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Theory Into Practice

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Educating the whole child, “head, heart,

and hands”: Learning from the Waldorf
experience
a
Freda Easton
a
Director of research with Educational Development Associates , Westport,
CT
Published online: 05 Nov 2009.

To cite this article: Freda Easton (1997) Educating the whole child, “head, heart, and hands”: Learning from
the Waldorf experience, Theory Into Practice, 36:2, 87-94, DOI: 10.1080/00405849709543751

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 Freda Easton

Educating the Whole Child, "Head,

Heart, and Hands": Learning
From the Waldorf Experience
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M ARLENE, A 16-YEAR-OLD TENTH GRADER, h a d

been a Waldorf student for all of her ele-
mentary school years. She tried the local public
in a process of learning to think holistically about
what is important in life. Students talked about
learning to balance the intellectual with the artistic
high school for ninth grade. In an interview with and the practical, to enjoy work but "not get lost
me, she emphasized that it was the "quality of the in professionalism or materialism," to be a "per-
students' thinking" that made her come running son beyond one's work," to "think for oneself but
back to a Waldorf high school. Marlene enjoys consider others" (pp. 259, 277). Many had strong
playing several instruments, singing, making mu- social concerns that transcended their own self-
sic with friends, drawing, painting, and "discover- interest; a desire to help less privileged people,
ing what else interests me." She attributes her broad protect animals, and preserve the natural environ-
range of interests and her love of learning to the ment (Easton, 1995).
opportunities provided by a Waldorf education Waldorf educators strive to develop the aes-
(Easton, 1995, p. 246). thetic, spiritual, and interpersonal sensibilities of
A tenth grade boy who had been in a Wal- the child in ways that enrich, enliven, and rein-
dorf school only since ninth grade volunteered: force intellectual knowing. By engaging the whole
Before I came to Green Meadow, I was a jock. All I child in the learning process, "heart and hands, as
thought about was sports. I played baseball, soccer, well as head," they find that children become more
hockey, and basketball, with no time for anything involved and enthusiastic about learning.
else. Here I became aware and open to other inter- In the United States, Waldorf schools are inde-
ests; music, poetry and eurythmy.1 I still like sports
but it's no longer my whole life. (Easton, 1995, p. pendent schools that have served mostly students from
275). families that can afford tuition. The first Waldorf
school was established in New York City in 1928.
Successive interviews with more than 50 stu-
The movement grew slowly until 1965 when the
dents, grades 7 to 12, reiterated this awareness that
eight existing schools formed the Association of
Waldorf schools provided an "education with a dif-
Waldorf Schools of North America (AWSNA).
ference." Students spoke of the school as a caring
There followed a period of escalating growth until
community. They recognized that artistic work and
now over 125 schools are affiliated with AWSNA
the arts in the curriculum played a significant role
(Jaeckel, 1996).
Freda Easton is director of research with Educational In this article, I (a) identify six key elements
Development Associates, Westport, CT. of Waldorf education, (b) describe the experience

THEORY INTO PRACTICE, Volume 36, Number 2, Spring 1997

Copyright 1997 College of Education, The Ohio State University
0040-5841/97$1.25
 THEORY INTO PRACTICE / Spring 1997
Lessons From Alternative Schools

