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At the heart of the Waldorf approach is the understanding that young children arrive in this world with the ability to recognise the mysterious and sublime.
A preschool teacher protects this unconscious awareness in the young
child by creating an environment where a child can sense that the world
is good. Through activities, routines, and stories, children encounter
the inherent goodness in human existence the wonder and bounty of
nature, the comfort of loving human care. These elements reassure,
welcome, and invite a young child to embrace all of life.
In the grade school, children's spiritual awareness diminishes slowly
over time as their sense of self, their independent individual
awareness, becomes more pronounced and distances them from the immediacy
and oneness of early childhood. It is at this time that Waldorf
teachers provide children with the experience that the world is
beautiful. Through arts-infused instruction, through a program rich in
poetry, painting, and music, and through science study that explores the
splendor of our natural world, the children's feelings are nourished by
this aesthetic quality.
In the high school, a young person's growing capacity for critical
thinking longs to know that the world is true as they grapple to
understand modern life by recognising patterns and underlying causes of
human behaviour and in world events.
These experience enable Waldorf graduates to engage life:
that the world is good for the preschool child
that the world is beautiful for the grade school child
that the world is true for the high school student
It was Rudolf Steiner's
contention that when children are educated in a sound three-dimensional
manner, they are able to sustain their deeper nature.
An education works either to close or to open the channel between a
child and his or her genius. Genius was once an intuitively perceived
reality: the protective and guiding spirit that gave each person
prepared to receive it the wisdom, or love, or power for good deeds on
Earth. A person's genius was a higher self that could be called upon to
infuse life with values transcending personal limits.
How confusing and sad that in schools today, the progressive as well
as the traditional, this term has come to mean something entirely
different, some special privilege no longer available to all. From
Waldorf perspective all children have genius. This premise raises an
important question: How do we nurture and protect the child's genius?
Unlike other schools that teach in a conventional manner and then add
a class or two to address children's deeper needs, Waldorf Schools meet
the inner needs of their students through the entire educational
program. It begins with the reverence and respect that the teachers feel
for each child. It occurs continually throughout the school year at
timely moments when students stop to say a verse or a grace and
acknowledge the existence of something greater.
But more extensively, it takes place through a unique approach to
teaching that engages children actively, emotionally, and thoughtfully.
This truly holistic and balanced approach nurtures the deepest in each
child by encouraging warm-hearted involvement, an enthusiasm for
learning, and an abiding interest in the world.
