Waldorf: Is There a Hidden Agenda? Interview with Dan Dugan

Waldorf classrooms can seem an attractive alternative to the traditional classroom. Children spend lots of time out of doors. Technology isn’t a thing. And there’s a focus on the arts.

Waldorf is different than Montessori and democratic classrooms, where students learn at their own pace with the teacher as a guide. In the Waldorf education system, students don’t begin to learn things like reading, writing, and math until they are seven. The teacher serves as an authority, staying with the same classroom for up to 8 years. The students create lesson books documenting their learning progress.

Delayed Academics is an important feature of the Waldorf education system, which is the brainchild of Rudolf Steiner. Steiner felt that early formal learning kept children from the natural development of the spirit, mind, and body. Steiner’s philosophy of human development is called Anthroposophy.

Rudolph Steiner in 1905, founder of Waldorf education system and Anthroposophy
Rudolf Steiner, 1861-1925, founder of Anthroposophy and the Waldorf education system.

Some parents are enthusiastic about the Waldorf education system. Others, initially enthusiastic, have had bad experiences with the schools. Some parents dislike the hands-off manner with which some Waldorf teachers handle bullying. Some take issue with the way Waldorf parts way with basic scientific beliefs. Still more parents have uncovered some strange teaching ideas about race that hearken back to Steiner’s early 20th century philosophy.

The issues that parents have experienced in the Waldorf education system are, to a degree, shrouded in mystery. The schools seem to have attempted to create a distance between the education system and some of Steiner’s more outlandish theories. But some parents believe the separation between Steiner’s ideas and today’s Waldorf classroom is artificial. They feel that the Waldorf education system is based on a hidden religious agenda that is odd, outmoded, and perhaps even dangerous.

Dan Dugan, co-founder of PLANS.

Dan Dugan is an audio-engineer by profession, and a co-founder of PLANS (People for Legal and Nonsectarian Schools), an organization formed in 1997 to educate parents about the Waldorf education system. PLANS serves as a clearinghouse for information on both Steiner and the education system he developed. As editor of Smarter Parenting, I spoke with Dan Dugan to find out more about PLANS and the Waldorf education system:

Varda Epstein: Can you tell us about your personal experience with the Waldorf school system?

Dan Dugan: I enrolled my son in the San Francisco Waldorf School halfway through 6th grade. He was there through the seventh grade.

Varda Epstein: What attracts parents to the Waldorf classroom?

Dan Dugan: Waldorf appeals strongly to romantic notions of the sanctity of childhood, truth, beauty, and goodness. I was seduced by the integration of art into all subjects, teaching arithmetic through physical activities like marching and tossing beanbags, Greek mythology.

Why Doesn’t Waldorf Teach Early Reading Skills?

Varda Epstein: Generally, readiness for first grade entails knowing letter sounds, how to read and recite the alphabet, the ability to recognize and write one’s own name in print, and even to read simple books. Waldorf doesn’t teach children to read and write until much later. Why?

Dan Dugan: Steiner taught that human life is divided into seven-year periods. The physical body is born at birth. Before their seventh year children are developing their etheric body, the “life body” that humans share with plants. They can be harmed by intellectual activity. From seven to fourteen they are developing their astral body, the body of sensations. From fourteen to 21 they develop the “I”, the individual spirit.

See https://sites.google.com/site/waldorfwatch/incarnation

Steiner said it would really be best to teach reading after age fourteen, but parents and the government would never tolerate that. His compromise was to teach reading in grade three, and by teaching writing first. They claim that telling stories, singing songs, etc., is really early reading training.

Varda Epstein: Does the delay in developing reading and writing skills impact the child’s learning in any measurable way?

Dan Dugan: Most children catch up, but it may be too late for children with reading disabilities. Because of the extremely variable quality of Waldorf teachers, Waldorf outcomes vary wildly.