of the Urban Waldorf School of Milwaukee (UWS), sions is related to four senses, thus expanding our
the first Waldorf inspired public school, based on customary view of five human senses to twelve
an evaluation made by a team of non-Waldorf ed- (Soesman, 1983).2 The arts play a significant role
ucational researchers after 3 years of the school's in developing the capacities of each child to per-
existence, (c) discuss what I believe mainstream ceive both one's inner and outer world. When we
educators can learn from the experience of Wal- actively contemplate, practice, or create artistic
dorf schools, and (d) conclude with a personal state- work, we become more aware of our sensations,
ment about the importance of such learning for feelings, and thoughts.
educators, parents, and students in our increasingly The aim of the Waldorf model is to educate
high tech world where problems of alienation, sub- the child toward a holistic thinking that integrates
stance abuse, and violence continue to escalate. knowledge gained from thinking, feeling, and do-
ing. Holistic thinking within this framework also
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Key Elements of Waldorf Education refers to the integration of knowledge that is de-
Waldorf theory and practice are based on the rived from considering beauty, goodness, and truth
work of Rudolf Steiner, an Austrian philosopher, as complementary ways of more fully understand-
scientist, and educator who lived at the turn of the ing reality.
last century (1861-1924). Steiner said his purpose Waldorf educators share a comprehensive the-
was to create a new impulse in education that would ory of child development that shapes its educa-
enable children from diverse backgrounds to de- tional practices. Waldorf educators view the child's
velop the capacities necessary to cope with the trifold capacities as unfolding in 7-year rhythms
demands and challenges of a post-industrial world. from birth to age 21. They view each individual as
Steiner's thesis was that as cultures become more being born with a unique inner self that is capable
technologically advanced, human beings need to of evolving toward freedom, responsibility, and
become more conscious of their capacity to be- maturity if appropriate stimulation and nourishment
come fully human, if they are to resist competing are provided at each developmental stage: the pre-
pressures toward dehumanization. Waldorf educa- school years (0-7), the elementary school years (7-
tion resonates with increasing numbers of educators 14), and the adolescent years (14-21).
and parents today because it provides a framework During the first stage, the child experiences
that informs and inspires educators to think about the world through physical activity and learns
ways to create a learning community that nurtures through imitation and play. Stories, songs, quality
children's capacity to become whole human beings materials, and behavior worthy of imitation stimu-
in a world that is becoming increasingly mechanized. late physical growth, language development, and
Within my perspective, the following are six curiosity, thus laying a sound foundation for the
key elements of Waldorf educational theory and later development of imagination and thinking.
practice: (a) a theory of child development, (b) a With the change of teeth, the child enters a
theory of teacher self-development, (c) a core curric- second stage that continues until puberty. During
ulum that integrates artistic and academic work, (d) a this period, the child draws nourishment from ex-
method of teaching as an art that pays careful at- periences that develop consciousness of feelings
tention to synchronizing teaching methods with the and feed the imagination. Now stories become op-
rhythm of a child's unfolding capacities, (e) inte- portunities to create mental pictures that do not
gration of teaching and administration, and (f) depend on immediate experience. This is a time
building the school and the greater Waldorf com- when the senses become differentiated and refined
munity as networks of support for students, teachers, through direct participation in a wide variety of
and parents. visual, musical, and tactile artistic activities. Wal-
dorf theory emphasizes that the child needs to have
Theory of child development a caring authority figure make critical decisions
Basic to Waldorf's philosophy is a complex until the child gains sufficient experience on which
image of the child as a threefold human being— to base meaningful choices. It highlights that if
body, soul, and spirit. Each of these three dimen- children are given choice before they acquire the

