WHAT IS RUDOLF STEINER EDUCATION?

RUDOLF STEINER EDUCATION by AUSTRALIAN EDUCATOR

a publication independent of affiliation with any Rudolf Steiner School

http://www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf

Steiner education differs from the mainstream in a number of ways not easy to briefly explain. But one thing is clear: it inspires passionate commitment because of the perceived benefits to children. Most people haven’t heard of Rudolf Steiner, an extraordinary Austrian philosopher who developed innovative theories of education, medicine and agriculture early last century. But that’s changing. Steiner education is the fastestgrowing educational movement in the western world. Its principles, focusing on the emotional, social and spiritual aspects of children, are being applied in private and government schools, and schools for children with special needs and suffering social disadvantage. Steiner’s agricultural theory, known as biodynamics, has also come in from the margins. In Australia, Steiner education is now offered
alongside mainstream education in several government schools.
Steiner educators believe its artistic, reflective approach nurtures children in a way that equips them for today’s changeable, unpredictable world. Children in a Steiner setting do not start reading until the change of teeth—usually around age seven—which, according to Steiner, shows the child’s readiness to start formal education. Delayed reading is one of the most controversial issues surrounding Steiner education, and there is concern from some educators that children may miss out on their literacy and reading “windows”.
But the Steiner community is unrepentant. “In the beginning, there were stories of older-age Steiner kids being unable to read,” says Jacinta Walker, class 6 teacher in the Steiner stream at East Bentleigh Primary School, “but you don’t hear this any more.” Walker’s interest in Steiner education came early in her teaching, working with prep and year 1 children. “Kids were being labelled slow learners, and they were fantastic kids—they just weren’t ready to start reading.” For Footscray City’s Laurie Krepp, delayed reading also made sense—for some children. “I thought of the high number of boys we had on reading recovery, and wondered if they were being thrust into literacy before they were ready.”
28 Australian Educator No 41 Standardised testing is also proving controversial at Steiner schools. For some teachers, it seems nonsense to test Steiner children for standardised behaviour and learning. “The whole point of this education,” says Walker, “is that it’s not about standardising children.”
But test the students they must, and the results inevitably reflect the go-gently-slowly approach of Steiner education. “We tend to find that our kids in year 3 don’t do as well as the state average, then by the time they get to year 5, they do as well as, or better,” says Laurino.
The main features of Steiner education in the primary classroom are:
The same teacher from class 1 to 7
A “main lesson” each morning for two hours; the topic changes after several weeks and may be returned to in a different form later.
The main lesson curriculum allows any new topic to be studied in depth for a concentrated period of time.
Teachers use a “multisensory” approach to learning and work rhythmically and imaginatively with students.
All students play recorder together each day and a stringed instrument from class 3, forming class orchestras.
Reading is delayed until the adult teeth emerge, usually around age seven.
Strong emphasis on the practical arts to encourage development of the “will”.
Specialist teachers instruct in eurythmy (a form of movement which arose out of the work of Steiner), art, music and foreign language.
Computers are not used until year 7.
Respect for nature—and natural materials are used whenever possible.
Television and computers are discouraged, with the emphasis on developing the imagination and sense perception.
Laurie Krepp wrote this fable to illustrate to staff and parents some of the challenges and benefits of introducing a Steiner stream into a public school.
There was once a gardener who was very proud of the Granny Smith apple tree she had grown. It was a strong and beautiful tree and the local children enjoyed climbing its branches. The few people who had tasted its fruit knew they were the sweetest, crispest and juiciest green apples. But the gardener wanted to make an even better apple tree. She believed her apple tree could grow red apples too, and patiently and carefully selected a branch to graft from a Jonathan apple tree. Joining the branch was a challenge. The gardener knew she had to line up the bark of the branch and tree perfectly so the sap would flow. She wrapped the join carefully and gently tied the new branch to nearby ones for support. She knew that too much protection would damage the new branch just as much as too little. Some people asked why anyone needed red apples when the green ones were so delicious. Other people warned that the red apples would take over the tree and that it needed expensive fertiliser. But the gardener looked after the tree, ensuring it had healthy soil, a sunny position and water when the rain didn’t fall. Life wasn’t easy for the new apple tree. At first, the new bark didn’t grow over the whole join, and sap trickled out. The tree had put its energy into healing and the gardener wondered if the next crop of apples would be as bountiful or as sweet. But gradually the graft healed. The gardener was relieved to see a healthy crop of Granny Smith apples developing. She was just as pleased to see the red apples on the Jonathan branch. Soon, people came from near and far to see this wonderful tree. Some came to taste the sweet red apples and were surprised how delicious the green apples also were. The gardener was curious when she saw the insects buzzing between the branches of her tree, carrying pollen on their feet. It seemed that both the red apples and the green apples were tastier now that they grew on the same tree.
Steiner teaching is not a job, or even a career, says Walker. “It’s a whole lifestyle. And if you believe in it, then you bring it to your own home and you live that life.” For prep teacher Rae McNamara, in her first year at Briar Hill Primary School, the physical setting of a Steiner classroom is inspiring. “I am still feeling my way, but it’s a pleasure to come to work. You walk into the room every morning and it’s such a beautiful space. The children are so happy and friendly, just great. I think I work in a palace.”