The Waldorf Schools are private schools that possess
certain characteristics that set them apart from other schools who embrace a
minimalistic approach to technology. These characteristics include the ideas of
Rudolf Steiner, the unique teacher-made curriculum material, and the spiritual
component to their teaching. The ideas of Rudolf Steiner have become the
philosophy by which the Waldorf schools live. Rudolf Steiner believed that a
well rounded individual must “integrate their capacities for thinking, feeling,
and willing” into every day (Ruenzel) .
This is instilled into children from the start; teachers take the “core
curriculum” Steiner created and form it into their own using “visual, musical,
and tactile arts” to teach students throughout the years the teacher is with
the students (Easton) .
Students learn information using these techniques without technology, thus
creating well rounded individuals who still learn from a set of standards
created by Rudolf Steiner. Although Waldorf Schools teach individuals the
importance of becoming a well rounded individual, the education of Waldorf
Schools lacks in a strong central core curriculum.
Although
students who attend Waldorf schools learn the same material as students who
attend public schools, the Waldorf students do not learn at the same pace as
students in a public school. Public schools must administer standardized tests
to students to measure the school’s student success rate. In Waldorf schools,
they do not require such tests, so it is not possible to measure the success of
the teaching yearly. In fact, Waldorf advocates would have to say that their
students in primary Waldorf schools would not do well on standardized tests
because they do not focus on a “standardized math and reading curriculum.” One
study done for the Association of Waldorf Schools of North America showed that
94% of students who graduated from a Waldorf High School went on to college (Richtel) .
The high graduation rate for Waldorf Schools could be
explained by looking at how the curriculum is taught each year. A normal day
for a Waldorf student entails a lesson on the “main block” taught to students
at that time, each year consists of eight main blocks, a two hour period to
study on academic work, storytelling, and many other important teachings. An
example of this curriculum is in a 7th grade class they learn
“chemistry, perspective drawing, and history of the Renaissance” as some of
their main blocks (Ruenzel) .
The way these “main blocks” are taught is through the teacher’s perspective and
how they feel the class should benefit and learn the information. One teacher’s
main block focused on geography he began by creating a story for his class on a
flight to Japan, describing in detail their arrival to the Tokyo airport and
the day they spent wandering the city. The teacher, Hugh Renwick, explained
that, the story telling portion of his lesson was to have the students “grasp
things on a phenomenological level first,” before moving “on to analysis,” (Ruenzel) . By describing a
realistic and phenomenal experience of another culture, Renwick can draw
students in to wanting to learn more about the subject, and really viewing the
different traditions of other cultures.
The
spiritual approach to Waldorf is to have a “respect for all religions.” By not
focusing on one set religion, students are able to respect everyone and provide
no judgment based on religion playing a key role in their teachings (Ruenzel) . The curriculum
taught to students is almost completely created by the teacher themselves (Easton) . This provides a
better tailored learning program for kids as their teacher knows their pace at
which they work and can form the lessons around the students. Lessons are
chosen by teachers every year and always incorporate the main ideals of Rudolf
Steiner, but are taught by teachers in a creative and personalized way to get
kids to interact better with the lesson (Easton) .
Most
people would think the families of the children who attend Waldorf schools do
not use technology on a regular basis, but in most cases parents who send their
children to Waldorf Schools are well educated and in most cases work with
technology every day. One father who sends his children to a Waldorf school in
California works at Google. When asked why he sends his children to this school
he replied by saying that he “reject(s) the notion you need technology aids in
grammar school… The idea that an app on an iPad can better teach my kids to
read or do arithmetic, that’s ridiculous” (Richtel) .
Although a core curriculum of math and reading is not implemented into
Waldorf classrooms until later on, the importance of a well rounded education
is what sets Waldorf Schools apart from the rest. Although many schools have
embraced the use of technology in the classrooms the main characteristics of
the Rudolf Steiner philosophy and the creative and spiritual curriculum made by
teachers is why Waldorf Schools are so unique and provide an enriching,
technology free education.
