College of the Immaculate Conception

In Partial Fulfillment
of the Requirements
In

Current Issues and Trends in Education

Term paper
in

Waldorf Education

ARNULFO V. SANTIAGO, JR.

MAEd in GEN. SCIENCE

Table of Contents

College of the Immaculate Conception

Introduction 1

Background of Waldorf Education 2

History of Waldorf Education 4

Uniqueness of Waldorf education5

Distinctive features of Waldorf education6

Curriculum at a Waldorf school8

Real World in Waldorf education10

Future of Waldorf Education in the Philippines12

References15

Waldorf education is an ART. The ART of AWAKENING

what is actually there within the human being.

College of the Immaculate Conception

Rudolf Steiner, from The Younger Generation

Introduction
Education is indeed a necessary tool in building a
strong foundation of any nation. One needs to be educated in
order

for

him

environment.

to

He

comprehend

must

be

with

equipped

the

with

fast

changing

knowledge

in

the

advent of technological advancement so that he can use it

into a meaningful mean. Furthermore, one must be educated in
order for him to understand how thing works and behaves so
that he can give a significant connections in the world
where he is living.

Hence, it is a must that everyone must

be educated.
In

addition,

effective

way

Education

of

teaching

is
and

the

most

learning

efficient
the

basic

and
and

advanced skills and knowledge. Hence, being the foundation

of

our

society,

education

encompasses

our

lives

by

stimulating our minds and molding them into intellectual

ones.

In

different

simple
ways

words,
of

education

learning

things

enables
and

us

doing

to

learn

them.

As

compared to the past, education received by todays students

is more structured and conceptualized. While there
2

College of the Immaculate Conception

was no formal education system in the primeval period, the
modern days have come up with different types of education
classified according to a persons potential and age. These
types of education present around the world may include
public schools and private schools such as schools that
offers

Catholic

education,

Montessori

education,

Waldorf

education, etc. which its primary goal in to produce an

individual with purpose.
One of these types of education that emerge faster
around the world is Waldorf education or Steiner education.

Background of Waldorf Education

Waldorf Education is a unique and distinctive approach
of educating children that is practiced in Waldorf schools
worldwide. Waldorf schools collectively form the largest,
and quite possibly the fastest growing, group of independent
private schools in the world where there is no centralized
administrative

structure

governing

all

Waldorf

school.

Hence, each is administratively independent, but there are

established links which offer resources, publish materials,
sponsor conferences, and promote the movement.
Waldorf education or Steiner Education (based on Rudolf
Steiner's 'Anthroposophy' or "the knowledge of the

College of the Immaculate Conception

3
nature of the Human Being") not only restores education but
also transforms society. Furthermore, it renews education
through an age-appropriate pedagogy that educates the hands
(purposeful Willing/Doing), and the heart (engaged, balanced
Feeling), as well as the head (creative Thinking), leading
to the development of the whole human being holistically.
The

transformation

of

creation

of

new

together

in

addition

society

is

forms

and

social
to

creating

advanced
new
a

through

ways

of

social

the

working

space

for

educational freedom and the free life of the spirit.

To achieve this, Steiner education fully integrates the
arts

into

scientifically

researched

curriculum

finely

accustomed to the development stages of childhood.

Moreover
introduced

such
when

skills,
these

are

subjects,

and

appropriate

to

concepts
the

are

child's

physiological and spiritual development. Material presented

to the children is connected directly to human experience
and observation, experimentation, and participation so that
it awakens the student's enthusiasm and interest.

Reverence for life and the natural world are cultivated

through the content and process of the lessons. Fine and

College of the Immaculate Conception

4
applied arts, traditional crafts, storytelling, music, and
drama

provide

enlivening
language

fine

are

pathways

comprehensive

arts,

languages,
Teachers

essential

for

holistic

curriculum

learning,

which

includes

math,

science,

history,

music,

art,

movement

education,

and

given

autonomy

in

using

various

foreign
handwork.
teaching

methods and educational tools at their disposal. Academic

freedom is the trademark of Steiner schools so much so that
they are also commonly described as "faculty-run schools."
Mitchell & Gerwin (2007) found out in their research of
Waldorf

graduates

that

94%

has

attended

college

or

university, 47% chose humanities or arts as a major, 42%

chose sciences or math as a major, 89% are highly satisfied
in

choice

of

occupation,

91%

are

active

in

lifelong

education, 92% placed a high value on critical thinking, and

90% highly values tolerance of other viewpoints.

