a large number of older people going around who are actually not human beings, but only natural; they are human beings only in regard to their form. We cannot, however, create a school for demons.”
A teacher: “How is that possible?”
Dr. Steiner: “Cosmic error is certainly not impossible. The relationships of individuals coming into earthly existence have long been determined. There are also generations in which individuals have no desire to come into earthly existence and be connected with physicality, or immediately leave at the very beginning. In such cases, other beings that are not quite suited step in…. They are also quite different from human beings in regard to everything spiritual. They can, for example, never remember such things as sentences; they have a memory only for words, not for sentences….
“I do not like to talk about such things since we have often been attacked even without them. Imagine what people would say if they heard that we say there are people who are not human beings. Nevertheless, these are facts. Our culture would not be in such a decline if people felt more strongly that a number of people are going around who, because they are completely ruthless, have become something that is not human, but instead are demons in human form.
“Nevertheless, we do not want to shout that to the world. Our opposition is already large enough. Such things are really shocking to people. I caused enough shock when I needed to say that a very famous university professor, after a very short time between death and rebirth, was reincarnated as a black scientist. We do not want to shout such things out into the world.” (Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER, Anthroposophical Press, 1998, pp. 649-650.)
But getting back to Steiner’s racist views… rather than your “new” ideas about what Steiner believed, how about if we get it right from Steiner:
“Thus we see that through these abnormal Spirits of Form there are five potential centres of influence where these reflected planetary forces are concentrated and produce in reflect what we know as the five main races of the Earth. Let us now look more closely into the centre which, in Lecture Four, we situated in the interior of Africa. If we state that the Negro race was born of the cooperation between the normal Spirits of Form and the abnormal Spirits of Form centred in Mercury, then from an occult standpoint we are perfectly correct in describing the Negro race as the “Mercury race”. Let us now continue along the line joining the centres or focal points from which the individual races spread outward. We then come to Asia which is the seat of the “Venus race” or the Malayan race. We then move northward across the wide expanse of Asia and we find the Mongolian race which is formed by the Mars forces. Then we cross over into Europe and find the Europeans who in their original racial character are “Jupiter men”. If we cross the ocean to America which is the centre where civilizations or races die, we find there dark “Saturn’s race”, the original Red Indian race. The American Indian race is the “Saturn race”. Thus if you look into the matter more closely from an occult standpoint you will become aware of the five centres where the planetary forces are concentrated and are manifested in the external world. With a progressively more definite and concrete conception of this racial distribution you will develop an inner understanding of the racial characteristics peculiar to the peoples spread over the Earth, an understanding of this unique cooperation of the normal and abnormal Spirits of Form.
“It is valid for the epoch when, at a definite moment of time in the old Atlantean evolution, the peoples began to migrate from a centre in Atlantis and sought the particular centre where they could receive the training appropriate to their race.
“Now how do we look upon a member of the Ethiopian race, of the Mercury race? We see him as one who was originally chosen, who was predestined by the Elohim to express the quintessence of the all-human. But from the Mercury Centre the potent influences of the abnormal Spirits of Form intervened and modified the form of man to such an extent that the Ethiopian race arose. And such was the case with each individual race.
“Now how do these Race Spirits work in and upon man? They work in a very unique way; they permeate his vital energies, they penetrate even down into his physical body. Now you know that the four fundamental members of man find their impress and are reflected in corresponding parts of the physical body: the ‘I’ finds its impress in the blood, the astral body in the nervous system, the etheric or life body in the glandular system. Only the physical body is self-sufficient; it is a reflection of its own inner being which for the man of the present is subject to its own fixed laws. Now those spiritual Beings who are stirring in man and determine his racial character cannot at first work directly into his higher vehicles. They are active first of all in these reflections of the higher vehicles in the physical body. They cannot as yet enter directly into the physical body, but they are active in the three other members, in the blood which is the reflection of the ‘I’; in the nervous system, the reflection of the astral body; and in the glandular system which is the reflection of the etheric body. The Race Spirits, the abnormal Spirits of Form, are active in these three systems, which are part of man’s organic system, but are reflections of the higher vehicles. Thus the physical body of man is determined from within. These various spiritual Beings invade those members of the physical body which are the preliminary drafts, the suggestions of the higher vehicles. Now where, for instance, does Mercury make his influence felt? Under Mercury, I include all the abnormal Spirits of Form to be found in Mercury. He makes his influence felt by cooperating with others, especially in the glandular system. He is active in the glandular (or lymphatic) system where are manifested the forces born of that preponderance of the Mercury forces which are present in the Ethiopian race. Everything which gives the Ethiopian race its distinctive character sterns from the ferment of the Mercury forces in the glandular system of this people. What transforms the undifferentiated universal human form into the distinctive Ethiopian typewith his black pigmentation and woolly or frizzy hair is the consequence of their activity.
“The Semitic people are an example of a modification of collective humanity. Jahve or Jehovah shuts Himself off from the other Elohim and invests this people with a special character by cooperating with the Mars Spirits, in order to bring about a special modification of his people. You will now understand the peculiar character of the Semitic people and its mission. In a profound occult sense the Biblical writer was able to claim that Jahve or Jehovah had made this people his own. If you add to this the fact that Jahve cooperated with the Mars Spirits who worked principally in the blood, you will understand why racial continuity through the blood-stream was of particular importance to the Semitic Hebrew people and why Jahve describes Himself as the God who is present in the blood of the generations, in the blood of Abraham, Isaac and Jacob. When he declared himself to be the God of Abraham, Isaac and Jacob, He proclaimed that He was present in the blood-stream of the Patriarchs. Whatsoever works in the blood, whatsoever must be determined through the blood – the cooperation with the Mars Spirits – that is one of the mysteries which give us a deep insight into the wise guidance of all mankind. The blood of mankind is thus subject to a twofold influence; two races emerge, the Mongolian race and the Semitic race. This points to the existence of an important polarity in mankind and we must emphasize the immense importance of this polarity if we wish to plumb the depths of the Folk Souls.
“Consequently the various peoples may assume the most diverse forms. According as the eye or the ear or one of the other senses predominates, so will the different peoples respond in this or that way to the particularnational tendency within the racial character. In consequence of this they are faced with quite specific tasks. The particular task of the Caucasian race is to find the way to the spirit through the senses, for this race is orientated chiefly towards the sense-world. Here is disclosed something that introduces us to the deeper secrets of occultism; it shows how, in those peoples who are subject to the Venus forces, the initial steps in development, even in occult development, must be concentrated on the respiratory system. Amongst the peoples living more in the Western Hemisphere, on the other hand, the initial steps must start from an enrichment and a spiritualization of the life of the senses. This is experienced by those peoples inhabiting countries more towards the West in their stages of higher cognition, in Imagination, Inspiration and Intuition, in so far as the Jupiter Spirit originally modified the character.
