By Marina Budrys
At the 100 year anniversary of Waldorf education, Torin Finser posed the poignant question: Will Waldorf die or will it renew itself?
As a Waldorf alumna turned Waldorf teacher, this question is demanding and laden with layers of personal experience, professional insight, and the immense hope that the second part of the question will be the answer. After reading the article on the future 100 years, I was instantly struck by the somberness of my task on this path and of the arduous decisions that many schools have had to make in light of recent changes in their makeup. Yes, it is unfortunate that schools have had to close. Yes, it is dispiriting to witness when Waldorf becomes associated with negative press. Yes, it is heartbreaking to consider the death of this movement, I, after all, am the human being I am today, because of it.
Reeling with the darkness that could be the future, I was surprised to find a voice inside that challenged the darkness. This voice reminded me of a quote I heard at Kamala Harris’ rally: “some will say we need to search to find common ground, I think we need to recognize we are already standing on [it].” It is with this sentiment that I propose the revitalization of Waldorf education.
It is too easy to look at Waldorf Education and point out the ways in which it is unique, different, alternative and how it challenges the norms and offers programs that don’t exist at other schools. We have highlighted these differences by quoting professors from colleges saying that Waldorf students are different, by noting that Waldorf students are more artistic, more capable of playing musical instruments, more successful in their personal relationships. And what has this (rightful) boasting done? It has congratulated and encouraged a niche of children who have grown to become self-aware, confident adults able to navigate the changing waters of the 21st century. But what else has this focus on difference done? It has alienated and partitioned everyone into two groups: those who are “Waldorf kids” and those who are not. The not group has been excluded from the possibility of success at a Waldorf School because they have not been invited.
Just like how most people want to live in a country where they can afford basic necessities by working one full-time job, most people want to raise their children to become self-aware and successful adults. Sure, some small details might differ, but their intentions behind wanting their children to be educated are more similar than dissimilar. By focusing on the niche, the different, the alternative, we have pushed the movement up into a narrow gorge. We have become inaccessible and although I hate to say it, elitist.
This gesture of “ alternative” mimicked many movements in the 20th century. The 20th century was a century of “anti” and this was the state of consciousness needed to achieve the equality we are still working at today. However, the dividing and separating has reached the extreme where it fragments instead of connects. The extreme of the “anti” or “alternative” gesture dissolves instead of creates.
My intention is not to rail on the problems facing our education without reason. I want to establish an understanding of where we are right now to propose a shift. What I am proposing does not concern the materialistic Waldorf values (the main lesson books, the verses, the silks, and the gnomes- those all have their place when they match an intention in the education,) but instead arm the movement with fearless, focused, and dedicated resolve to yes, keep Waldorf from dying, but more importantly renew it with lively inclusivity.
How different would the movement be if we turned around within our tight knit circles and stepped one step out? How different would that movement be if in that step outward we encountered someone we would not have met in our close circle? How different would that movement be if we spoke to that individual like the equal they are and found a common thread and hope between us? How different would that movement be if we explained that Waldorf Education is for everyone- its purpose being to educate whole human beings? How different would that movement be if we focused on what we have in common instead of what sets us apart?
Waldorf Education is grounded in the belief that every human being is capable of reaching their highest potential. If we truly believe that every human being is capable of reaching their highest potential, then we must ensure to include every human being as a potential student. What a wonderful world it would be if that intention was the backbone of this education.
The alums need to feel that Waldorf Education is open to change. They need to know that Waldorf sees the future for itself as an education for anybody interested in it and that the education is willing to adjust course to meet the community. The people we meet outside of our inner circles need to know this too. By acknowledging our imperfections and gracefully declaring ourselves in need of reaching the whole of our communities (instead of the parts), we open a door that will transform into a giant arch. We have more in common than we can imagine.
Marina Budrys is a Waldorf alumna. She attended Waldorf Schools for 14 years from kindergarten through 12th grade. She is currently a Humanities Teacher at the Waldorf High School of the Peninsula and is in the Waldorf High School Teacher Training Program at the Center for Anthroposophy. Marina can be reached at [email protected].
