Waldorf Schools Reminded Teacher of Nazi Era
June 6, 2010
(Rudolf Steiner, 1861-1925)
Dear Mr. Makow,
I'm a 47-year-old Austrian based in Vienna and a regular reader of your highly interesting website as well as have in my possession and thoroughly read both your extraordinary books "Cruel Hoax..." and "Illuminati...". - I have some more or less "atmospheric" reflections for you regarding June 5th's article on your website by Alice Shapiro entitled "Is Steiner's Anthroposophy a Satanic Cult?" that may or may not be of interest for you respectively your readers.
Comment on "Is Steiner's Anthroposophy a Satanic Cult?":
Having briefly visited during my state primary school teachers' college in the early 1990s on two different occasions two different Waldorf schools in Vienna, Austria (Steiner's first place of residence before he set out for Germany), for several hours each time only, I still remember to this day - and very clearly so - a number of extremely odd peculiarities I had the opportunity to witness on those respective mornings.
First, let me add that in the end I didn't finish the state education for primary teacher either, due to the heavy socialistic political pressure that was put on every single student, proving "neutral," "block-free" (pre-EU) Austria (and especially the red stronghold of Vienna) as having been in a state of (crypto-Soviet) Finlandisation ever since after WWII.
The reason I had nevertheless chosen the "Stalinist" state college was because the only alternatives would have been the Catholic teachers' seminary (I wasn't enough rooted in Catholicism) or, well, Waldorf teaching (which after several discussions with Waldorf teachers, yet without much reading, felt somehow uncomfortable to me - although, then, I couldn't exactly figure out why).
As I recall my visit to elegantly situated 18th-century Pötzleinsdorf Castle that hosts the main Waldorf school in the city of Vienna (up towards the hills of Schafberg and Kahlenberg, where once the Ottoman armies had gathered in their attempts to conquer Vienna and not far from Beethoven's regular walking paths), I remember a confusingly anachronistic atmosphere as if I had by time-machine been brought back to Hitler's Third Reich (and that's in principle the ideology we're dealing with in this regard; keep also in mind that Vienna was the first station in life for both Steiner and Hitler, and of course was Austria part of Hitler's totalitarian monstrosity for seven years from the "Anschluß" till the end of the war; so, they seemed to have preserved that Germanic "spirit" right from the Nazi era, during which Anthroposophy was, despite the displayed rivalry, strongly en vogue).
Yet, of course, no Hitler Youth uniforms and Nazi songs. Everything was much more subtle here! After all, they are "humanists" and highly evolved "esotericists," inspired by Rosicrucian alchemy and mysticism; they host classical concerts and literary evenings in their school (almost as if it was a Masonic lodge), i.o.w. all honorable, even seemingly conservative, "bourgeois" folk!
And aren't we talking here of a revered and extremely popular "reform" pedagogical method, or rather an overall teaching philosophy supposed to build a new, free, strong, and self-confident man (not too different from socialism's "new man" anyway), as can be found (sorry to say) in slightly different presentation also with Montessori teaching which too, in essence, follows Theosophist doctrine! - Anyway, what I first noticed was that all children - it was a class of first-graders - had old-style, natural leather school-bags.
Nothing wrong with that in principle: they're better value; they last, if well kept, for a whole life-time; they also look nicer than these plastic Mickey-Mouse bags (that subtly suggest school is but a playful continuation of kindergarten). However, every single child had them! Without exception!
The teacher explained there was no pressure, they had just convinced the parents of the advantages of these leather bags. In other words: uniformity, and even without overt pressure! Let's not forget what kind of people many of Waldorf-schoolers' parents are: intellectuals, artists, individualists. Never would they want their children to be manipulated, victimized, or oppressed by an authoritarian or even totalitarian school regime, would they?
Then I was quite surprised by the simple, old-fashioned, frontal teaching method I observed in this supposed reform school. There was not the slightest bit of politically correct, collectivist group or otherwise open teaching of the sort I was being indoctrinated with at my (Marxist) teachers' college: this Waldorf school indeed appeared as a timeless haven of teacher's authority.
However, that authority was exerted in a strictness that had little to do with that cosy image of Steiner schools most people have in their minds. They nearly had sort of a military drill there (as part of the forming of the student rather than of substantial teaching of content, which is a well-known problem with Waldorf schooling: students are just being taught less than in a decent private school).
And that "forming" seemed to have, as I still well remember, a strange effect: Like with young Hitler boys in Nazi Germany, there was a strong sense of "us against the rest", a stubborn and even angry hive-mentality, as indeed, when I first entered the classroom, along with the class teacher, I was screamed at by at least half a dozen of children (seven-year-olds!) simultaneously, "Get out of our classroom!" - Never had I experienced anything like this in an ordinary primary school in Vienna.
Wherever I went (no matter how boring that school may have been) I used to meet, well: children. Children with shining, curious eyes, smiling faces, talkative, playful, energetic, but never ever any sense of reserve! Here, for the first time, this was severely different. But, provocatively speaking: Were these still children?
Or were they despite their young and innocent age already on their way to little Arimans, Lucifers, meaning: little Steiners, Blavatskys, Olcotts, or Eliphas Levis??? - So much is being said about the furtherance of creativity in Waldorf schools. But, what creativity is this, if they all draw and paint and sculpt in the exact same style?
Once you have seen their very distinct "esthestics", you will immediately recognise a Waldorf "inspired" piece of art. And then this strange practice of block flute choir! Not to speak of Steiner's so-called eurythmics.