“Finally, the abnormal Spirits of Form who have their centre in Saturn work indirectly via all the other systems into the glandular system. In the Saturn race, therefore, in everything to which we must ascribe the Saturn character, we must expect to find the combination of the forces leading to the twilight of mankind, forces which set the seal upon its development and sow the seeds of its ultimate decline. This action and its effect upon the glandular system can be seen in the American Indian race and was the cause of its ultimate extinction. The Saturn influence finally works via all the other systems into the glandular system which secretes the hardest parts of man. This slow decline is characterized by a kind of ossification which is clearly reflected in the external form. If you look at the pictures of the old American Indians the process of ossification described above is evident in the decline of this race. In a race such as this everything pertaining to the forces of theSaturn evolution has become realized in a special manner; then Saturn withdrew into itself, abandoned man to his bony system and thus hastened his decline.” (Rudolf Steiner, The Mission of Single Folk Souls in Relation to Germanic-Nordic Mythology -Lecture 6 -The five main races of Mankind)
http://petekaraiskos.blogspot.com/
PeteK // Dec 20, 2010 at 16:13
Mr Bee wrote:
“The main physical reality behind the concept “Atlantean time” (in my view) needs to be understood as what took place during Cenozoic time – Tertiary and Quaternary – up to the end of the Pleistocene, ending some 8,000 years B.C.”
Yes indeed, that is YOUR VIEW… it wasn’t Steiner’s (I’ve read both Knowledge of Higher Words AND Esoteric Science – as well as dozens of other Steiner books). He was a “scientist” after all… according to Waldorf. Scientists knew words like Cenozoic and Tertiary and Quaternary and Pleistocene back in Steiner’s time. If he meant those periods of time, he would have mentioned them somewhere. He didn’t because he didn’t. You invented this Mr. Bee… as an explanation for Steiner’s weirdness… without ANY support whatsoever in Steiner’s works. Steiner the “scientist” could have expressed man’s development through these periods of time (if he believed it) – very precisely. He wasn’t exactly at a loss for word – was he?
Mr. Bee continues: “While this of course stands out as provocative to say the least to the down the earth consciousness we develop in normal busy day-to-day life, I think it is possible to understand what it refers to.”
Yes – it is a lesson about Steiner’s racist views. Anyone can see that – very plainly. Why do teachers need to know this – if not to relate and apply what Steiner believed about the races to THEIR STUDENTS?
Waldorf teachers are taught Steiner’s racism for racist reasons – to separate and judge children by their race (among other things like head size and temperament). That’s IT! No connection to the scientific view of the early development of humans – this is the invention of Mr. Bee alone – without support from anything in Steiner’s works!
PK
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=4
http://www.openwaldorf.com/readingroom.html
If Waldorf schools aren’t racist, why are Waldorf teacher trainees REQUIRED to read books like “Knowledge of Higher Worlds” which contains the following:
“For peoples and races are but steps leading to pure humanity. A race or a nation stands so much the higher, the more perfectly its members express the pure, ideal human type, the further they have worked their way from the physical and perishable to the supersensible and imperishable. The evolution of man through the incarnations in ever higher national and racial forms is thus a process of liberation. Man must finally appear in harmonious perfection.” (Steiner, Knowledge of Higher Worlds p. 207)
And of course the foundation of Waldorf teacher training – Faculty Meetings with Rudolf Steiner (now known as “Discussions with Teachers”):
“The use of the French language quite certainly corrupts the soul. The soul acquires nothing more than the possibility of clichés. Those who enthusiastically speak French transfer that to other languages. The French are also ruining what maintains their dead language, namely, their blood. The French are committing the terrible brutality of moving black people to Europe, but it works, in an even worse way, back on France. It has an enormous effect on the blood and the race and contributes considerably toward French decadence. The French as a race are reverting.” (FACULTY MEETINGS WITH RUDOLF STEINER, pp. 558-559.)
But maybe you were a good Waldorf child, Mr. Bee… From the same book:
Critical thinking is especially hazardous. Good children “have a respect that
forbids them, even in the deepest recess of their heart, to harbour any thoughts
of criticism or opposition.” [KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT,
p. 10.]
This is what Waldorf teachers are TAUGHT in Waldorf teacher training. What else are Waldorf teachers asked to read, Mr. Bee?
How about this… again from Faculty Meetings:
“For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only look at Goethe and Jean Paul [i.e., Johann Paul Friedrich Richter, a German author] to see it. You can show everywhere that their capacities come from a life before birth.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 184.)
So Waldorf teachers are told to teach reincarnation… Agreed?
And of course, they should learn their science, right?
“With the students, we should at least try to…make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 607.)
“It is not that the planets move around the Sun, but these three, Mercury, Venus, and the Earth, follow the Sun, and these three, Mars, Jupiter, and Saturn, precede it.” (FACULTY MEETINGS WITH RUDOLF STEINER., pp. 30-31.)
And my person favorite, demonic possession:
Dr. Steiner: “That little girl L.. in the first grade must have something very wrong inside. There is not much we can do. Such cases are increasing in which children are born with a human form, but are not really human beings in relation to their highest I [the highest element of one’s spiritual being]; instead, they are filled with beings that do not belong to the human class. Quite a number of people have been born since the [1890s] without an I, that is, they are not reincarnated, but are human forms filled with a sort of natural demon. There are quite a large number of older people going around who are actually not human beings, but only natural; they are human beings only in regard to their form. We cannot, however, create a school for demons.”
A teacher: “How is that possible?”
Dr. Steiner: “Cosmic error is certainly not impossible. The relationships of individuals coming into earthly existence have long been determined. There are also generations in which individuals have no desire to come into earthly existence and be connected with physicality, or immediately leave at the very beginning. In such cases, other beings that are not quite suited step in…. They are also quite different from human beings in regard to everything spiritual. They can, for example, never remember such things as sentences; they have a memory only for words, not for sentences….
“I do not like to talk about such things since we have often been attacked even without them. Imagine what people would say if they heard that we say there are people who are not human beings. Nevertheless, these are facts. Our culture would not be in such a decline if people felt more strongly that a number of people are going around who, because they are completely ruthless, have become something that is not human, but instead are demons in human form.
“Nevertheless, we do not want to shout that to the world. Our opposition is already large enough. Such things are really shocking to people. I caused enough shock when I needed to say that a very famous university professor, after a very short time between death and rebirth, was reincarnated as a black scientist. We do not want to shout such things out into the world.” (Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER, Anthroposophical Press, 1998, pp. 649-650.)