History of Waldorf Education

In

1919,

scientist,

and

Rudolf
artist

Steiner,
was

an

invited

Austrian
to

give

philosopher,
a

series

of

lectures to the workers of the Waldorf-Astoria cigarette

College of the Immaculate Conception

factory in Stuttgart, Germany. As a result, the factory's
owner, Emil Molt, asked Steiner to establish and lead a
5
school for the children of the factory's employees. Steiner
agreed

to

do

so

on

four

conditions

that

include

the

following: the school should be open to all children, it

should be coeducational, it should be a unified twelve-year
school, and that the teachers, those who would be working
directly with the children, should take the leading role in
the running of the school, with a minimum of interference
from governmental or economic concerns.
Hence, Emil Molt agreed to the conditions and, after a
training period for the prospective teachers, Die Freie
Waldorfschule

(the

Free

Waldorf

School)

was

opened

on

September 7, 1919 and considered the first Waldorf School in

the world (Mays & Nordwall, 2004).
Uniqueness of Waldorf education
The best overall statement on what is unique about
Waldorf education is to be found in the stated goals of the
schooling: "to produce individuals who are able, in and of
themselves, to impart meaning to their lives". The aim of

College of the Immaculate Conception

Waldorf schooling is to educate the whole child, "head,
heart and hands". The curriculum is as broad as time will

6
allow, and balances academics subjects with artistic and
practical activities.
Waldorf teachers are dedicated of creating a genuine
love of learning within each child. By freely using arts and
activities in the service of teaching academics, an internal
motivation to learn is developed in the students, doing away
with the need for competitive testing and grading.
Distinctive features of Waldorf education
In

the

curriculum

is

web

site

quite

of

Manila

fascinating

Waldorf

where

School,

Academics

the

are

de-

emphasized in the early years of schooling. There is no

academic

content

in

(although

there

academic

skills),

is

the
a

Waldorf

good

and

deal

minimal

kindergarten
of

experience

cultivation
academics

in

of

prefirst

grade. Literacy readiness begins in kindergarten with formal

reading instruction beginning in grade one. Most children

College of the Immaculate Conception

are reading independently by the middle or end of second
grade.
During the elementary school years (grades 1-8) the
students have a class (or "main lesson") teacher, who stays
7
with the class for a number of consecutive years. Many
teachers stay with their class from first to eighth grade.
However, in a number of schools, teachers are likely to stay
with a class for a shorter period: a class may have one
class teacher for grades 1-5 and another for grades 6-8, for
example.
Certain activities which are often considered "add-ons"
at mainstream schools are central at Waldorf schools: art,
music,

gardening,

and

foreign

languages

(usually

two

in

elementary grades), to name a few. In the younger grades,

all subjects are introduced through artistic mediums, use
the children respond better to this medium than to dry
lecturing and rote learning. All children learn to play
recorder and to knit.
Moreover, there are no "textbooks" as such in the first
through fifth grades. All children have "main lesson books",
which are their own workbooks which they fill in during the

course

of

College of the Immaculate Conception

the year. They essentially produce

their

own

"textbooks" which record their experiences and what they've

learned. In some schools upper grades may use textbooks to
supplement

skills

development,

especially

in

math

and

grammar.
8
Furthermore,

learning

in

Waldorf

school

is

noncompetitive activity. There are no grades given at the

elementary level; the teacher writes a detailed evaluation
of the child at the end of each school year.
The use of electronic media, particularly television,
by

young

children

is

strongly

discouraged

in

Waldorf

schools. The reasons for this have as much to do with the

physical effects of the medium on the developing child as
with the (to say the least) questionable content of much of
the programming. Electronic media are believed by Waldorf
teachers to seriously hamper the development of the child's
imagination - a faculty which is believed to be central to
the healthy development of the individual. Computer use by
young children is also discouraged.
Curriculum at a Waldorf school

College of the Immaculate Conception

Waldorf Education approaches all aspects of schooling in
a unique and comprehensive way. The curriculum is designed
to meet the various stages of child development. Waldorf
teachers

are

dedicated

to

creating

genuine

inner

enthusiasm for learning that is essential for educational

success.

9
Pre-kindergarten

and

kindergarten

children

learn

primarily through imitation and imagination. The goal of the

kindergarten is to develop a sense of wonder in the young
child and reverence for all living things. This creates an
eagerness

for

Kindergarten
creative

the

academics

activities

play,

singing,

that

include:
eurhythmy

follow

in

the

storytelling,
(movement),

grades.

puppetry,
games

and

finger plays, painting, drawing and beeswax modeling, baking

and cooking, nature walks, circle time for festival and
seasonal celebrations
Elementary and middle-school children learn through the
guidance of a class teacher who stays with the class ideally
for eight years. The curriculum includes: English that is
based on world literature, myths, and legends; history that
is

chronological

and

inclusive

of

the

world's

great

civilizations; science that surveys geography, astronomy,

College of the Immaculate Conception

meteorology, physical, and life sciences; mathematics that
develops competence in arithmetic, algebra, and geometry;
foreign

languages;

including

music,

sketching;

and

physical

education;

painting,

handwork

sculpture,

such

as

gardening;
drama,

knitting,

arts

eurythmy,

weaving,

and

woodworking

10
The Waldorf high school is dedicated to helping students
develop their full potential as scholars, artists, athletes,
and

community

members.

The

course

of

study

includes:

humanities curriculum that integrates history, literature,

and knowledge of world cultures; a science curriculum that
includes

physics,

biology,

chemistry,

geology,

and

mathematics program; an arts and crafts program including

calligraphy, drawing, painting, sculpture, pottery, weaving,
block printing and bookbinding; a performing arts program
offering orchestra, choir, eurhythmy and drama; a foreign
language program; a physical education program
Preparation

of

children

in

real

world

in

Waldorf

education

It is easy to fall into the error of believing that

education must make our children fit into society. Although

College of the Immaculate Conception

we are certainly influenced by what the world brings us, the
fact is that the world is shaped by people, not people by
the world. However, that shaping of the world is possible in
a

healthy

way

only

if

the

shapers

are

themselves

in

possession of their full nature as human beings.

11
Education in materialistic, Western society focuses on
the intellectual aspect of the human being and has chosen
largely to ignore the several other parts that are essential
to

our

well-being.

(emotions,

These

aesthetics,

include

and

our

social

life

of

feeling

sensitivity),

our

willpower (the ability to get things done), and our moral

nature (being clear about right and wrong). Without having
these developed, we are incompletea fact that may become
obvious in our later years, when a feeling of emptiness
begins to set in. That is why in a Waldorf school, the
practical and artistic subjects play as important a role as
the full spectrum of traditional academic subjects that the
school offers. The practical and artistic are essential in
achieving a preparation for life in the "real" world.
Petrash
recognizes

(2002)
and

believes

honors

the

that
full

Waldorf
range

Education
of

human

potentialities. It addresses the whole child by striving to

College of the Immaculate Conception

awaken and ennoble all the latent capacities. The children
learn to read, write, and do math; they study history,
geography, and the sciences. In addition, all children learn
to sing, play a musical instrument, draw, paint, model clay,
carve and work with wood, speak clearly and act in a play,
think independently, and work harmoniously and

12
respectfully with others. The development of these various
capacities is interrelated. For example, both boys and girls
learn

to

knit

in

grade

one.

Acquiring

this

basic

and

enjoyable human skill helps them develop a manual dexterity,

which after puberty will be transformed into an ability to
think clearly and to "knit" their thoughts into a coherent
whole.
Preparation for life includes the development of the
well-rounded person. Waldorf Education has as its ideal a
person

who

history
artistic

and

is

knowledgeable

culture,

abilities,

who
who

has
feels

about
many
a

the

world

varied

deep

and

human

practical

reverence

for

and
and

communion with the natural world, and who can act with
initiative

and

in

political pressures.

freedom

in

the

face

of

economic

and

College of the Immaculate Conception

There are many Waldorf graduates of all ages who embody
this

ideal

and

who

are

perhaps

the

best

proof

of

the

efficacy of the education.

Future of Waldorf Education in the Philippines

There are numerous schools offering Waldorf education
in the Philippines. These include Manila Waldorf School
13
(Pioneer school of Steiner education in the Philippines) in
Timberland Heights Filinvest Land San Mateo, Rizal with a
branch

in

education

Quezon
is

City.

located

in

Another
Hacienda

school

offering

Sta.

Elena

Waldorf

Sta.

Rosa,

Laguna that is known as Acacia Waldorf School. Furthermore,

Kolisko Waldorf School in De Jesus St. Heroes Hill, Quezon
City offers this kind of Education.
In

dealing

with

the

tuition

fee

of

these

schools,

Manila Waldorf School on its website posted the list of

their fees annually. For Paslitan it cost P22,500.00. While
for Palaruan (3 days) and Palaruan (5 days) the tuition fee
are P63,800.00 and P74,800.00 respectively. On the other
hand, Grades 1-3 has a fee of P89,100.00. Furthermore, an
amount of P96,800.00 is applied in grades 4-7. Moreover, for
grades 8-12 the fee will cost P103,400.00.

College of the Immaculate Conception

Upon looking with the tuition fee, we may assume that
only students who are rich can be enrolled in this type of
education due to its relatively high tuition fees. This
might be confusing and it may sadden us because Waldorf
education should be open to all learners regardless of its
economic and social status. Yet, in reality in our country,

14
only students who are capable to pay that tuition fees will
experience Waldorf Education.

College of the Immaculate Conception

15
References
Manila Waldorf School. Http://www.manilawaldorfschool.
edu.ph.
Mays, R. and Nordwall, S. 2004. Waldorf Answers on the
Philosophy
and
Practice
of
Waldorf
Education.
http://www.waldorfanswers.org/index.htm.
Mitchell, D. and Gerwin, D. 2007. Survey of
Graduates Phase II. Research Institute for
Education. Retrieved on February 10, 2015.

Waldorf
Waldorf

Petrash, J. 2002. Understanding Waldorf Education Teaching

From the Inside Out. Gryphon House, Inc. Retrieved on
February 16, 2015.