  What's Where: TABLE OF CONTENTS Here is a directory to the pages on this site. At the end of the directory, you will find some general explanatory notes, including "A Question of Quotes". The essays on this site were written over a period of years. There is some overlap, some repetition, and some minor inconsistency among them. I wrote most of these essays, but other critics of Waldorf schooling are also represented — including Dan Dugan, Pete Karaiskos, Grégoire Perra, Ian Robinson, Margaret Sachs, Debra Snell, Peter Staudenmaier, and Diana Winters. Read as much as you like; skim or skip over whatever you find redundant or dull. I think you'll find that, overall, the essays present a clear explanation of Waldorf schooling and the thinking that lies behind it. — Roger Rawlings Waldorf Watch is divided into 16 sections. To reach the sections, scroll down or click on the following links: 13. RUDOLF STEINER 15. MORE RESOURCES Home page, with statement of objectives  1. WALDORF EDUCATION: AN OVERVIEW
◊◊◊ TEMPLATE Design of the site 2. WALDORF SCHOOLS TODAY
Watching (Cont., Cont.) 3. CONSIDERATIONS FOR PARENTS
SIX FACTS ABOUT STEINER EDUCATION
5. A FORMER WALDORF STUDENT
A TEACHER'S SON,
FORBIDDENOne of Steiner's suppressed lectures
America : death 9. WALDORF AND RELIGION
JVHDelusional or fraudulent?
15. MORE RESOURCES
 
16. SUPPLEMENTAL PAGES To see a listing of the supplemental pages, click on this link: The overall design of Waldorf Watch is presented at Occasionally an illustration fails to download. If you see a dingbat in a place where an illustration is clearly meant to go, you might try refreshing the page (i.e., call up the page again).  An attempt to simulate a characteristic style of Anthroposophical art, a style often seen in Waldorf schools. Artwork in the schools is often far superior to this, but aesthetics are largely beside the point. Anthroposophical art is meant to evoke and embody spiritual powers and beings — it is not art for art's sake, but art for occultism's sake. [R.R., 2009.] NAVIGATION • Click on the underlined links provided in this Table of Contents ("HERE'S THE ANSWER", "UPSIDE", etc.) • Click on the many similar underlined links that that are scattered throughout the site ("Our Experience", "My Life Among the Anthroposophists", etc.). • Use the links provided in the Waldorf Watch Index and/or in the Encyclopedia. • Use the "Search this site" function at the upper right of each page. This produces Google searches of the site. One-word searches seem to work best. (Thus, e.g., do a search for "advice". You should receive, among other hits, links to the essays "Advice for Parents" and "Advice for Teachers".) • To reach sections of the site's Dictionary, Encyclopedia, and Index, use the links provided in the footer appended to the bottom of each page at the site. ADDITIONAL NOTES ◊ While I take Rudolf Steiner seriously, I often laugh at his doctrines. Much of what he taught is preposterous. But be forewarned: Some of his doctrines are quite hateful and thus not at all laughable. And the harm Steiner's educational doctrines can inflict on innocent young children is serious indeed. ◊ My primary focus is on Waldorf schools. Many people find these schools attractive, at least initially. Waldorfs are often small, cozy, and beautiful. They can seem like safe refuges in a fearful world. However, any schools that abide by Steiner’s teachings are necessarily devoted to occultism, specifically Anthroposophy — although they often disguise this devotion. Understanding what goes on in such schools requires peering beneath the surface. Waldorf Watch aims to enable such peering. ◊ Especially important passages crop up in more than one essay. I don't expect anyone to read every essay here, so to make sure that various pivotal items reach as many readers as possible, I have stated some arguments, and cited some quotations, in two, three, or even four places on the site. If you come upon something you’ve read before, please just skip ahead. ◊ Throughout, I provide links to other sources of information. As time passes, some of these links may become outdated. I will update them if I can, but if you try to use a link that proves to be a dud, searching the Internet by keyword may take you where you want to go. ◊ Here and there, I have included sketches I have made. Many of these are renderings of illustrations found in Anthroposophical books. Some photographs I've taken over the years are also scattered around the site. I apologize for my poor artistic efforts (all of which are identified by my initials, R.R.) — I use my own sketches and photographs only when no other, better works are available for reproduction here.
