anthroposophicalbehaviour

bringing forward Waldorf/Steiner issues

Archive for the ‘anne tolley’ Category

Our concerns

leave a comment »

I thought I would post our concerns so far with the Christchurch steiner school. I would make it clear that “our concerns” have not been dealt with by the school. You can read those concerns here. It is why I have ended up blogging about our experience with waldorf education and anthroposophy.

some research

leave a comment »

One wonders if all the authors of this unoriginal document are attached to the waldorf / steiner movement in some way?

The learning of one to one matching of number words eg; one (the word) to one concrete object, say a block of some kind, is not new and common in the teaching of numeracy. There’s nothing “esoteric” or hidden about this knowledge and I am affronted by this rather lame attempt to make numeracy some kind of “spiritual science” by the waldorf / steiner community. Rhythmical teaching strategies have always been a part of “State Teaching” in Aotearoa NZ. We know it helps rote learning of basic facts but does little to teach that the formula (say 3 x 4 = 12)actually means that there are 3 groups of 4 objects and when I join them together, I end up with 12 objects. Repeated addition is very useful. Of course the child rarely comes to their first class knowing this concept and it takes some time to learn. But it is not “esoteric” or “magical” in any way. Contrary to anthroposophical opinion, it is not only for the initiated. See what waldorf answers has to say here.

research

Using evidence in the classroom for professional learning

leave a comment »

Something different this time. A statement from the Ministry of Education about Evidence Based (written by Professor Helen Timperley) research for learning in the classroom. A long way from steiner pedagogy indeed.

Written by wiremu shane

October 13, 2011 at 3:39 pm

steiner school off hook over standards

leave a comment »

The Taikura Rudolf Steiner school community has been reassured by the Minister of Education, Anne Tolley, that they can rest easy over National Standards and the future of their school. The Hastings school was one of hundreds throughout the country opposed to the controversial new directive, but in June cried foul when a letter from Ms Tolley urged them to comply or face legal action, and potentially lose government funding.

Protest was rife since the forced compliance, and included a large presence of parents at Prime Minister John Key’s Napier meeting.Last month, after a meeting with concerned Taikura parents, Tukituki MP Craig Foss wrote to Ms Tolley on their behalf, and received a reply on Thursday he said alleviated many of their concerns. Read more here on Hawkes Bay Today.

Well done John Key! Buckling to this type of educational philosophy in Aotearoa NZ is just what our children need. Obviously you are either a steiner proponent or your researching is somewhat cursory. The question needs to be asked. Why don’t steiner schools have to be accountable to the ministry for their delivery of ‘education’ (I use the word advisedly) in Aotearoa NZ?

Steiner School Recognition and Accreditation « UK Anthroposophy

leave a comment »

Free Schools(5a) – Steiner School Recognition and Accreditation « UK Anthroposophy.

This article from UK Anthroposophy is sure worth a read. The will be more parts to the post which I will post on to make sure it’s read in Aotearoa NZ.

accepting anthroposophy

leave a comment »

News – Waldorf Watch

Waldorf teachers must accept or, at an absolute minimum, make peace with the doctrines of Anthroposophy. Waldorf schools prefer to hire only committed followers of Rudolf Steiner, but sometimes they must hire nonbelievers, if only temporarily. This can cause problems both for the schools and for the new hires. Addressing new and aspiring Waldorf teachers, Waldorf teacher Keith Francis writes, “[Y]ou also have to come to terms with reincarnation, karma, the details of the life between death and rebirth and the work of the hierarchies [i.e., ranks of gods] in the evolution of the world and the human being. This is not all. Perhaps the most difficult thing is that you get the impression that anthroposophists think of Christ as a great spiritual being [i.e., He is just one of many gods]. That indefinite article on its own may be enough to give you the feeling that anthroposophy is not for you. The continual references to the members of the hierarchies as Gods do not help.” — Keith Francis, THE EDUCATION OF A WALDORF TEACHER (iUniverse, 2004), p. 183. [See “Ex-Teacher 9”.] [For information about the Waldorf worldview, see The Brief Waldorf / Steiner Encyclopedia. For the context of the Waldorf worldview — the broad fields of occultism, mysticism, and the paranormal — see The Semi-Steiner Dictionary. For previous notable quotes, see “Quotes”. For previous “news,” see the “News Archive”.]

what do they teach my youngest at Christchurch steiner?

leave a comment »

What is the curriculum at a Waldorf school like? (this from waldorf answersmy thoughts are in red)

The Waldorf curriculum is designed to be responsive to the various phases of a child’s development. (my experience is that they, the Christchurch steiner school, try to fit the children into their 7 year cycles regardless of where they’re actually at) The relationship between student and teacher is, likewise, recognized to be both crucial and changing throughout the course of childhood and early adolescence. (my step-daughter’s teacher is not qualified to teach at Primary Grade 1, he studied bio-dynamic farming and anthroposophy. That does not make him a teacher, he is baby sitting and doesn’t know what to do). 

The main subjects, such as history, language arts, science and mathematics are, as mentioned, taught in main lesson blocks of two to three hours per day, with each block lasting from three to five weeks. (2 or 3 hour blocks is not a useful block of time for a Grade one student. It is well known that they do not have the concentration span for that. So far it has failed my 3 step-children).

The total Waldorf curriculum has been likened to an ascending spiral: subjects are revisited several times, but each new exposure affords greater depth and new insights into the subject at hand. (this is a common way to teach in state schools. The difference is that state schools pre-test children so the don’t go over things the children already know which is boring, a common complaint. Then state schools post test to find out what the child has learned).