88
 Easton
Educating the Whole Child

ability to consider the long-range effects of their that children learn similar content in different ways
decisions, a pattern of immediate gratification is at each stage, deepening their learning as new ca-
reinforced. pacities unfold.
The high school years, when the child's ca- Language and history, initially taught through
pacities for abstract thinking unfold, become the fairy tales and songs, are subsequently taught
third stage of child development. Students need through legend, poems, and chants. Later in high
experiences that enable them to understand and school, the more complex cultural achievements
reflect upon the relationships between ideas pre- of different traditions are introduced through liter-
sented in different subject areas and to make judg- ature, the history of art, and the history of music.
ments about what is meaningful to them (Steiner, An emphasis is placed on the evolution of knowl-
1965). In an effort to develop holistic thinking, an edge and its gradual division into the specializa-
appreciation of beauty and a sense of ethical re- tions that exist today, with an effort to recognize
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sponsibility are incorporated in the teaching of all the connections between all knowledge.
subject areas. This is achieved in part by integrat- At each level, specific main lesson topics are
ing information and consideration of how knowl- selected each year by the teacher from guidelines
edge is gained and used. An emphasis is also placed offered by the Waldorf core curriculum. Teachers
on the form in which teachers present material and have a high degree of autonomy to choose materi-
students present reports and projects. als and activities as well as topics and to imple-
ment the curriculum in a personal way, thus making
Theory of teacher self-development teaching and learning more creative and alive.
Waldorf educators view their own self-de- Chalkboard drawings by the teacher, relevant to
velopment not only as a personal striving but as each topic, introduce each unit and remain on the
one of the most fundamental aspects of their qual- board for the duration of the unit. Whether the
ifications as teachers. A basic Waldorf practice in main topic is math, science, social studies, or liter-
the elementary school is for the main lesson teach- ature, artistic work such as form drawing, color-
er to follow the same class from first to eighth ing, and painting are incorporated in the main
grade. Its aim is to provide continuity and intima- lesson books the children themselves make for each
cy with one teacher throughout elementary school. topic. Primary sources are used as references and
The teacher's role and expectations change with there are no basic texts.
each phase of children's growth. For example, the presentation of a third grade
This demanding and challenging commitment social studies unit on the Northwest American In-
by the main lesson teacher requires that the teach- dians included a chalkboard drawing by the teacher
er follow a path of self-development that makes it of a longhouse decorated with characteristic de-
possible to keep pace with the changing needs of signs and color. Students were asked to choose
students. Faculty discussions and shared artistic one of the designs as a border to decorate the pages
work such as choral singing, dramatic presenta- of their main lesson book for the unit, and to se-
tions, concerts, and eurythmy workshops become lect their own color combinations. As part of the
occasions for development and renewal that sup- same lesson, they were taught to play on their re-
plement the efforts of individual teachers. corders a rain incantation typical of this particular
group of Indians. The morning verse that day was
Core curriculum followed by a traditional Indian poem invoking a
To educate the thinking, feeling, and willing new day. With each artistic activity, the mood and
capacities of the whole child, Steiner outlined a the life of the Northwest Indian became more alive
core curriculum in which the visual, musical, and for the children.
tactile arts are integrated in all subjects areas from In an eighth grade main lesson block on ge-
preschool through high school. The metaphor of ometry in art and nature, week 1 was devoted to
the spiral curriculum derives from the way the cur- making constructions of the logarithmic spiral as
riculum at each level builds on past experience it appears in nature in the web of a spider, a pine
and lays a foundation for work in later years so cone, the shell of a snail, and the leaves of a fern.

89
 THEORY INTO PRACTICE / Spring 1997
Lessons From Alternative Schools

Week 2 focused on understanding the golden tri- deeper levels of complexity than was possible be-
angle and the golden proportion that underlies fore their capacity for abstract thinking unfolded.
growth in plant and animal life. Week 3 attended
to forms in nature based on the pentagon. Week 4, Method of teaching as art
which I observed, focused on the contributions of "Consider the what, but consider the how
early Greek mathematicians; Thales, Pythagoras, even more" is an epigram by Goethe, frequently
and Euclid. Guided by the teacher, students read quoted by Waldorf teachers. In addition to inte-
aloud and committed to memory Edna St. Vincent grating artistic work in all subject areas and in-
Millay's sonnet on Euclid, in preparation for a pre- volving students in a broad range of artistic
sentation they were to make at the next school activities, Waldorf method advocates teaching as
assembly. Oral recitation of poetry is a way of an art by creating an aesthetic environment, and
reinforcing knowledge and learning to express con- presenting subject matter in an artistic way.
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tent in an appropriately dramatic way. Waldorf educators recognize beauty as criti-