But getting back to Steiner’s racist views… rather than your “new” ideas about what Steiner believed, how about if we get it right from Steiner:
“Thus we see that through these abnormal Spirits of Form there are five potential centres of influence where these reflected planetary forces are concentrated and produce in reflect what we know as the five main races of the Earth. Let us now look more closely into the centre which, in Lecture Four, we situated in the interior of Africa. If we state that the Negro race was born of the cooperation between the normal Spirits of Form and the abnormal Spirits of Form centred in Mercury, then from an occult standpoint we are perfectly correct in describing the Negro race as the “Mercury race”. Let us now continue along the line joining the centres or focal points from which the individual races spread outward. We then come to Asia which is the seat of the “Venus race” or the Malayan race. We then move northward across the wide expanse of Asia and we find the Mongolian race which is formed by the Mars forces. Then we cross over into Europe and find the Europeans who in their original racial character are “Jupiter men”. If we cross the ocean to America which is the centre where civilizations or races die, we find there dark “Saturn’s race”, the original Red Indian race. The American Indian race is the “Saturn race”. Thus if you look into the matter more closely from an occult standpoint you will become aware of the five centres where the planetary forces are concentrated and are manifested in the external world. With a progressively more definite and concrete conception of this racial distribution you will develop an inner understanding of the racial characteristics peculiar to the peoples spread over the Earth, an understanding of this unique cooperation of the normal and abnormal Spirits of Form.
“It is valid for the epoch when, at a definite moment of time in the old Atlantean evolution, the peoples began to migrate from a centre in Atlantis and sought the particular centre where they could receive the training appropriate to their race.
“Now how do we look upon a member of the Ethiopian race, of the Mercury race? We see him as one who was originally chosen, who was predestined by the Elohim to express the quintessence of the all-human. But from the Mercury Centre the potent influences of the abnormal Spirits of Form intervened and modified the form of man to such an extent that the Ethiopian race arose. And such was the case with each individual race.
“Now how do these Race Spirits work in and upon man? They work in a very unique way; they permeate his vital energies, they penetrate even down into his physical body. Now you know that the four fundamental members of man find their impress and are reflected in corresponding parts of the physical body: the ‘I’ finds its impress in the blood, the astral body in the nervous system, the etheric or life body in the glandular system. Only the physical body is self-sufficient; it is a reflection of its own inner being which for the man of the present is subject to its own fixed laws. Now those spiritual Beings who are stirring in man and determine his racial character cannot at first work directly into his higher vehicles. They are active first of all in these reflections of the higher vehicles in the physical body. They cannot as yet enter directly into the physical body, but they are active in the three other members, in the blood which is the reflection of the ‘I’; in the nervous system, the reflection of the astral body; and in the glandular system which is the reflection of the etheric body. The Race Spirits, the abnormal Spirits of Form, are active in these three systems, which are part of man’s organic system, but are reflections of the higher vehicles. Thus the physical body of man is determined from within. These various spiritual Beings invade those members of the physical body which are the preliminary drafts, the suggestions of the higher vehicles. Now where, for instance, does Mercury make his influence felt? Under Mercury, I include all the abnormal Spirits of Form to be found in Mercury. He makes his influence felt by cooperating with others, especially in the glandular system. He is active in the glandular (or lymphatic) system where are manifested the forces born of that preponderance of the Mercury forces which are present in the Ethiopian race. Everything which gives the Ethiopian race its distinctive character sterns from the ferment of the Mercury forces in the glandular system of this people. What transforms the undifferentiated universal human form into the distinctive Ethiopian typewith his black pigmentation and woolly or frizzy hair is the consequence of their activity.
“The Semitic people are an example of a modification of collective humanity. Jahve or Jehovah shuts Himself off from the other Elohim and invests this people with a special character by cooperating with the Mars Spirits, in order to bring about a special modification of his people. You will now understand the peculiar character of the Semitic people and its mission. In a profound occult sense the Biblical writer was able to claim that Jahve or Jehovah had made this people his own. If you add to this the fact that Jahve cooperated with the Mars Spirits who worked principally in the blood, you will understand why racial continuity through the blood-stream was of particular importance to the Semitic Hebrew people and why Jahve describes Himself as the God who is present in the blood of the generations, in the blood of Abraham, Isaac and Jacob. When he declared himself to be the God of Abraham, Isaac and Jacob, He proclaimed that He was present in the blood-stream of the Patriarchs. Whatsoever works in the blood, whatsoever must be determined through the blood – the cooperation with the Mars Spirits – that is one of the mysteries which give us a deep insight into the wise guidance of all mankind. The blood of mankind is thus subject to a twofold influence; two races emerge, the Mongolian race and the Semitic race. This points to the existence of an important polarity in mankind and we must emphasize the immense importance of this polarity if we wish to plumb the depths of the Folk Souls.
“Consequently the various peoples may assume the most diverse forms. According as the eye or the ear or one of the other senses predominates, so will the different peoples respond in this or that way to the particularnational tendency within the racial character. In consequence of this they are faced with quite specific tasks. The particular task of the Caucasian race is to find the way to the spirit through the senses, for this race is orientated chiefly towards the sense-world. Here is disclosed something that introduces us to the deeper secrets of occultism; it shows how, in those peoples who are subject to the Venus forces, the initial steps in development, even in occult development, must be concentrated on the respiratory system. Amongst the peoples living more in the Western Hemisphere, on the other hand, the initial steps must start from an enrichment and a spiritualization of the life of the senses. This is experienced by those peoples inhabiting countries more towards the West in their stages of higher cognition, in Imagination, Inspiration and Intuition, in so far as the Jupiter Spirit originally modified the character.
“Finally, the abnormal Spirits of Form who have their centre in Saturn work indirectly via all the other systems into the glandular system. In the Saturn race, therefore, in everything to which we must ascribe the Saturn character, we must expect to find the combination of the forces leading to the twilight of mankind, forces which set the seal upon its development and sow the seeds of its ultimate decline. This action and its effect upon the glandular system can be seen in the American Indian race and was the cause of its ultimate extinction. The Saturn influence finally works via all the other systems into the glandular system which secretes the hardest parts of man. This slow decline is characterized by a kind of ossification which is clearly reflected in the external form. If you look at the pictures of the old American Indians the process of ossification described above is evident in the decline of this race. In a race such as this everything pertaining to the forces of theSaturn evolution has become realized in a special manner; then Saturn withdrew into itself, abandoned man to his bony system and thus hastened his decline.” (Rudolf Steiner, The Mission of Single Folk Souls in Relation to Germanic-Nordic Mythology -Lecture 6 -The five main races of Mankind)
http://petekaraiskos.blogspot.com/
PeteK // Dec 20, 2010 at 16:13
Mr Bee wrote:
“The main physical reality behind the concept “Atlantean time” (in my view) needs to be understood as what took place during Cenozoic time – Tertiary and Quaternary – up to the end of the Pleistocene, ending some 8,000 years B.C.”