Finally, the method of circular "epoche" learning! Far from being an original invention, it is followed throughout in utter obsession: whether reasonable or not, everything has to fit into this corset of the respective general theme. Steiner's world, anxiously conserved in his schools to this very day, is not only the world of the early 1900s, it is also a shadowy dreamworld; a quite typically German romanticist little Utopia - into which the pupils, slowly, slowly and with great subtlety - are being conditioned into.
If one complains about the ills of OBE etc., certainly there is (and always has been) something decisively worse (although meanwhile it's all merging anyway) and distinctly more evil: the silent Luciferian indoctrination in the Steiner schools.
After that lesson with the seven-year-olds I again accompanied this teacher through the corridors, and as we were passing by a group of, I believe 17- or 18-year-olds, the same phenomenon occurred yet again: an army of hostile looks for no obvious reason, just because someone had entered their "inner spaces" whom they didn't know.
People generally hold this naive misconception that Steiner schools produce self-confident, strong, and independent personalities. Look closer and better be warned of such kind of demon-driven "self-confidence;" it could well be identical with the sort of youth Hitler was asking for when he demanded them to be "swift as greyhounds, tough as leather, and hard as Krupp-steel!"
P.S.
1. Mind that before Rudolf Steiner miraculously went "cosmic" by joining Theosophy, he was (no real contradiction anyway) a hardcore Nietzschean thinker: Thus, his main work: "Philosophy of Freedom: A Philosophy of Spiritual Activity", first published in 1893.
2. All who would like to learn more about the Rosicrucian/Theosophist/Luciferian/New-Age influences on the emerging UN-totalitarian world state, should read Lee Penn's excellent and comprehensive study, "False Dawn: The United Religions Initiative, Globalism, and the Quest for a One-World Religion", Sophia Perennis, Hillsdale NY 2004
3. There's also a most recent and marvellous 84-page PDF-document by the same author, accessible for free: Lee Penn: The Religious Face of the New World Order: From the Vatican to the White House to the United Religions Initiative (with an introduction by Cliff Kincaid, America's Survival, Inc.): http://www.usasurvival.org/docs/Global_Religion.pdf
4. Absolute must-reads (as well as eye-openers) are the following two classics by outstanding French metaphysicist, René Guénon (1886-1951): a) Theosophy: History of a Pseudo-Religion (orig. 1921) and b) The Spiritist Fallacy (orig. 1923), both part of Collected Works of René Guénon published by Sophia Perennis, Hillsdale NY, 2003 resp. 2001 (www.sophiaperennis.com)
5. Then, there's a thorough study on the creeping in of socialistic New-Age globalism into mainstream public schools, that is also very enlightening: Berit Kjos: Brave New Schools: Guiding Your Child through the Dangers of the Changing School System, Harvest House Publishers, Eugene OR 1995
6. Furthermore, there's Detroit Michigan lawyer, devout Christian, and extremely sensitive observer, Constance Cumbey ( http://www.cumbey.blogspot.com). Her important books are: a) The New Age Movement: Age of Aquarius - Age of Antichrist, The Southwest Radio Church, Oklahoma City OK 1982; b) The Hidden Dangers of the Rainbow: The New Age Movement and Our Coming Age of Barbarism, Huntington House Publishers, 1985; c) A Planned Deception: The Staging of a New Age "Messiah", Pointe Pubs, 1986; and d) Antichrist Associates & Cosmic Christianity, Tim Tucker Outdoor Publications, 1995. - There's also on youtube a fabulous one-hour lecture by Mrs. Cumbey given in 2006 at the Radio Liberty Conference in Aptos CA (1/7): http://www.youtube.com/watch?v=-9vpTnOvHeA
7. Finally, I've myself compiled quite a comprehensive bibliographical survey on my blog, "Dawn of Tribulation: The Final Onslaught by the Forces of Evil", entitled: A Bibliography of Utopianism and Totalitarianism: Books, Weblinks and More...: www.dawnoftribulation.wordpress.com/category/a-bibliography-of-utopianism.
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PN said (June 21, 2010):
I too had a bad experience working at a Waldorf school. I was not able to meet the expectations of the faculty and the parents and was asked to leave. This was a very painful experience for me and I was very angry. But now I'd have to say that most of the people I've met working at Waldorf schools are really just trying to do the right thing. They are characterized by sensitivity, thoughtfulness, idealism, and an astounding work ethic. Some are small minded and some are a bit scary. Some really do approach Anthroposophy and Waldorf in a cultish way. I can see how the Waldorf schools could be an attractive place for anyone interested in incorporating a spiritual dimention into education, and that could certainly include a lot of strange people. But even if there are many unstable or immoral people connected to the Waldorf movement, would that really set it apart from any other organization? The Waldorf educational philosophy is an ideal that is as subject to curruption as any other, but to make an intelligent judgement, one should examine closely that ideal. As far as I can see, Waldorf education strives to use all the insight and information possible to best facilitate the healthy development ultimately of a free and moral adult. The insights and information ought to include all the latest research and theories as well as traditional wisdom, insights from any and all spiritual traditions, and especially the faculties' unbiased judgments. Those concepts that further the schools' aims are to be incorporated as much as possible into a cohesive whole. Insofar as the methods arrived at conflict with legality or custom, compromise and balance is to be sought. At all times, faculty members should strive against sectarianism.
This is a herculean task so I think we should forgive faculties for leaning a bit too heavily on traditions and suggestions from Rudolf Steiner. As another responder has said, most schools around today fall short of their goal as did the original pilot school in Stuttgart. But the aim, I think, is a worthy one and should not be dismissed because of any number of bad experiences.