These are samples of how artistic work is cal to the health and growth of human beings. They
integrated in all subject areas in the Waldorf cur- believe beauty in nature and the classroom nurture
riculum. Such practices extend and deepen intel- the inner child and enable the child to experience
lectual experiences with images, sounds, and a sense of well-being, reverence, gratitude, and
textures that stimulate the senses, enrich feeling, harmony. The Waldorf teacher makes children in
and discipline activity. the elementary school aware of the natural beauty
The Waldorf curriculum also involves stu- and rhythms of the seasons by arranging a nature
dents in a broad range of special artistic activities table with objects typical of the changing seasons.
that enable children to experience the full spec- Children are encouraged to add to the collection.
trum of inner feeling and express themselves The display of art objects that reflect the traditions
through a variety of disciplines. The visual and of the cultures of the class is another way of mak-
plastic arts develop sensibilities to color, line, form, ing children feel at home in the school and sensi-
and texture. The musical arts develop sensibilities tizing them to the expression of beauty in their
to sound, melody, rhythm, and movement. The liter- own backgrounds.
ary arts develop sensibilities to words and language. The use of music to transition from one activi-
Steiner and Waldorf educators developed a ty to the next is yet another way the Waldorf school
unique art form, eurythmy, for the specific pur- fosters an aesthetic environment. There are no jar-
pose of teaching children to integrate the sounds ring bells to separate learning periods and mark the
of speech, poetry, and music through movement, beginning or end of the school day. In some schools,
gesture, and color. It provides an opportunity for each teacher chooses a different instrument on which
the child to develop specific capacities such as spa- to strike a note or a brief musical phrase to announce
tial orientation, powers of concentration, and grace transitions from one activity to another.
in movement, but most importantly it enables the Storytelling is another major artistic activity
child to experience a sense of inner balance and and learning tool in Waldorf education. Teachers
wholeness in community with others. Beyond its tell, rather than read, stories in an expressive voice,
educational function, eurythmy has also been prac- modeling a quality the class is expected to imitate
ticed as a stage art and a curative therapy. Some in group recitations. Stories are incorporated in all
believe it is the quintessential Waldorf experience. main lesson blocks and are alternated with poems
Programs in schools vary in direct relation to the or songs as opening or closing activities. Stories
availability of a eurythmist and necessary finan- are an age-old means of enlivening the learning
cial resources. process and stimulating students' imaginations.
In the Waldorf high school, the form of the Sometimes a candle is lit to create a contemplative
main lesson is retained, but it is taught by teachers mood. Children remember more easily information
who are expert in specific subject areas. The cur- that is couched in the context of a story.
riculum becomes focused on enabling the students The Waldorf teacher intentionally uses the
to understand themselves and the external world at rhythms of time, sound, and movement in engaging