Yes indeed, that is YOUR VIEW… it wasn’t Steiner’s (I’ve read both Knowledge of Higher Words AND Esoteric Science – as well as dozens of other Steiner books). He was a “scientist” after all… according to Waldorf. Scientists knew words like Cenozoic and Tertiary and Quaternary and Pleistocene back in Steiner’s time. If he meant those periods of time, he would have mentioned them somewhere. He didn’t because he didn’t. You invented this Mr. Bee… as an explanation for Steiner’s weirdness… without ANY support whatsoever in Steiner’s works. Steiner the “scientist” could have expressed man’s development through these periods of time (if he believed it) – very precisely. He wasn’t exactly at a loss for word – was he?
Mr. Bee continues: “While this of course stands out as provocative to say the least to the down the earth consciousness we develop in normal busy day-to-day life, I think it is possible to understand what it refers to.”
Yes – it is a lesson about Steiner’s racist views. Anyone can see that – very plainly. Why do teachers need to know this – if not to relate and apply what Steiner believed about the races to THEIR STUDENTS?
Waldorf teachers are taught Steiner’s racism for racist reasons – to separate and judge children by their race (among other things like head size and temperament). That’s IT! No connection to the scientific view of the early development of humans – this is the invention of Mr. Bee alone – without support from anything in Steiner’s works!
PK
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=4
- TheBee,
http://www.openwaldorf.com/readingroom.html
If Waldorf schools aren’t racist, why are Waldorf teacher trainees REQUIRED to read books like “Knowledge of Higher Worlds” which contains the following:
“For peoples and races are but steps leading to pure humanity. A race or a nation stands so much the higher, the more perfectly its members express the pure, ideal human type, the further they have worked their way from the physical and perishable to the supersensible and imperishable. The evolution of man through the incarnations in ever higher national and racial forms is thus a process of liberation. Man must finally appear in harmonious perfection.” (Steiner, Knowledge of Higher Worlds p. 207)
And of course the foundation of Waldorf teacher training – Faculty Meetings with Rudolf Steiner (now known as “Discussions with Teachers”):
“The use of the French language quite certainly corrupts the soul. The soul acquires nothing more than the possibility of clichés. Those who enthusiastically speak French transfer that to other languages. The French are also ruining what maintains their dead language, namely, their blood. The French are committing the terrible brutality of moving black people to Europe, but it works, in an even worse way, back on France. It has an enormous effect on the blood and the race and contributes considerably toward French decadence. The French as a race are reverting.” (FACULTY MEETINGS WITH RUDOLF STEINER, pp. 558-559.)
But maybe you were a good Waldorf child, Mr. Bee… From the same book:
Critical thinking is especially hazardous. Good children “have a respect that
forbids them, even in the deepest recess of their heart, to harbour any thoughts
of criticism or opposition.” [KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT,
p. 10.]
This is what Waldorf teachers are TAUGHT in Waldorf teacher training. What else are Waldorf teachers asked to read, Mr. Bee?
How about this… again from Faculty Meetings:
“For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only look at Goethe and Jean Paul [i.e., Johann Paul Friedrich Richter, a German author] to see it. You can show everywhere that their capacities come from a life before birth.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 184.)
So Waldorf teachers are told to teach reincarnation… Agreed?
And of course, they should learn their science, right?
“With the students, we should at least try to…make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside.” (FACULTY MEETINGS WITH RUDOLF STEINER, p. 607.)
“It is not that the planets move around the Sun, but these three, Mercury, Venus, and the Earth, follow the Sun, and these three, Mars, Jupiter, and Saturn, precede it.” (FACULTY MEETINGS WITH RUDOLF STEINER., pp. 30-31.)
And my person favorite, demonic possession:
Dr. Steiner: “That little girl L.. in the first grade must have something very wrong inside. There is not much we can do. Such cases are increasing in which children are born with a human form, but are not really human beings in relation to their highest I [the highest element of one’s spiritual being]; instead, they are filled with beings that do not belong to the human class. Quite a number of people have been born since the [1890s] without an I, that is, they are not reincarnated, but are human forms filled with a sort of natural demon. There are quite a large number of older people going around who are actually not human beings, but only natural; they are human beings only in regard to their form. We cannot, however, create a school for demons.”
A teacher: “How is that possible?”
Dr. Steiner: “Cosmic error is certainly not impossible. The relationships of individuals coming into earthly existence have long been determined. There are also generations in which individuals have no desire to come into earthly existence and be connected with physicality, or immediately leave at the very beginning. In such cases, other beings that are not quite suited step in…. They are also quite different from human beings in regard to everything spiritual. They can, for example, never remember such things as sentences; they have a memory only for words, not for sentences….
“I do not like to talk about such things since we have often been attacked even without them. Imagine what people would say if they heard that we say there are people who are not human beings. Nevertheless, these are facts. Our culture would not be in such a decline if people felt more strongly that a number of people are going around who, because they are completely ruthless, have become something that is not human, but instead are demons in human form.
“Nevertheless, we do not want to shout that to the world. Our opposition is already large enough. Such things are really shocking to people. I caused enough shock when I needed to say that a very famous university professor, after a very short time between death and rebirth, was reincarnated as a black scientist. We do not want to shout such things out into the world.” (Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER, Anthroposophical Press, 1998, pp. 649-650.)
But getting back to Steiner’s racist views… rather than your “new” ideas about what Steiner believed, how about if we get it right from Steiner:
“Thus we see that through these abnormal Spirits of Form there are five potential centres of influence where these reflected planetary forces are concentrated and produce in reflect what we know as the five main races of the Earth. Let us now look more closely into the centre which, in Lecture Four, we situated in the interior of Africa. If we state that the Negro race was born of the cooperation between the normal Spirits of Form and the abnormal Spirits of Form centred in Mercury, then from an occult standpoint we are perfectly correct in describing the Negro race as the “Mercury race”. Let us now continue along the line joining the centres or focal points from which the individual races spread outward. We then come to Asia which is the seat of the “Venus race” or the Malayan race. We then move northward across the wide expanse of Asia and we find the Mongolian race which is formed by the Mars forces. Then we cross over into Europe and find the Europeans who in their original racial character are “Jupiter men”. If we cross the ocean to America which is the centre where civilizations or races die, we find there dark “Saturn’s race”, the original Red Indian race. The American Indian race is the “Saturn race”. Thus if you look into the matter more closely from an occult standpoint you will become aware of the five centres where the planetary forces are concentrated and are manifested in the external world. With a progressively more definite and concrete conception of this racial distribution you will develop an inner understanding of the racial characteristics peculiar to the peoples spread over the Earth, an understanding of this unique cooperation of the normal and abnormal Spirits of Form.