Waldorf Dismissed Jewish Teachers During WWII

Varda Epstein: During WWII, Hitler was against Waldorf schools and his policy was to close them down. Rudolf Hess, on the other hand, was big into Anthroposophy and sought to keep the schools open. What would be attractive to a Nazi about Anthroposophy? Why did Hitler seek to shut down Waldorf schools within the German Reich?

Dan Dugan: Hitler didn’t like Steiner because Steiner had his own following and attempted to influence politics between the wars. When the Nazis took over, the Waldorf schools dismissed their Jewish teachers and wrote to authorities that their program was perfect for the new regime. The Nazis didn’t buy it and the controversy continued for about six years. Local authorities made it difficult for Waldorf schools but there was no national policy. When Hess fled to England, Hitler cracked down on all forms of occultism, Anthroposophy was outlawed, and the schools closed.

See: https://www.academia.edu/2429972/Education_for_the_National_Community_Waldorf_Schools_in_the_Third_Reich

Steiner’s Views On Race

Varda Epstein: Can you describe Rudolf Steiner’s views on race?

Dan Dugan: Steiner adopted Theosophy’s cyclical racial plan of history. Here is a chart of the grand plan:

http://www.waldorfcritics.org/artgallery/cosmic-history-chart.html

Humans reincarnate in successively higher races, dark-skinned people being the childhood of humanity, and the mythical Aryan race currently being the highest. People who fail to achieve growth in consciousness may reincarnate where they are or even fall back.

Varda Epstein: Are all Waldorf teachers believers in Anthroposophy? Is it possible for teachers to separate their personal Anthroposophical beliefs from what they teach to their students?

Dan Dugan: Because the movement is growing, there aren’t enough fully trained and committed teachers. At a school some will be Anthroposophists and some will be in on-the-job training. The Anthroposophists constitute the College of Teachers, the governing body of the school that makes all decisions to do with pedagogy.

Varda Epstein: Can you describe the mystical component of Anthroposophy as it impacts the school day? What’s the deal with gnomes and spirits? How are they treated in the typical Waldorf classroom?

Dan Dugan: Students say prayers several times a day. Art work illustrates lessons which always teach the Anthroposophical attitude toward the subjects. Young children are told that gnomes and angels are real. Anthroposophical rituals mark the seasons of the year.

Is Waldorf Anti-Science?

Varda Epstein: Waldorf teaches some odd notions about science, from what I understand. For instance, the heart is not a pump, and there are 12 senses corresponding to the zodiac signs. Could a child who comes out of the Waldorf system conceivably be ready to prepare for med school, or become a chemist or a physicist?

Dan Dugan: I’m sure some manage to overcome the basically anti-science position of Anthroposophy. “Goethean Science” teaches by observation only, carefully avoiding theory. They teach the “what” but not the “how,” always leaving an opening for mystical explanations of the world.

Varda Epstein: What made you decide to fight against Waldorf by founding the organization PLANS? Wouldn’t it have been enough for you to pull your son out of the school? Shouldn’t all parents be free to educate their children as they see fit?

Dan Dugan: When I started objecting to 1) bad science, 2) racism in Steiner books sold at the school, and 3) the school promoting quack medicine, my son was expelled. Not willing to disappear silently, I intended to write articles about these topics and distribute them to the parents. When I did research I discovered the deep and complex world of Anthroposophy. I decided to write the first book about Waldorf as seen from outside the Steiner cult. Some years later that project converted to activism when Waldorf schools started to get public funding as charter schools and magnet schools. I joined with Debra Snell and eight others who had experience with or interest in Waldorf to incorporate PLANS. We began a federal lawsuit against two California school districts with publicly-funded Waldorf schools, based on the First Amendment which forbids the government from supporting a religion.

Of course parents should be free to choose, but tax money is not given freely. Waldorf schools have fine-tuned their misrepresentation of what they are: religious schools, with over 100 years of practice. Most Waldorf parents don’t know what Anthroposophy is, and don’t care.