A typical Lower School curriculum would likely look something like the following:

Primary Grades 1 – 3

Pictorial introduction to the alphabet, writing, reading, spelling, poetry and drama.

Folk and fairy tales, fables, legends, Old Testament stories. (All eurocentric accept a very small nod towards Aotearoa-NZ’s own stories, myths, and legends. No depth unless it’s aryan gods and legends).

Numbers, basic mathematical processes of addition, subtraction, multiplication and division.

Nature stories, house building and gardening.

How is reading taught in a waldorf school?

leave a comment »

How is reading taught in a Waldorf school? Why do Waldorf students wait until 2nd grade to begin learning to read?

Waldorf education is deeply bound up with the oral tradition,(of Europe) typically beginning with the teacher telling the children fairy tales throughout kindergarten and first grade (All very Eurocentric which is inappropriate in Aotearoa NZ) The oral approach is used all through Waldorf education: mastery of oral communication is seen as being integral to all learning (they pay little heed to the oral traditions of our country).

Reading instruction, as such, is deferred. Instead, writing is taught first (nonsensical in the extreme). During the first grade year the children explore how our alphabet came about (German at Christchurch), discovering, as the ancients did, how each letter’s form evolved out of a pictograph. Writing thus evolves out of the children’s art, and their ability to read likewise evolves as a natural and, indeed, comparatively effortless stage of their mastery of language (my step-daughter needed private tuition).

So much for the natural and effortless way in which steiner schools teach children to read. You can read more here at waldorf answers.

who gets hurt by anthroposophy?

leave a comment »

I was browsing through Waldorf Watch when I came across this rather sad article “Who gets hurt?” Having been married to a graduate of the Christchurch steiner system I’d have to say that my ex partner was extremely and irrevocably damaged by their education (I use the word advisedly). As an adult the task of recovering from anthroposophical beliefs has been and still is a life spoiling process. Not confident, unable to maintain relationships, lacking the will they are being told will be developed. Stuck in a paradigm that is separatist and racist. Something needs to be done about this aryan system being allowed to exist in Aotearoa NZ. It is anathema to our way of life. It goes against the concepts of freedom my grandparents and uncles went to war over. It not only hurts the children who go through that system, but it impacts on their non-anthroposophical friends, lovers, and partners. It is indeed a danger to all of those involved in their community as well as those who come into contact with them.

“It took me many long, weary years to rid myself of the occultism that Waldorf slipped into my consciousness. Here is how things stood for me on the day of my graduation from the 12th grade at our Waldorf school. [I will quote now from my classic memoir, “I Went to Waldorf”]:

“During my eleven years at Waldorf, I stood quite close to the fire, and I was drawn to its warmth — yet I pulled back. My nearest approach to full allegiance came during the excitement and nostalgia of graduation day. On that June morning, I considered myself profoundly religious (although I could not list the Ten Commandments nor quote more than a few short Bible verses). I thrilled to the knowledge that the world is more spirit than physics, more ideal than actual. I was vain, moralistic, priggish, innocent, shy, racially bigoted, and (confusingly, for a head-honcho student) utterly lacking in self-confidence. I was judgmental yet uncertain. I had no patience with science and its shallow half-truths. I prized imagination over intellect, sensibility over sense. I was right about everything, always — don’t even ask. (Please, don’t ask.) I had only superficial knowledge of the US economy and the major political issues in the wide world — and I didn’t care. Everything that I saw outside the school seemed to be beneath me. I was directionless. I had no career ambitions, no academic focus, no marketable skills. I had precious few social skills. I longed for a beauteous, buxom Aryan mate. (Few real girls approximated my fantasy. Marilyn, where are you? I never dated much.) I half-yearned for easeful death, or better yet a crusade, or salvation. I dreamed of writing a book titled GOD that would reconcile all the world’s religions. I dreamed of becoming President of the United States. I dreamed of performing — I wasn’t sure what — something — a titanic, stupendous something. But I had no intention of lifting a finger. I was on hold, waiting… In other words, I had been brainwashed, with a thoroughness and intensity I could not fathom. (Call me the Manchurian Schoolboy.) And, I should add, I was — without quite realizing it — deeply unhappy. Thank God, I was deeply unhappy. As the realization of my dejection slowly dawned on me during the following years, I became motivated to try to comprehend my condition and then to repair it. Even so, only gradually was I able to fight my way down from the fog in which (metaphorically speaking: only a metaphor) I levitated and at long last find my footing in reality. It took me more than twenty years to fully deprogram myself.”  Read more from Waldorf Watch here.

steiner’s wacky science

leave a comment »

I actually know people in 21st century Aotearoa NZ who believe this stuff. You’d have to wonder how they got that way with all the peer reviewed science around them. I know that science can indeed discover more and redefine what it knows, but this is just over the top. One may as well believe in gnomes and such, at least it would be somewhat consistent. This stuff is the reason Kiwi parents should be educated in their choices. Otherwise this rubbish will be passed on and on through the generations to come.

“[Science] sees the heart as a pump that pumps blood through the body. Now there is nothing more absurd than believing this….” — Rudolf Steiner, PSYCHOANALYSIS AND SPIRITUAL PSYCHOLOGY (Rudolf Steiner Press, 1990), p. 126. • “[T]he heart is indeed a sense organ for perceiving the blood’s movement, not a pump as physicists [sic] claim; the coursing of blood is brought about by our spirituality and vitality.” — Rudolf Steiner, AT HOME IN THE UNIVERSE (SteinerBooks, 2000), p. 84.

Read more here…..