“It is valid for the epoch when, at a definite moment of time in the old Atlantean evolution, the peoples began to migrate from a centre in Atlantis and sought the particular centre where they could receive the training appropriate to their race.
“Now how do we look upon a member of the Ethiopian race, of the Mercury race? We see him as one who was originally chosen, who was predestined by the Elohim to express the quintessence of the all-human. But from the Mercury Centre the potent influences of the abnormal Spirits of Form intervened and modified the form of man to such an extent that the Ethiopian race arose. And such was the case with each individual race.
“Now how do these Race Spirits work in and upon man? They work in a very unique way; they permeate his vital energies, they penetrate even down into his physical body. Now you know that the four fundamental members of man find their impress and are reflected in corresponding parts of the physical body: the ‘I’ finds its impress in the blood, the astral body in the nervous system, the etheric or life body in the glandular system. Only the physical body is self-sufficient; it is a reflection of its own inner being which for the man of the present is subject to its own fixed laws. Now those spiritual Beings who are stirring in man and determine his racial character cannot at first work directly into his higher vehicles. They are active first of all in these reflections of the higher vehicles in the physical body. They cannot as yet enter directly into the physical body, but they are active in the three other members, in the blood which is the reflection of the ‘I’; in the nervous system, the reflection of the astral body; and in the glandular system which is the reflection of the etheric body. The Race Spirits, the abnormal Spirits of Form, are active in these three systems, which are part of man’s organic system, but are reflections of the higher vehicles. Thus the physical body of man is determined from within. These various spiritual Beings invade those members of the physical body which are the preliminary drafts, the suggestions of the higher vehicles. Now where, for instance, does Mercury make his influence felt? Under Mercury, I include all the abnormal Spirits of Form to be found in Mercury. He makes his influence felt by cooperating with others, especially in the glandular system. He is active in the glandular (or lymphatic) system where are manifested the forces born of that preponderance of the Mercury forces which are present in the Ethiopian race. Everything which gives the Ethiopian race its distinctive character sterns from the ferment of the Mercury forces in the glandular system of this people. What transforms the undifferentiated universal human form into the distinctive Ethiopian typewith his black pigmentation and woolly or frizzy hair is the consequence of their activity.
“The Semitic people are an example of a modification of collective humanity. Jahve or Jehovah shuts Himself off from the other Elohim and invests this people with a special character by cooperating with the Mars Spirits, in order to bring about a special modification of his people. You will now understand the peculiar character of the Semitic people and its mission. In a profound occult sense the Biblical writer was able to claim that Jahve or Jehovah had made this people his own. If you add to this the fact that Jahve cooperated with the Mars Spirits who worked principally in the blood, you will understand why racial continuity through the blood-stream was of particular importance to the Semitic Hebrew people and why Jahve describes Himself as the God who is present in the blood of the generations, in the blood of Abraham, Isaac and Jacob. When he declared himself to be the God of Abraham, Isaac and Jacob, He proclaimed that He was present in the blood-stream of the Patriarchs. Whatsoever works in the blood, whatsoever must be determined through the blood – the cooperation with the Mars Spirits – that is one of the mysteries which give us a deep insight into the wise guidance of all mankind. The blood of mankind is thus subject to a twofold influence; two races emerge, the Mongolian race and the Semitic race. This points to the existence of an important polarity in mankind and we must emphasize the immense importance of this polarity if we wish to plumb the depths of the Folk Souls.
“Consequently the various peoples may assume the most diverse forms. According as the eye or the ear or one of the other senses predominates, so will the different peoples respond in this or that way to the particularnational tendency within the racial character. In consequence of this they are faced with quite specific tasks. The particular task of the Caucasian race is to find the way to the spirit through the senses, for this race is orientated chiefly towards the sense-world. Here is disclosed something that introduces us to the deeper secrets of occultism; it shows how, in those peoples who are subject to the Venus forces, the initial steps in development, even in occult development, must be concentrated on the respiratory system. Amongst the peoples living more in the Western Hemisphere, on the other hand, the initial steps must start from an enrichment and a spiritualization of the life of the senses. This is experienced by those peoples inhabiting countries more towards the West in their stages of higher cognition, in Imagination, Inspiration and Intuition, in so far as the Jupiter Spirit originally modified the character.
“Finally, the abnormal Spirits of Form who have their centre in Saturn work indirectly via all the other systems into the glandular system. In the Saturn race, therefore, in everything to which we must ascribe the Saturn character, we must expect to find the combination of the forces leading to the twilight of mankind, forces which set the seal upon its development and sow the seeds of its ultimate decline. This action and its effect upon the glandular system can be seen in the American Indian race and was the cause of its ultimate extinction. The Saturn influence finally works via all the other systems into the glandular system which secretes the hardest parts of man. This slow decline is characterized by a kind of ossification which is clearly reflected in the external form. If you look at the pictures of the old American Indians the process of ossification described above is evident in the decline of this race. In a race such as this everything pertaining to the forces of theSaturn evolution has become realized in a special manner; then Saturn withdrew into itself, abandoned man to his bony system and thus hastened his decline.” (Rudolf Steiner, The Mission of Single Folk Souls in Relation to Germanic-Nordic Mythology -Lecture 6 -The five main races of Mankind)
http://petekaraiskos.blogspot.com/ - Mr Bee wrote:
“The main physical reality behind the concept “Atlantean time” (in my view) needs to be understood as what took place during Cenozoic time – Tertiary and Quaternary – up to the end of the Pleistocene, ending some 8,000 years B.C.”
Yes indeed, that is YOUR VIEW… it wasn’t Steiner’s (I’ve read both Knowledge of Higher Words AND Esoteric Science – as well as dozens of other Steiner books). He was a “scientist” after all… according to Waldorf. Scientists knew words like Cenozoic and Tertiary and Quaternary and Pleistocene back in Steiner’s time. If he meant those periods of time, he would have mentioned them somewhere. He didn’t because he didn’t. You invented this Mr. Bee… as an explanation for Steiner’s weirdness… without ANY support whatsoever in Steiner’s works. Steiner the “scientist” could have expressed man’s development through these periods of time (if he believed it) – very precisely. He wasn’t exactly at a loss for word – was he?
Mr. Bee continues: “While this of course stands out as provocative to say the least to the down the earth consciousness we develop in normal busy day-to-day life, I think it is possible to understand what it refers to.”
Yes – it is a lesson about Steiner’s racist views. Anyone can see that – very plainly. Why do teachers need to know this – if not to relate and apply what Steiner believed about the races to THEIR STUDENTS?
Waldorf teachers are taught Steiner’s racism for racist reasons – to separate and judge children by their race (among other things like head size and temperament). That’s IT! No connection to the scientific view of the early development of humans – this is the invention of Mr. Bee alone – without support from anything in Steiner’s works!