90
 Easton
Educating the Whole Child

children in the learning situation. I had the oppor- with an eye to relieving the overextension of teach-
tunity to observe young children learn the shapes ers. Some think the advantages of a faculty-run
of circles, squares, and triangles through move- school can be preserved if a person does not carry
ment; learn their arithmetic tables through dancing, the role of main lesson teacher and administrative
singing, and clapping; and learn their letters through head simultaneously. Waldorf teachers value the
stories and drawing pictures of words that begin voice they have in responding to students' needs
with their sounds. For example, out of the story of at the building level and, despite overextension,
the bumble bee comes the B. Artistic work and are in no way prepared to give up this meaningful
poetry are included in the study of science, history, role.
and literature. Form drawing and the construction
of five regular solids are basic to the teaching of The school as a learning community
geometry in a visual and tactile way (Sheen, 1991). The development of the school as a learning
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As children enter the classroom each morn- community is one of the major achievements of
ing, Waldorf teachers make a conscious effort to Waldorf education. Waldorf educators share a mis-
greet each child by name, with a handshake, an sion, a philosophy, educational theories, practices,
eye to eye look, a listening ear, and sometimes a and rituals that are key factors in building commu-
comment. Leichter (1980) and Uhrmacher (1993) nity dedicated to educating children toward free-
emphasize the importance of these "moments of dom and responsibility. I have highlighted the
focused attention" through which the teacher makes philosophy and the specific theories and practices
personal contact with each child in preparation for that Waldorf educators share. Most teachers say
the learning situation. In a traditional Waldorf class- they enjoy teaching in a Waldorf school despite
room, the teacher takes the attendance with the excessive demands because of the autonomy it al-
children singing in responsive rhythms: lows the teacher in designing curriculum, the free-
dom from bureaucratic constraints, the community
Chrisopher Smith, are you here?
Yes, Mrs. Henley, I am here. of support it provides, and the opportunity it af-
Alicia Marshall, Are you here? fords for personal growth.
No, Mrs. Henley, she's not here. Lee Shulman, professor of education at Stan-
(McDermott et al., in press) ford University, emphasizes the importance for
Similar responsive singing is used to learn and spell teachers of a network of support beyond an indi-
the days of the week, the months of the year, and vidual school and a wider forum for discussion.
to move seamlessly into the next activity, dancing, He views this as an essential element in continu-
singing, and clapping multiplication tables in ing teachers' growth and renewing their enthusi-
rhythm. asm. Annual meetings and regional conferences
provide such opportunities for Waldorf teachers.
Integration of teaching and administration A worldwide community of more than 640 Wal-
In a traditional Waldorf school, administra- dorf schools (Jaeckel, 1996) is coordinated by the
tive leadership is shared by the entire faculty, which pedagogical section of the Anthroposophic Soci-
selects members to a steering committee (referred ety, headquartered in Dornach, Switzerland. There
to as the "College of Teachers"). A head teacher is are international meetings, a cross fertilization of
selected by this steering committee. Traditionally, ideas in print, and an exchange of speakers.
the head teacher continues in a major teaching role,
often as a main lesson teacher. As changing social The Urban Waldorf School of Milwaukee
conditions have made children's needs more com- In 1991, the Milwaukee Public Schools
plex, the desirability of asking the same person to opened the first Waldorf inspired public school in
carry major teaching and administrative responsi- the United States, the Urban Waldorf School
bility simultaneously is being reevaluated. (UWS). In the midst of the national crisis in edu-
The staffs of the three schools at which I did cation, Milwaukee was casting about for educa-
my research were all in the process of reconsider- tional approaches that represented "islands of
ing the way in which their school was administered, educational success." A unique set of circumstances

91
 THEORY INTO PRACTICE / Spring 1997
Lessons From Alternative Schools

converged to bring the Milwaukee public school possible to tease out those factors directly attribut-
system and Waldorf educators together to estab- able to the Waldorf model, there is consensus that
lish this inner city school (McDermott et al., in what is happening at UWS would not have hap-
press). It was hoped that Waldorf pedagogy could pened without the Waldorf framework.
be adapted as an effective model for urban chil- A third grade teacher at UWS volunteered
dren in public schools. that the Waldorf teacher training program had em-
In 1994, after 3 years of the school's exist- powered her to integrate the rhythms of nature,
ence, a team of seven non-Waldorf affiliated edu- poetry, stories, songs, and movement into all learn-
cational researchers were asked to evaluate whether ing and better fit the curriculum to the styles and
UWS "works." After immersion in the life of the needs of particular pupils (McDermott et al., in
school for a week, all the members of the team press). She found that her pupils settle down more
agreed that despite the violence in the neighbor- quickly into a school mode if they are asked to do
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hood that surrounds the school and many of its a cognitive task immediately upon entering the
children, life inside the school is safe, well or- classroom. This task usually relates to the main
dered, and relationally warm. There is little ag- lesson and is written on the blackboard for easy
gression, and misbehavior is consistently reference as they arrive.
negotiated. UWS is a school where teachers teach This delays the class recitation of the morn-
and students learn. In the 3 years since its incep- ing verse from its traditional place at the begin-
tion, students' performance on standardized read- ning of the school day until 9:30 a.m., a half hour
ing tests increased from 26 percent to 63 percent after the opening. Such modification allows for the
above grade level. These are major achievements inclusion of latecomers in this important class rit-
in the face of overwhelming odds. ual and enables the students to better cope with
The children and their backgrounds are treat- the transition from home to school. The recitation
ed with respect. The school emphasizes character of the morning verse is further modified to elimi-
development as well as cognitive learning in prep- nate references to God and to include movements
aration for taking one's place as an educated citi- that help students burn off excess energy:
zen. The school is aesthetically pleasing, primarily The sun with loving light, (arms reaching out in an
because it is filled with the results of a strong art embrace)
program. UWS is a setting where the principal and Makes bright for me each day. (arms open)
faculty are engaging in ongoing conversations about The light within myself (arms overhead)
how they can help students cope with issues of Gives strength unto my limbs, (arms extended
poverty and racism in the larger environment (Mc- forward)
In sunlight, shining clear, (appropriate movements
Dermott et al., in press). continue)
Valid questions can be raised as to what vari- I reverence the strength and power of humankind
ables other than Waldorf might be contributing to that lives in you and me,
the ongoing success of UWS. Certainly, the unique That I with all my might may love to work and
learn.
set of circumstances that converged to make UWS To me comes strength and light,
happen were all important—support from the board From me rise love and thanks. (Easton, 1995, p. 360)
of education, the superintendent, key persons in
the central office administration, and the teachers' Learning from the Waldorf Experience
union. An adequate budget, funding for teacher I ally myself with Waldorf educators who do
training, and freedom from the usual bureaucratic not think there can be a traditional Waldorf school
constraints were equally necessary. in the public sector. Waldorf schools are Christian
All agree that a principal and teachers, in- based and theistically oriented. It is not consistent
formed and inspired by Waldorf philosophy and with our pluralistic society and our "separation of
practices to new ways of thinking about how to church and state" tradition to have sectarian or the-
meet the needs of children who usually do not istic practices in public schools. At a recent Dele-
achieve educational success, were the most critical gates' Assembly, AWSNA adopted a position
factors in achieving positive outcomes. If it is not statement that acknowledged the impossibility of

