Waldorf schools: "We are still doing pioneering work"
The "Schwarzbuch Waldorf" by Michael Grandt * has fueled the debate on Waldorf education - users at ChroniquesDuVasteMonde.com are also discussing the theories of Rudolf Steiner and the practice at the Waldorf schools. How do the Waldorf schools deal with criticism? We have confronted Henning Kullak-Ublick, head of the Federation of Free Waldorf Schools, with some allegations.
* now taken off the market
Henning Kullak-Ublick has been a class teacher at the Waldorf School in Flensburg since 1984 and a member of the board of the Federation of Waldorf Schools.
ChroniquesDuVasteMonde.com: Mr. Kullak-Ublick, the author of "Black Book Waldorf," Michael Grandt, has complained to me that no Waldorf representative has ever sat down with him to discuss. Why do you shy away from the confrontation?
Henning Kullak-Ublick: Basically, we like to deal with our critics. So we wanted to meet with the publisher and Mr. Grandt to correct the sometimes really absurd claims of his book. Unfortunately, we were only offered appointments after the delivery. We also agreed to talk to Mr. Grandt about the SWR, but nothing came of it. Incidentally, to a conversation is a minimum of fairness and you look for in this book, unfortunately, in vain.
ChroniquesDuVasteMonde.com: One of the author's claims is that the Waldorf School is a "world-view school." Why are you so against it? After all, anthroposophy is the basis of your pedagogy.
Henning Kullak-Ublick: A Weltanschauungsschule is by definition a school that wants to educate the children towards a certain worldview. But that's exactly what the Waldorf schools really do not want. A recent graduate study also proves that they do not. Anthroposophy is an exercise that can sensitize teachers to rediscovering the unique and unexpected in each child in order to develop their special abilities. The point is not to impose one's own beliefs on the child, but to make them develop their own ideas and powers. That is why Waldorf schools are not approved as schools of world-view, but as 'schools of special pedagogical character'.
ChroniquesDuVasteMonde.com: But do not the Waldorf teachers stop the children at the same time, for example by rejecting much that is normal in our technology-oriented world?
Henning Kullak-Ublick: Technical instruction has always been part of the Waldorf School timetable. Of course there are computers. The young people should learn to understand the surrounding technology in order to handle them responsibly and not only to succumb to their fascination. In the lower grades, however, it is important to us that the children first of all have real experiences with all the senses, with their hearts and, of course, with the mind, in order to experience the world in all its diversity and beauty. So electronic media certainly have their place in the Waldorf School; it only takes care of when the children come in contact with it. But that does not mean that we stand in the front gardens of the parents to control whether the TV is running in the house.
ChroniquesDuVasteMonde.com: But how do you deal with students questioning their teaching methods? You often hear from former Waldorf students - including ChroniquesDuVasteMonde.com - that critical questions are not welcome.
Henning Kullak-Ublick: Of course there are sometimes teachers who can handle criticism badly, by the way also at other schools. Teachers may be somewhat sensitive because they are always under observation. But I can assure you that in general there is a very intense exchange with the students in our schools, where critical questions are also discussed. Even with criticism from the parents, we are constantly falling apart. After all, they sent their children to a Waldorf school not least because they had critical thoughts about the regular school system. They do not put this critical awareness at the threshold of Waldorf schools. I would even say that Waldorf teachers are therefore more closely watched and educated than teachers at other schools.
ChroniquesDuVasteMonde.com: Another charge that I read in our forum is that the Waldorf School would not prepare their children sufficiently for working life. There are always graduates who could not keep up with the others at the university.
Henning Kullak-Ublick: That may be true on a case-by-case basis, but it does so in all school systems. From graduate studies it is clear that former Waldorf students in their vast majority are doing well in their professional lives.We hear again and again that Waldorf students are preferred for applications for an apprenticeship because they have key competences such as teamwork, independence and a sense of responsibility.
ChroniquesDuVasteMonde.com: Let's return to the "Black Book Waldorf". In fact, they have objected to Mr Grunt's allegation that corporal punishment is being accepted by Waldorf teachers. A Userin reported on ChroniquesDuVasteMonde.com, however, that she herself had experienced "whipping scenes" at the Waldorf School.
Henning Kullak-Ublick: Corporal punishment is rejected at all Waldorf schools. Already at the founding of the first Waldorf School in 1919, when the flogging was still common practice, she made this clear. In the 25 years of my teaching career, there have always been consequences in the few situations where this has happened to teachers. Something else would no longer be acceptable to anyone today.
ChroniquesDuVasteMonde.com: What about the second difficult topic, Rudolf Steiner's racist remarks: Today, we live in a time when public figures have already been sidelined because of the slightest discrimination. Should not there be an end to the personality cult?
Henning Kullak-Ublick: Anthroposophy is not about culturing a personality or about reclaiming Rudolf Steiner's theses. Rather, it is about an active engagement with their ideas. Certainly there are teachers who worship Rudolf Steiner, but that does not mean they can not look at him critically. It is completely unquestionable that according to today's understanding there are racist formulations in Steiner, from which one must also distance oneself. But it does not do justice to Steiner's life's work when reduced to it. He wanted exactly the opposite: the emancipation of the individual, regardless of gender, ethnic or social origin. He regarded the inviolable dignity of all people as the foundation of a modern society. That's why the Nazis banned anthroposophy.
ChroniquesDuVasteMonde.com: But as long as you cling to your patron saint, those accusations will come up again and again. Is not it time to finally break away from this 100 year old teaching?
Henning Kullak-Ublick: The innermost core of Waldorf education is development. Rudolf Steiner himself said that one actually had to reinvent the Waldorf School every week. And so we are still doing pioneering work in many areas. Several of the methods we have invented are gradually being adopted by mainstream schools, such as cross-curricular learning or foreign language teaching from the first grade. And this development process continues, we are currently researching many new exciting teaching and learning methods. So you can not say that we attach to an obsolete doctrine.
ChroniquesDuVasteMonde.com: How do you want to deal with your critics in the future?
Henning Kullak-Ublick: With the size that the Waldorf school movement has achieved worldwide, occasional unfair attacks can hardly be avoided. Fortunately, most of the critical engagement is at a high level. In these cases, we are very happy to deal with our critics and consider the dialogue as very fruitful. Unfortunately, in the case of Mr Grandt, I have to say that this level has dropped significantly.