PK
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=4
- Mr. Bee,
Is there any scientific basis for Steiner’s anti-Semitism?
“Today all aspects of the Jews are dominated by racial qualities. Above all they marry among themselves. They see the racial qualities, not the spiritual. And this is what must be said in reply to the question: has the Jewish people fulfilled its mission within the evolution of human knowledge? It has fulfilled it; for in earlier times one single people was needed to bring about a certain monotheism. But today spiritual insight itself is necessary. Therefore this mission has been fulfilled. And therefore this Jewish mission as such, as a Jewish mission, is no longer necessary in evolution; instead the only proper thing would be for the Jews to blend in with the other peoples and disappear into the other peoples.” (Steiner, Die Geschichte der Menschheit und die Weltanschauungen der Kulturvölker p. 190)
“[Jesus felt]: All the forces of soul which I believed had been bestowed upon me lead only to the realisation that in the evolution of the Jewish people there is no longer the capacity to reach the heights of Divine revelations.” (Steiner, 1913, The Fifth Gospel. (1913) Trans. C. Davy & D.S. Osmond. London: Rudolf Steiner Press, 1968. p. 67)
“…the Jahve forces from the moon sphere meet and cooperate with the Mars spirits and thus a special kind of modification arises, namely, the Semitic race. Here is the occult explanation for the origin of the Semites. The Semitic people are an example of a modification of collective humanity. Jahve or Jehovah shuts himself off from the other Elohim and invests this people with a special character by cooperating with the Mars spirits, in order to bring about a special modification of his people. You will now understand the peculiar character of the Semitic people and its mission.”(Steiner, The Mission of Folk Souls p. 105)
PeteK // Dec 20, 2010 at 17:34
Mr. Bee, while both re-inventing Steiner’s meanings and explaining why we cannot understand what Steiner meant by reading his words, wrote:
“Quaternary time constitutes the second half of “Atlantis”/Atlantean time, characterized by the repeated Ice ages. And when Steiner comments on “lower” and “higher” races at the time, you need to understand something about the human forms, some “higher”, some “lower” that developed during Quaternary time, and with the Neanderthals being one of the “lower” races at the end of the “Atlantean” time”
Steiner, on the other hand, was very explicit about what he meant when he wrote:
“The ancestors of the Atlanteans lived in a region which has disappeared, the main part of which lay south of contemporary Asia. In theosophical writings they are called the Lemurians. After they had passed through various stages of development the greatest part of them declined. These became stunted men, whose descendants still inhabit certain parts of the earth today as so-called savage tribes. Only a small part of Lemurian humanity was capable of further development. From this part the Atlanteans were formed. Later, something similar again took place. The greatest part of the Atlantean population declined, and from a small portion are descended the so-called Aryans who comprise present-day civilized humanity. According to the nomenclature of the science of the spirit, the Lemurians, Atlanteans and Aryans are root races of mankind.” (Steiner, Cosmic Memory pp. 45-46)
No mention of Neanderthals, Mr. Bee. By the way, the word Neanderthal originated in Germany in 1860 where the first one was discovered. If Steiner was talking about Neanderthals, why didn’t he say so? He didn’t because he wasn’t. So who did Steiner consider “savages” and lower human forms? He explains here:
“But all such questions are illuminated as soon as we recognize the nature of the spiritual essence which lies at the back of our blood. Who can deny that this question is closely linked to that of race, which at the present time is once more coming markedly to the front? Yet this question of race is one that we can never understand until we understand the mysteries of the blood and of the results accruing from the mingling of the blood of different races. And finally, there is yet one other question, the importance of which is becoming more and more acute as we endeavor to extricate ourselves from the hitherto aimless methods of dealing with it, and seek to approach it in its more comprehensive bearings. This problem is that of colonisation, which crops up wherever civilised races come into contact with the uncivilised: namely – To what extent are uncivilised peoples capable of becoming civilised? How can a Negro or an utterly barbaric savage become civilised? And in what way ought we to deal with them? And here we have to consider not only the feelings due to a vague morality, but we are also confronted by great, serious, and vital problems of existence itself. Those who are not aware of the conditions governing a people – whether it be on the up- or down-grade of its evolution, and whether the one or the other is a matter conditioned by its blood – such people as these will, indeed, be unlikely to hit on the right mode of introducing civilisation to an alien race. These are all matters which arise as soon as the Blood Question is touched upon.” (Steiner, The Occult Significance of Blood p. 13)
Steiner was a racist – by any definition of the term. Please stop re-inventing Steiner for the public Mr. Bee… it’s obvious he wasn’t who you claim he was.
PK
http://petekaraiskos.blogspot.com/2009/11/pete-k-declares-war-on-racism-at_06.html
PeteK // Dec 20, 2010 at 22:56
Thank you Thetis. Speaking of statistical controls – here’s an interesting statistic (please follow my Ahrimanic math):
It was reported at Highland Hall at a very rare “open” board meeting (I think there has only been one) that Highland Hall lost 25% of their students EACH year. That included the graduating class… so with a student body of approximately 400 students, that’s a turnover of 100 students – minus the graduating class each year (25 or so students) – leaves 75 students EACH YEAR who leave or whose parents pull them out.
Looking at it a different way – for every class of 25 students who graduate each year, (25% of 25 students = 6 students per year x 12 years – 1st grade through 12th) 72 students PER GRADUATING CLASS were removed (had their educations interrupted) at Highland Hall.
Those students, who presumably finish school elsewhere, are never considered when Waldorf talks of “Waldorf students”. Those students are not statistically represented in Waldorf inquiries (other than what I presented here).
Assuming Highland Hall (a seasoned and celebrated 50-year-old Waldorf school) is fairly typical of Waldorf schools everywhere, 3/4 of students who enter Waldorf don’t continue on to finish Waldorf. Highland Hall keeps their money, by the way. In my opinion, full disclosure of what Waldorf is would end this. But since, like all Waldorf schools, Highland Hall isn’t child-centered, it’s a win-win for them to attract ANY family. Getting even one or two years of tuition from unsuspecting families helps fuel their system. They can afford to provide free tuition to Anthroposophical families (like mine). Why disclose what’s behind Waldorf? Isn’t it up to the parents to determine if they are lying?
PK
http://petekaraiskos.blogspot.com/2010_03_01_archive.html
PeteK // Dec 29, 2010 at 15:43
Anthroposophists don’t “get” that Steiner’s Anthroposophy is racist. That much is plain to see. Any time one talks about “higher” and “lower” racial expressions of humans, that’s RACIST. It isn’t noticing the differences between the races that makes Steiner’s racial theory racist, it is the ranking of the races in racial hierarchies that clinches it. THERE IS NO QUESTION – STEINER WAS A RACIST!!!