92
 Easton
Educating the Whole Child

having a public Waldorf school in the United States profound recognition of the role of artistic work in
because of separation of church and state issues. the continuing growth and renewal of adults as
Henceforth, although no public school can call it- well as children. During the time I did research in
self a Waldorf school, a particular school can be three Waldorf schools, I participated in a commu-
recognized as having a Waldorf inspired program (Al- nity chorus, a speech and drama program, euryth-
sop, 1996, p. 14). my, and painting workshops open to teachers and
We can learn from Waldorf education about parents.
the value and meaning of rituals, symbols, and cer- Waldorf educators emphasize the critical role
emony, but the model leaves to others the task of of the arts at every stage in the development of the
developing truly pluralistic non-sectarian symbols, whole person. Every artistic activity demands dis-
rituals, and ceremonies (Spretnak, 1991). I view ciplined coordination of our ability to think, feel,
the Urban Waldorf School as a Waldorf inspired and do. Specific arts such as choral singing, group
program and not a traditional Waldorf school. Its recitation of poetry, orchestral music, dance, dra-
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achievements are attributable to the principal's and ma, and eurythmy also develop the ability to col-
staff's understanding of the essential aims of Wal- laborate with others. Children learn to experience
dorf education and the creative ways in which they the world more keenly as they strive to express
have transformed specific practices to respond to themselves through various artistic disciplines.
the particular needs of inner city children. Such a Their perception, imagination, insight, and creative
process requires a deep understanding both of the thinking are cultivated by the demands of artistic
philosophy and aims of the Waldorf model and the work. Others can learn from Waldorf educators how
needs of the particular children involved. to utilize the arts to enrich cognitive learning and
Other transformations are being realized as educate the child toward becoming more fully hu-
Waldorf inspired schools open in different cultural man.
settings such as Israel and Japan. Such countries Waldorf education's method of teaching as
draw on the spiritual traditions of their own heri- an art empowers teachers to provide a more alive
tage and do not necessarily have to contend with context for learning by creating an aesthetic envi-
issues of separation of church and state. It remains ronment that appeals to children's sense of beauty
for mainstream educators in the United States to and order. By coordinating the rhythms of sound
explore ways of linking scientific rationalism to a and movement in stories, songs, and poetry, chil-
truly pluralistic spirituality. Steiner himself recog- dren's imaginations are captivated and subject mat-
nized that it is not only appropriate but necessary ter is made more vivid. Teachers are able to help
for all teachers to adapt the curriculum and materi- children become more fully involved in the educa-
als to the particular traditions and backgrounds of tional process by synchronizing teaching methods
the children being taught (Byers, 1995). with the rhythms of a child's enfolding capacities.
Byers (1995) emphasizes that Waldorf is as By utilizing such strategies, teachers can help chil-
much a new way of thinking for teachers as it is a dren from diverse backgrounds become more en-
method or curriculum. From this vantage point, it thusiastic about learning.
is necessary for the faculty of a school to work The Waldorf model demonstrates the overall
together to use Waldorf theories of child develop- advantages of empowering teachers to set policy
ment and teacher self-development as a framework and make the significant decisions about teaching,
and a guide to build a learning community com- curriculum, and administration. Teacher self-esteem
mitted to educating all children toward becoming and job satisfaction are enhanced, as is their abili-
whole human beings. ty to relate to students and parents in meaningful
Waldorf education is both stimulating and ways. Although the integration of teaching and ad-
demanding for teachers. Activities that promote the ministration frequently results in the overextension
self-development of teachers are considered essen- of teachers, there is overall consensus that the ben-
tial to renew teachers and avoid burnout. Such an efits of teacher participation in decision making
emphasis is not unique to the Waldorf movement, about policy and curriculum outweigh the prob-
but what distinguishes Waldorf efforts is again a lems.