Works Cited
Easton, Freda.
"Educating the Whole Child, "Head, Heart, and Hands": Learning
From the Waldorf Experience." Theory Into Practice Spring. 1997. EBSCO. Web. 14 Oct. 2014.
Richtel, Matt.
"A Silicon Valley School That Doesn't Compute." The New York
Times 22 Oct. 2011. EBSCO. Web.
14 Oct. 2014.
Ruenzel, David.
"The Waldorf Way." Teacher Magazine Oct. 1995. EBSCO. Web. 14 Oct. 2014.
Hi, Nichole:
ReplyDeleteI enjoyed reading your post and learning about the Waldorf schools. I think that the philosophy of providing a well-rounded education is an excellent one, and I especially like the fact that Waldorf teachers design their own curriculum and therefore are able to tailor curriculum to the learning level, skills, and needs of their students. A problem with public-school teachers having to follow Common Core State Standards is that those teachers don't have as much freedom to tailor their curriculum to their students; they are more likely to feel pressured to "teach to the test" rather than teaching to the students' needs, skills, and so forth. (Mind you, there are many excellent teachers, such as your English teacher, Ms. Baldwin, who have figured out how to teach creatively within the "confines" of the Common Core State Standards.)
Regarding the use of technology, I'm wondering if the Waldorf schools don't use technology at all or if they just use it minimally. I think that minimal use of technology is fine as long as an excellent and well-rounded education is being provided. Given the high percentage of Waldorf students who go on to college, it seems that an excellent education is indeed being provided. I suppose one could argue that leaving technology out of the curriculum does not make the curriculum entirely well-rounded, since we are living in a high-tech age, and most people do have to utilize technology (at some level) in college and in the workplace. However, as you pointed out, many (if not most or all) of the Waldorf students are probably getting plenty of exposure to technology outside of school.
Nichole,
ReplyDeleteI have heard about Waldorf's approach to education, so reading your paper helped me understand it on a deeper level. I recently read a book by Neil Postman that discussed in great detail why technology in the classroom can become a concern. I keep telling everyone about the book, "The End of Education," because I found it so fascinating. Postman believes that many people go to technology to solve problems that people can't figure out on their own (Postman, 1996).
You had great insight as to why a teacher created curriculum is so beneficial: "This provides a better tailored learning program for kids as their teacher knows their pace at which they work." This is such an important point! I'd be curious to know whether the high graduation rate, as well as the high percentage of graduates who go on to college, are correlated with the fact that Waldorf doesn't integrate technology into the classroom or if it has more to do with the individualized instruction on the teacher's part--or do you think they're related? From the information you presented in your paper, I'm assuming you believe they're connected (I think so too!), especially since less computer screen time could lead to more meaningful relationships within the classroom.
It's important to understand Waldorf's approach to education because we can better understand how to find a balance. Thank you so much, Nichole!
Nichole,
ReplyDeleteI am an education major and have never heard of Waldorf schools or Steiner, so I appreciate your in-depth examination and explanation. I'll do a little investigating for myself now.
I thought you did a really great job outlining Waldorf schools and their pros, but I was wondering what cons may exist. You mention that students of these schools may not have a knowledge of technology when they graduate, which could be seen as a con. I am wondering if there are any more.
I thought the quotation about not needing an iPad app to teach grammar successfully is brilliant and is so true. So often I think technology over-complicates what really is not complicated. In the class I am taking from Dr. Baldwin at UM, we looked at websites designed to make flashcards. I mean, really? I think a flashcard is pretty simple to begin with. Technology just makes it more complicated.
I guess my lingering question is WHY Waldorf schools don't use technology. You say they focus on “visual, musical, and tactile arts." But, wouldn't Photoshop or Garageband be great forms of technology to help you learn and teach those materials? How does the absence of technology make their classroom's stronger?
You've given me a lot to think about...