Steiner taught that a hierarchy of races exists and placed the white race above others. Waldorf teachers are taught to interact with children in accordance with their race. Waldorf teachers HAVE TO BE racist in order to do their job – ie helping the child incarnate in human form. They won’t admit that they are – but it is their job to observe and interact with each child in accordance with the child’s race. Anyone who says otherwise is being dishonest.
http://petekaraiskos.blogspot.com/
PeteK // Jan 1, 2011 at 23:21
Tomdehavas,
Please read message #27. Highland Hall Waldorf School taught Steiner’s racist doctrine to my child. Period. No denial from them (other than they don’t think it was racist). They taught what I claim in message #27. So… clearly the TEACHING of racist ideas exists in Waldorf.
PeteK // Jan 2, 2011 at 00:09
Having been married to a second-generation Anthroposophist, Waldorf graduate and currently Waldorf teacher (whose mother and father were both Waldorf teachers)… I can say, categorically, that at least some Waldorf teachers use a child’s physical and racial traits when evaluating them. In my two-and-a-half decade experience with Waldorf, I can say I’ve met hundreds of Waldorf teachers who do this.
Virtually ALL Waldorf teachers believe in assigning a temperament to each child. It is indeed, part of their training. Temperaments are based on physical, hereditary traits.
“The temperament is the meeting of the spiritual aspect of oneself, which one refers to as ‘I’, and the contributions of the father and mother. The temperament is the result of the blending of these two streams, the spirit and heredity.” (From “Waldorf Education – A Family Guide” – p. 60 The Role of Temperament in Understanding the Child by Rene Querido)
How do the temperaments find their way into everyday activities?
“If you put on a play, you should cast the characters according to the temperaments of your students. You might, for example, ask your cholerics to play Julius Caesar, and you might cast your sanguines as the messengers, since they would enjoy running in and out with the news. The melancholics love philosophical roles. … The phlegmatics, on the other hand, like the parts where they can sit and think, removed from the central action of the play.”
(From “Waldorf Education – A Family Guide” – p. 65-66 The Role of Temperament in Understanding the Child by Rene Querido)
Another way that racism through the temperaments is expressed is through the “Greek Olympics” or “Pentathlon” games in the 5th grade. This event will usually involve children from neighboring schools competing in several events (it’s usually seven events in my area, so pentathlon loses its meaning). The children are not separated by school – but by temperaments. Each temperament represents a different city-state in Greece, e.g. Red=Sparta, etc. So, from a curriculum point of view, Waldorf schools see some benefit in having, for example, all the “superficial” children compete against each other. All the “lazy” children compete together, as do all the “self-pitying” children and the “destructive dictators.” They get their own colored uniforms or identifications – each associated with Steiner’s colors. Choleric children get red, for example.
The children get to march around all day wearing a uniform that identifies them to their classmates perhaps as “lazy.” Remember this is based at least partly on heredity and body shape. If the identification wasn’t clear from the start, it is easy to see which children are lumped together at a glance. The obese children are all wearing blue. A child simply has to look at their uniform to see who they have been associated with. Often, classmates or siblings will tease children based on the color of their uniform. This can be distressing for some children. And for what? Why separate children by heredity and body shape in the first place?
That teachers/schools would make such a division of children based on some perceived temperament and then have this decision displayed to all the children is, in my opinion, a cruel thing to do to children. To divide children in games using heredity and body shape as a criteria, especially in the way described above, is hurtful nonsense; it is Anthroposophy at its worst. It divides and harms children in a very ugly and thoughtless way. Frankly, if a teacher or school thinks my child is lazy, or superficial, or dictatorial, or self-pitying, they should pretty much keep it out of my child’s consciousness.
I don’t think it is too much of a leap to discuss racism when referring to the above exercise.
http://petekaraiskos.blogspot.com/2009/11/pete-k-declares-war-on-racism-at_06.html
PeteK // Jan 2, 2011 at 04:41
@John Stumbles
“I am saying that in practice Steiner education, as far as I can see from my own experience as a parent and from what my kids and other ex-Steiner pupils say, does not seem to practice racism or turn out racists. ”
Not to invalidate your experience John, but my experience invalidates your experience. It is INDEED their intention to teach Steiner’s racist ideas to children – and that’s exactly what they did to mine.
“It actually seems to turn out quite decent, considerate, socially well-adjusted people, who are probably less inclined to the sorts of inadequacies which seem to be behind racism.”
Again, my experience invalidates yours. Waldorf, in my experience, does NOT turn out well-adjusted people… Many, many children who attend Waldorf come out NOT well-adjusted AT ALL.
“Given that there are only so many hours in the day and cells in my brain I see more important things to do than rail at the rather quaint theoretical idiocy behind Steiner schools which, in practice, seem to be fairly benign.”
Then you should feel free to attend to those things and leave those of us who find the teaching of racist ideology to our children repugnant rather than “benign” to debate how Waldorf teachers treat the subject in Waldorf schools TODAY.
http://petekaraiskos.blogspot.com/2010/12/steiner-quotes-specifically-race.html
- @John Stumbles
“I, too, would find the teaching of racist ideology to my children repugnant, IF it were happening, which it isn’t.”
Again, I invite you to invest your time in the things you feel passionate about. Apparently, refuting the racism that exists in Waldorf, via your personal experience, is one of the things you feel passionate about – at least passionate enough to spend your New Year’s Day pushing your agenda.
“It would be perverse of me to join your campaign against Steiner schools based on your account of what happened at a Waldorf school in the USA whenever it was your kids were there.”
Nobody has asked you to. I just pointed out that racism exists in Waldorf – via the same “proof” that you used to imply it doesn’t. I have additional proof, BTW, and have witnessed dozens of racist and anti-Semitic remarks from Waldorf teachers over the years.
“I do choose to attend to what I regard as more important matters. I’d appreciate it if you and the other anti-Steinerites here would extend to me and other non-Anthro non-antis the courtesy of accepting that we may actually be intelligent, conscientious, free-thinking people who, through our own thinking and experiences, hold opinions that differ from yours.”
Name-calling? Why lower yourself to this? I just said my experience differed from yours… and have documented it. Why am I an anti-Semite sir? Have I even mentioned Jews? Hold any opinions you care to… but I can see you require anything in reality to support them.
http://petekaraiskos.blogspot.com/ - The last line should have read:
“… but I can’t see you require anything in reality to support them.”
of course… ;)
http://petekaraiskos.blogspot.com/2010_03_01_archive.html
- @ TomDehavas
“PeteK // Jan 1, 2011 at 23:21 OK I read your message 27 if that school is doing as you say it should be stamped on but my school did not do that and I think and hope it is an exception. ”
If your school doesn’t have any teachers who use Steiner’s temperaments as indicators to divide, classify and evaluate children, then indeed it IS an exception.