93
 THEORY INTO PRACTICE / Spring 1997
Lessons From Alternative Schools

The effectiveness of Waldorf education de- Waldorf educators recognize their own need to re-
rives from their leaders' and teachers' willingness evaluate, on an ongoing basis, whether their prac-
to struggle to build schools as cohesive learning tices achieve their aims. This article suggests that
communities that share a vision of the aims of ed- the Waldorf model can provide a meaningful frame-
ucation, a common image of the child, a core cur- work for all schools and educators to reevaluate
riculum that respects teachers' professionalism and their existing theories and practices.
autonomy, and a common method of teaching as
an art. The key elements of Waldorf education can Notes
become a framework for reframing the questions 1. The section, "Core Curriculum," describes the art
and broadening the conversation among educators form, eurythmy.
and parents in the wider community about how we 2. Rudolf Steiner distinguished six senses that turn us
inward to our own bodies—touch, life, movement, bal-
educate children to become more fully human in ance, taste, and smell. Taste and smell begin to relate
today's high tech world. Mainstream educators can us to aspects of the environment outside our own or-
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learn from Waldorf educators a more integrated ganism. The six remaining senses tend to take us more
way of viewing children, teachers, schools, and out of our bodies—sight, temperature, hearing, word,
education. thought, a sense of "I." The latter defines our own
boundaries and defines the world of the "other," be-
yond ourselves.
Conclusion
As I reflect on what others can learn from References
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sion and aims at the core of Waldorf philosophy. No. 1, p. 14. Fair Oaks, CA: Association of Wal-
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Byers, P. (1995). An open letter to the Urban Waldorf
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our lives. Waldorf provides a framework for envi- child by integrating artistic and academic work.
sioning a renewal of thinking that integrates imag- Unpublished doctoral dissertation, Teachers Col-
lege, Columbia University, New York.
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Jaeckel, J. (1996). North American school growth. De-
knowing (Sloan, 1992). It recognizes the essential velopments, No. 1, p. 1. Fair Oaks, CA: Association
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ethical considerations. Teachers College Record, 81, 360-363.
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It helps children learn to concentrate, pay atten- The Urban Review.
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es the free expression of the human spirit in more The imaginative treatment of geometry in Waldorf
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esteem that encompasses aesthetic and moral sen- modern possibilities. ReVision, 15(2), 42-53.
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from diverse backgrounds in our pluralistic soci- Rudolf Steiner Press.
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