Please excuse any typos at this site.
I hope they are few and insignificant. I’ll correct them all when I find them. A QUESTION OF QUOTES When quoting Steiner and others, I often omit extraneous and repetitive phrases, which I replace with ellipsis marks. I take care, however, not to alter any author's meaning. The best way to check me is to consult the texts from which I quote. I almost always provide citations. Here is an example. In my long essay "Unenlightened", I use the following quotation to show that Steiner differentiated between the soul and the spirit: “The soul must not be impelled, through the body, to lusts and passions ... The spirit, however, must not stand as a slave-driver over the soul, dominating it with laws and commandments....” [Rudolf Steiner, KNOWLEDGE OF THE HIGHER WORLDS AND ITS ATTAINMENT (Anthroposophic Press, 1944), p. 96.] Here is a more complete version of the same passage, in which I include all words I previously omitted, and for context I include the sentences that appear immediately before and after the passage: “The body must be so ennobled and purified that its organs are impelled to nothing that is not in the service of the soul and spirit. The soul must not be impelled, through the body, to lusts and passions which are antagonistic to pure and noble thought. The spirit, however, must not stand as a slave-driver over the soul, dominating it with laws and commandments; the soul must rather learn to follow these laws and duties out of its own free inclination. The student must not feel duty to be an oppressive power to which he unwillingly submits, but rather something which he performs out of love.” Remember that my purpose was to establish that Steiner differentiates between the soul and the spirit. Including the additional sentences and phrases does not alter that differentiation; it merely makes the quotation longer while raising extraneous issues. That Steiner speaks of love, for instance, may be to his credit, but it does not change the distinction between spirit and soul. Thus, the clipped form of the quotation is accurate and more to the point. The issue of context is complex. The passage I’ve quoted comes from within a long paragraph. The only way to absolutely avoid taking such passages out of context would be to reprint entire paragraphs or perhaps entire chapters. But clearly that would be impractical and — in some cases — illegal due to copyright laws. The test you should apply is whether a quotation would mean something fundamentally different if taken within a larger context. In the example I've given, neither the omission of some words nor the absence of the larger context alters the point at issue, which is that Steiner distinguished between spirit and soul. Another note on this topic: In omitting phrases and sentences, I may seem to be ducking some issues. You can check me on this, as well. I can’t deal with every issue simultaneously, but I do not intentionally ignore any subjects that are important to an understanding of Waldorf education or Anthroposophy. Thus, I deal with Steinerian “love” in the such essays as "Love and the Universal Human", “Underpinnings”, and “Was He Christian?” Similarly, I deal with Steiner’s conception of thought (a subject introduced by the phrase “pure and noble thought”) in various essays including "Thinking", “Thinking Cap”, and “Steiner’s Specific”. For a discussion of Steiner’s doctrines about the human constitution (“the body must be so ennobled and purified that its organs...”), see “Steiner’s Quackery”, “What We’re Made Of”, and "Our Parts". For more on Steiner’s conception of freedom (which boils down to voluntary acceptance of laws and commandments), see "Freedom", “Nutshell”, and “Steiner Static”. ◊◊◊ I should also explain, briefly, that I generally format all quotations, long and short, alike. I place them within quotation marks. This violates a common practice, which is to omit quotation marks from long quotations, indenting these passages instead, and setting the indented material in smaller type. My purpose has been to ensure that all quotations are immediately recognizable as such, and that they are readily legible on computer screens. — Roger Rawlings For a detailed examination of one of Steiner's lectures — helpful in deciding whether I twist Steiner's meaning by quoting him out of context — please see "Lecture". |