“After all you are talking about the US where racism is a lot deeper than here. It is here but not so deep.”
Racism is “deeper” in the US than the UK? I didn’t know that… When did you Brits stop your racism? Oh… it was always superficial… OK. ;) Do you have history books there?
“lovelyhorse // Jan 1, 2011 at 23:33 You may note that at Wynstones many of the teachers were not Steiner traned and so had not read those texts.”
Perhaps… but what about the ones who were? How do they approach children?
“PeteK // Jan 2, 2011 at 00:09 I heard they did a Greek Olympics at Kings Langly but we never did this at Wynstones and we were never separated by temperaments which I agree is stupid but it isn’t racism so linking the two is stretching it.”
OK… let’s see if it’s racism – and how difficult it must be for teachers to separate what they are taught to look at – what Steiner said about body shape, the temperaments, and races.
Remember, when we were kids, we used to play “which one does not belong?” One out of the following Steiner statements is NOT taken directly from Faculty Meetings with Rudolf Steiner – REQUIRED reading for Waldorf teachers.
“It is certainly a major deficiency that many educational systems pay no attention to such things as, for example, the external appearance of the children.”
“A small head is connected with brooding and reflecting whereas large-headed children are more flighty.”
“Such cases are increasing in which children are born with a human form, but are not really human beings in relation to their highest I; instead, they are filled with beings that do not belong to the human class.”
“I do not like to talk about such things since we have often been attacked even without them. Imagine what people would say if they heard that we say there are people who are not human beings. Nevertheless, these are facts. Our culture would not be in such a decline if people felt more strongly that a number of people are going around who, because they are completely ruthless, have become something that is not human, but instead are demons in human form.
“Nevertheless, we do not want to shout that to the world. Our opposition is already large enough. Such things are really shocking to people. I caused enough shock when I needed to say that a very famous university professor, after a very short time between death and rebirth, was reincarnated as a black scientist. We do not want to shout such things out into the world.”
“In those children with a physically oversized head, you will be able to find what I have just described as deficiencies, namely, lack of attention or a too-strongly developed phlegma.”
“If the blonds and blue-eyed people die out, the human race will become increasingly dense if men do not arrive at a form of intelligence that is independent of blondness. Blond hair actually bestows intelligence…”
“The phenomenon of left-handedness is clearly karmic, and, in connection with karma, it is one of karmic weakness.”
“They are also quite different from human beings in regard to everything spiritual. They can, for example, never remember such things as sentences; they have a memory only for words, not for sentences.”
“The use of the French language quite certainly corrupts the soul. The soul acquires nothing more than the possibility of clichés. Those who enthusiastically speak French transfer that to other languages. The French are also ruining what maintains their dead language, namely, their blood. The French are committing the terrible brutality of moving black people to Europe, but it works, in an even worse way, back on France. It has an enormous effect on the blood and the race and contributes considerably toward French decadence. The French as a race are reverting.”
OK… which one wasn’t directed SPECIFICALLY to Waldorf teachers? And after reading the rest, does it really matter?
http://petekaraiskos.blogspot.com/search?updated-min=2009-01-01T00%3A00%3A00-08%3A00&updated-max=2010-01-01T00%3A00%3A00-08%3A00&max-results=4 - @Thetis
“Pete – did you mis-read anti-Steinerite as anti-semite? ‘Anti-Steinerite’ is cumbersome as well as daft, I’d add.”
OMG… Yes I did… My apologies to Mr. Stumbles for that.
PK
PeteK // Jan 4, 2011 at 15:09
@Hollywood Tom – Message 171
You said:”I was struck by the phrase “ritualistic recitation,” because it so aptly describes the state of Waldorf criticism — and Waldorf apologetics — which has been raging now on the Internet for 17 years since Dan Dugan inaugurated his Waldorf Critics mailing list in 1994. Over such a long time, the recitation of charges and counter-charges of racism has not changed at all, thus the recycling of the same charges over and over again with the requisite defenses, gains the predictable status of a ritual, a kind of kabuki theater, which is now so finely tuned that contributors on both sides just need to copy and paste their comments from previous blog and mailing list battles — or else leave links behind like Bee droppings.”
Ah, but my friend, I am here to tell you things HAVE changed since 1994. I’m here to point out HIGHLAND HALL TAUGHT STEINER’S RACIST IDEAS TO MY SON. For those who say this doesn’t happen – I’m here to say – IT DOES. Now, you may choose to invalidate me by making comparisons to TheBee – but that doesn’t alter for one instant what ACTUALLY HAPPENED. And this is why I am here Tom – to show what is happening NOW – not in 1994 – but since.
And speaking of which – we’ve seen lots of OFFICIAL apologies from Waldorf since 1994… (including Steiner quotes taken out of context) – which means SOMETHING must be getting through. ;)
Here’s a more modern song for you Tom –
“Time Is Running Out”
I think I’m drowning
Asphyxiated
I wanna break this spell
That you’ve created
You’re something beautiful
A contradiction
I wanna play the game
I want the friction
You will be the death of me
You will be the death of me
Bury it
I won’t let you bury it
I won’t let you smother it
I won’t let you murder it
Our time is running out
Our time is running out
You can’t push it underground
You can’t stop it screaming out
I wanted freedom
Bound and restricted
I tried to give you up
But I’m addicted
Now that you know I’m trapped sense of elation
You’d never dream of
Breaking this fixation
You will squeeze the life out of me
Bury it
I won’t let you bury it
I won’t let you smother it
I won’t let you murder it
Our time is running out
Our time is running out
You can’t push it underground
You can’t stop it screaming out
How did it come to this?
Oh
You will suck the life out of me
Bury it
I won’t let you bury it
I won’t let you smother it
I won’t let you murder it
Our time is running out
Our time is running out
You can’t push it underground
You can’t stop it screaming out
How did it come to this?
Oh
http://petekaraiskos.blogspot.com/2010/10/working-with-highland-hall-open-letter.html
PeteK // Jan 5, 2011 at 03:04
@ Hollywood Tom who said: “What is it you want from these people?”
For me, Tom, that’s a loaded question, because I would like to be compensated for the impact of the horrible education my children received… and for the therapy they have had to have… stuff like that. But getting to the racism in particular – I would like FULL DISCLOSURE – very similar to what you wrote – on every Waldorf document… you know… right there next to where they say they don’t discriminate. That would be perfect! That way there is no “hidden” doctrine that parents have to discover on their own. It would be great if they disclosed a whole bunch of other stuff too, BTW.
Readers should try to get through all the comments... this is a fantastic look at Waldorf education with regard to racism.
Subscribe to:
Posts (Atom)
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