At the 100 year anniversary of Waldorf education, Torin Finser posed the poignant question: Will Waldorf die or will it renew itself?
As a Waldorf alumna turned Waldorf teacher, this question is demanding and laden with layers of personal experience, professional insight, and the immense hope that the second part of the question will be the answer. After reading the article on the future 100 years, I was instantly struck by the somberness of my task on this path and of the arduous decisions that many schools have had to make in light of recent changes in their makeup. Yes, it is unfortunate that schools have had to close. Yes, it is dispiriting to witness when Waldorf becomes associated with negative press. Yes, it is heartbreaking to consider the death of this movement, I, after all, am the human being I am today, because of it.
Reeling with the darkness that could be the future, I was surprised to find a voice inside that challenged the darkness. This voice reminded me of a quote I heard at Kamala Harris’ rally: “some will say we need to search to find common ground, I think we need to recognize we are already standing on [it].” It is with this sentiment that I propose the revitalization of Waldorf education.
It is too easy to look at Waldorf Education and point out the ways in which it is unique, different, alternative and how it challenges the norms and offers programs that don’t exist at other schools. We have highlighted these differences by quoting professors from colleges saying that Waldorf students are different, by noting that Waldorf students are more artistic, more capable of playing musical instruments, more successful in their personal relationships. And what has this (rightful) boasting done? It has congratulated and encouraged a niche of children who have grown to become self-aware, confident adults able to navigate the changing waters of the 21st century. But what else has this focus on difference done? It has alienated and partitioned everyone into two groups: those who are “Waldorf kids” and those who are not. The not group has been excluded from the possibility of success at a Waldorf School because they have not been invited.
Just like how most people want to live in a country where they can afford basic necessities by working one full-time job, most people want to raise their children to become self-aware and successful adults. Sure, some small details might differ, but their intentions behind wanting their children to be educated are more similar than dissimilar. By focusing on the niche, the different, the alternative, we have pushed the movement up into a narrow gorge. We have become inaccessible and although I hate to say it, elitist.
This gesture of “ alternative” mimicked many movements in the 20th century. The 20th century was a century of “anti” and this was the state of consciousness needed to achieve the equality we are still working at today. However, the dividing and separating has reached the extreme where it fragments instead of connects. The extreme of the “anti” or “alternative” gesture dissolves instead of creates.
My intention is not to rail on the problems facing our education without reason. I want to establish an understanding of where we are right now to propose a shift. What I am proposing does not concern the materialistic Waldorf values (the main lesson books, the verses, the silks, and the gnomes- those all have their place when they match an intention in the education,) but instead arm the movement with fearless, focused, and dedicated resolve to yes, keep Waldorf from dying, but more importantly renew it with lively inclusivity.
How different would the movement be if we turned around within our tight knit circles and stepped one step out? How different would that movement be if in that step outward we encountered someone we would not have met in our close circle? How different would that movement be if we spoke to that individual like the equal they are and found a common thread and hope between us? How different would that movement be if we explained that Waldorf Education is for everyone- its purpose being to educate whole human beings? How different would that movement be if we focused on what we have in common instead of what sets us apart?
Waldorf Education is grounded in the belief that every human being is capable of reaching their highest potential. If we truly believe that every human being is capable of reaching their highest potential, then we must ensure to include every human being as a potential student. What a wonderful world it would be if that intention was the backbone of this education.
The alums need to feel that Waldorf Education is open to change. They need to know that Waldorf sees the future for itself as an education for anybody interested in it and that the education is willing to adjust course to meet the community. The people we meet outside of our inner circles need to know this too. By acknowledging our imperfections and gracefully declaring ourselves in need of reaching the whole of our communities (instead of the parts), we open a door that will transform into a giant arch. We have more in common than we can imagine.
Marina Budrys is a Waldorf alumna. She attended Waldorf Schools for 14 years from kindergarten through 12th grade. She is currently a Humanities Teacher at the Waldorf High School of the Peninsula and is in the Waldorf High School Teacher Training Program at the Center for Anthroposophy. Marina can be reached at [email protected].