“You will have to take over children for their education and instruction—children who will have received already (as you must remember) the education, or mis-education given them by their parents. Indeed our intentions will only be fully accomplished when we, as humanity, will have reached the stage where parents, too, will understand that special tasks are set for mankind today.” Steiner, Rudolf. Study of Man: General Education Course: Fourteen Lectures given by Rudolf Steiner in Stuttgart 21st August—5th September 1919. (1919, GA 293) Trans. Daphne Harwood and Helen Fox. London: Rudolf Steiner Press, 1960, p. 16.

“Let us bear in mind that when we do one task or another we are actually carrying out the intentions of the Gods; that we are, as it were, the vehicles for the realisation that the spirit that needs to be realised in the world [sic]; that we must not for a moment fail to feel the whole earnestness and dignity of this work.” Steiner, Rudolf. Conferences with the Teachers of the Waldorf School in Stuttgart 1919 to 1920:  Volume One: The First and Second Years of the Waldorf School, Stuttgart. (1920) Forest Row, U.K.: Steiner Schools Fellowship Publications, 1986, p. 64.

***

Found what you just read useful? Why not consider sending a donation to our Kars4Kids youth and educational programs. Or help us just by sharing!

comments

Reader Interactions

Comments

  1. Dear Mrs. Epstein,

    I’m so sorry about the conspiracy-image you help to peddle about Waldorf, Steiner and Anthroposophy. The goetheanistic-science begins as academic philosophy (ontology) and goes further on scientific basis. It’s basis is philosophy on highest academic level. One of the main and central works for Goetheanism of Steiner is his promotion for the Ph.D. That means it’s not for you and me, but for people who at least go through thoroughly studies through many years in the main philosophers, history of philosophy AND the written works of Steiner (not secondary literature, Waldorfschools or contemplations of anthropospophical artworks etc.). Since Steiner spoke to not-academic people in his later life, friends and foes of anthroposophy and Waldorf tend to the meaning, that they understand something of the goetheanistic sicience of spiritual acitvity. With which right are spread time-related prejudices (i.e. children are lied by adults if told fairy-tales) about this or that thing Steiner spoke about? Why do we not make the attempt to understand thoroughly what he wanted to communicate indeed, in only one single subject as i.e. development of children? Thereby it would also be seen how short-minded it is to “judge” over his whole world view by just knowing nothing about it out of own personal experience. Steiner is one of the few extraordinary people in the history of conciousness by whom we can learn a lot and for a long time into future, to develop our mankindness. He wants people to be concious about what they think, feel and do – and not to believe in this or that what a person or organisation claims. Goetheanism is an intelligent science. It doesn’t suit our time-related imaginations, but we are not brain-automats, are we? We have a sense for ideas and thoughts, haven’t we? (It’s one of the 12!!) – Thanks to this human sense we can take over new ideas. If they are lively ideas, they have no expiration date and even if they were born to earth in 1920, they can be new for us today. Eg. democracy – the category is about 2000 years old and still in every mind and mouth. And every child has to learn it for new. There are also ideas for adults to learn for new…
    Waldorf-critics is just another hype to scratch an image in order to saw the branch of humanity on which we sit.
    My advice: Never judge about a person of conciousness by his followers or enemies.

    I wished that you could publish this statement as a counterstatement to the PLANS-interview. But I reject if you want only to take over a part of it. If you have serious questions on the subject, don’t hesitate to ask me. Thank you.

    Best regards
    Dita Helle

    • Thank you for your comment, Dita. I did make an attempt to find someone from Waldorf to interview to lend balance to my piece. Unfortunately, I could not find anyone from Waldorf willing to answer the questions I posed to Dan Dugan.

      If you would like to take a stab at answering the same questions I sent to Dan, feel free to send your responses to Varda at Kars4kids dot org.

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

%d bloggers like this: