The article (written in German) discusses the critique of Waldorf education and anthroposophy, led by Alicia Hamberg, a former Waldorf student turned critic. Hamberg, part of an international network scrutinizing Rudolf Steiner’s anthroposophical philosophy, argues that Waldorf schools operate under a hidden spiritual agenda despite being classified as non-religious. She highlights how Steiner’s clairvoyant thinking subtly influences all aspects of the curriculum. While Hamberg doesn’t believe Waldorf schools overtly teach anthroposophy to children, she asserts that its principles pervade the entire educational approach. Hamberg also criticizes Waldorf’s pedagogical methods, particularly the delayed introduction of reading and arithmetic, which she believes caused her to fall irreparably behind in her education by the time she left after sixth grade.
Hamberg also addresses the challenges faced by critics of Waldorf education, including personal attacks and perceived intimidation from ardent supporters. She notes that while most anthroposophists avoid direct confrontations or threats, some individuals resort to uncomfortable behavior, such as online harassment or attempts to silence critics through legal threats. Hamberg hopes that greater public discourse and scrutiny of Waldorf teacher training programs will encourage a broader and more informed debate about the schools’ methodologies and ideological underpinnings. The article concludes by listing common criticisms of Waldorf schools, focusing on their pedagogical and ideological foundations.
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