Anthroposophy and Ecofascism 124

Peter Staudenmaier writes in Paragraph 38:

Anthroposophy's peculiar predilections also shape the Waldorf curriculum. There are no sports at European Waldorf schools and no jazz or popular music; these phenomena are considered to harbor demonic forces. Instead students read fairy tales, a staple of Waldorf education. Taken together with the pervasive anti-technological and anti-scientific bias, the suspicion toward rational thought, and the occasional outbreaks of racist gibberish, these factors indicate that Waldorf schooling is as questionable as the other aspects of the anthroposophist enterprise.

Continuing his tirade and litany of absurd and distorted claims against Waldorf schools, Mr. Peter Staudenmaier here presents a string of inane claims that even the simplest investigation easily disproves. For example, the statement “there are no sports at European Waldorf schools” is particularly absurd. I have walked the grounds of the first Waldorf School in Stuttgart, and there is a track, basketball courts, and a gym with equipment for volleyball and gymnastics. The students use all all these facilities, as can be observed on any school day. Numerous other Waldorf schools I have visited on three continents are similarly equipped.* While I cannot say with certainty that every last one of the hundreds of Waldorf Schools in Europe have a sports program, there is no reason to believe they do not. Further, there is nothing in the Waldorf pedagogy that could be construed to be against sports.** But there are more problems with this paragraph that I will address tomorrow.

*What is interesting from an American perspective is that there are no intermural competitive sports in the German Waldorf schools. This becomes understandable when you discover that there are no intermural competitive sports in the German public schools either. Such sports are the domain of local associations independent of the schools –like the US Little Leagues – and Waldorf students can, and do, participate just like their peers in German public schools.

**When asked about sports in the Waldorf School, Steiner responded thus (to an audience in England):

"[Question:] How should instruction in gymnastics be carried out, and should sports be taught in an English school, hockey and cricket, for example, and if so in what way?

[Steiner:] It is emphatically not the aim of the Waldorf school method to suppress these things. They have their place simply because they play a great part in English life, and the children should grow up into life. Only please do not fall prey to the illusion that there is any other meaning in it than this, namely, that we ought not to make children strangers to their world. It is an error to believe that sports are of tremendous value in development. They are not of great value in development. Their only value is as a fashion dear to the English people, but we must not make the children strangers to the world by exclusion from all popular activities. You like sport in England, so the children should be introduced to sports. One should not meet with philistine opposition what may possibly be philistine itself.

Regarding "how it should really be taught", there is very little indeed to be said. For in these things it is really more or less so that the child imitates what someone does first. And to devise special artificial methods here would be something scarcely appropriate to the subject."

Rudolf Steiner, The Kingdom of Childhood. Hudson, NY: Anthroposophic Press, 1995. Pages 134-135.