Controversial Aspects of Waldorf School Education
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Controversial Aspects of Waldorf School Education and its Philosophy
Bc.Linda Sedláková
Introduction Waldorf schools are a fairly new phenomenon in our country. They first appeared in our educational system in the school year1992/1993 and since their foundation have expanded. Nowadays, we can see a Waldorf school or at least its scion almost in every city. Their popularity among parents increases and although they struggle for their existence, they somehow manage to keep their status of a state school. To an uninitiated observer, such a school type seems very creative and child friendly. Many positive aspects cannot be denied but there are always two sides to everything. Unfortunately, not many critical essays were written on the topic of Waldorf education, although some aspects are fundamental and should be publicly disclosed. The aim of this paper is to focus on the aspects and help parents as well as the teachers themselves to direct their attention to Waldorf thought context which is not openly presented. If parents consider enrolling their child in a Waldorf school, they should be highly aware of the fact that it is not only the school itself and its nice methods that are apparent and very alluring at first glance, but principally, it is the lifestyle that accompanies it. Waldorf schooling is not for everyone, especially not in the 21st century. Their rejection of technological devices or even of some scientific theories of knowledge should be transparent.
People often choose it on account of their own often unhappy childhood but such a decision is not for us but for the children we love and want the best for.
According to one Czech proverb which declares that “It is never too late for a rectification”, the child psychologists do not agree in the case of Waldorf education. When there appears a serious problem, parents along with the psychologist are to
Controversial Aspects of Waldorf School Education and its Philosophy
Bc.Linda Sedláková
Introduction Waldorf schools are a fairly new phenomenon in our country. They first appeared in our educational system in the school year1992/1993 and since their foundation have expanded. Nowadays, we can see a Waldorf school or at least its scion almost in every city. Their popularity among parents increases and although they struggle for their existence, they somehow manage to keep their status of a state school. To an uninitiated observer, such a school type seems very creative and child friendly. Many positive aspects cannot be denied but there are always two sides to everything. Unfortunately, not many critical essays were written on the topic of Waldorf education, although some aspects are fundamental and should be publicly disclosed. The aim of this paper is to focus on the aspects and help parents as well as the teachers themselves to direct their attention to Waldorf thought context which is not openly presented. If parents consider enrolling their child in a Waldorf school, they should be highly aware of the fact that it is not only the school itself and its nice methods that are apparent and very alluring at first glance, but principally, it is the lifestyle that accompanies it. Waldorf schooling is not for everyone, especially not in the 21st century. Their rejection of technological devices or even of some scientific theories of knowledge should be transparent.
People often choose it on account of their own often unhappy childhood but such a decision is not for us but for the children we love and want the best for.
According to one Czech proverb which declares that “It is never too late for a rectification”, the child psychologists do not agree in the case of Waldorf education. When there appears a serious problem, parents along with the psychologist are to
Bibliography: http://www.antifa.cz/content/antroposofie-a-ekofašismus [online] [cit.2013-10-01] http://www.britannica.com [ online] [cit.2012–20-11] EASTON, Steward.1975. Man and World in the Light of Anthroposophy. New York, 1975 164 p. http://www.m-w.com/cgibin/dictionary [online] [cit.2012-20-11] STEINER, Rudolf. 1954. A modern art of education. London: Rudolf Steiner Press, 1954. 88p. STEINER, Rudolf. 1923. entire lecture on “Color and the Races of Humankind 1923”. From Limestone to Lucifer. London: Rudolf Steiner Press, 1999. http://www.sisyfos.cz/index.php?id=vypissec[online] [cit.2013-3-01] http://www.waldorfcritics.org[online] [2012-4-12]