Formation of Children
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The Waldorf Education: An Insidious Trap
Dear TIA,
I have been frustrated because, as you know, most Catholic schools today are saturated with progressivist ideology and bad customs. I have been looking into other options, and Waldorf schools stood out to me. I am curious if you are at all familiar with them. It intrigues me that Pope John Paul II admired Rudolf Steiner, their founder.
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When I visited a Waldorf school earlier this year, it exceeded my expectations in many ways. The preschool and Kindergarten section was my favorite. There was a large garden for children to play in, and indoors the toys were charming and had a historical feel. The smell of baking bread filled the air – the teacher mentioned that the children made it themselves. The environment looked calm, and the children were well-behaved.
In the older grades, classrooms had traditional wooden desks and chalkboards, and students seemed engrossed in their work (a stark contrast to most modern children, who often have short attention spans). There were no electronics in sight.
I know that Waldorf education is not perfect, and something about it did seem un-Catholic. It was almost too calm, and the teachers all had an oddly slow, high-pitched, childish way of talking. They seemed hesitant to answer certain questions. Also, some of the students’ work samples included stories of pagan mythologies, which of course is ecumenical. Still, given the lack of decent schools in our day, Waldorf schools remain a remarkably attractive option. At the very least, they seem to preserve something organic.
Do you believe it is morally acceptable for parents to choose a Waldorf education for their children?
M.R.
Christina Herath & Rita Stewart respond:
Dear M.R.,
We sympathize with your desire to find an appropriate school for your children. From an outsider’s point of view, Waldorf schools do appear to be orderly, calm and natural, an oasis in our revolutionary world. Despite this, we believe you were correct in observing that Waldorf schools are un-Catholic. They maintain some of the trappings of conservatism, but this is a façade concealing a dark web of esoteric doctrines.
Based on a heretical philosophy
Because the primary obligation of Catholic parents is to raise children in the Faith, we cannot recommend non-Catholic schools, secular or otherwise. Even if these schools promote some elements of natural virtue, they will also inevitably expose children to bad influences or doctrines that will threaten to destroy their innocence or shake their faith.
Moreover, Waldorf schools are particularly dangerous because, as the Association of Waldorf Schools of North America (AWSNA) admits on their website, “Waldorf education, established by Rudolf Steiner and Emil Molt in 1919, has its foundations in Anthroposophy. At the heart of Anthroposophy is the belief that humanity has the wisdom to transform itself and the world, through one’s own spiritual development.”
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Born in 1861, Rudolf Steiner was an Austrian occultist and social reformer fascinated with theosophy, a movement based on Eastern religious practices and heresies such as Manichaeism and Catharism. Many modern-day Rosicrucians, Freemasons, and New Agers are theosophists. Ultimately, theosophy is Gnostic: Its goal is to access a secret, supposedly more profound source of knowledge that leads to a spiritual awakening. To achieve this, theosophists meditate, utilize occult healing techniques, and read the Bible and “sacred” texts from false religions (the Quran, the Hindu Vedas, etc) in the hopes of gleaning the hidden meaning and truths found therein.
Reminiscent of Renaissance-era Gnosticism, anthroposophy is a variation of theosophy with a humanistic emphasis. It teaches that and individual growth is tied to spiritual evolution on a larger scale. This evolution involves reincarnation. A soul who has improved his karma and reached a higher stage of perfection will “ascend” in the races, becoming lighter skinned in the next life.
Already, there is no doubt that anthroposophy is false. As any sound Catholic would understand, there is no “past life” or reincarnation after death. God creates a human soul once and places it into a body at its conception. After the death of the body, that immortal soul will face its judgment and enter eternity, to either enjoy the fruit of its sufferings or the punishment for its sins.
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Additionally, light skin is not an indicator of holiness. The suggestion that dark-skinned individuals are “bad” or experiencing punishment for their past lives is egregious and unfounded, an insult to the God Who makes all souls in His image and likeness.
Although some modern anthroposophists recognize their religion’s racism, they fail to condemn the rotten foundations of anthroposophy, which arguably lead to worship of the Devil. Indeed, at the core of anthroposophy is the belief that history is a series of conflicts between the forces of Lucifer and Ahriman. Souls must strive for balance between these opposing powers.
Steiner affirms we must balance the two equal powers in us (Lucifer Christ and Ahriman Satan) to have a "free spiritual life."
According to Steiner in his essay, The Ahrimanic Deception, Lucifer became incarnate as a man during the third millennium B.C. The “wisdom” he brought “was of the utmost benefit to man in that epoch of evolution – brilliant in a certain way, graduated according to the different peoples and races among which it was spread. It was plainly recognizable throughout the whole of Asia, then in the Egyptian civilization, the Babylonian civilization and even in the culture of Greece.” Presumably, the “Luciferic wisdom” of these societies can be found in pagan mythology and ancient spiritual texts.
Steiner continues, arguing that when Christ came to Earth, men understood Him “through what they had received from Lucifer.” Yet, “as the Luciferic impulse began to fade more and more, men were also increasingly unable to absorb the Christ Impulse in the right way.”
This impulse was eventually replaced by the materialistic Ahrimanic impulse, one that “makes man dry, prosaic, philistine.” Steiner claims that one day, Ahriman will become incarnate, and at that time mankind must be prepared to resist his harmful inspirations, just as they must resist the excesses of the Luciferic spirit.
Anthroposophy & Progressivism
Yes, Pope John Paul II did admire Rudolf Steiner. In college, he became acquainted with anthroposophist Mieczysław Kotlarczyk, who later became his theater mentor. The future Pope was heavily influenced by Kotlarczyk’s ideas and began his own study of Steiner’s works. He later wrote an introduction for his mentor’s book, The Art of the Living Word, which is infused with anthroposophical undertones.
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The Pope’s support for anthroposophy does not prove the philosophy is good; rather, it demonstrates that the Pope supported something which he should have instead condemned. His appreciation for anthroposophy is unsurprising, as this novel doctrine harmonizes with Progressivism. Its emphasis on a perpetual desire to reach new heights of knowledge, or Gnosis, conforms to the progressivist belief that humanity must always evolve toward a more enlightened state.
Also, as Atila Guimaraes explains in his Collection on the Second Vatican Council, progressivists (like anthroposophists) desire to unite the world by establishing a pan-religion that combines the false wisdom of all creeds.
Progressivism retains the outward appearance of orthodoxy while changing the substance of devotions and distorting the meaning of words, and Waldorf schools do the same. They initially appear to be somewhat Catholic in tone. Sadly, all of this is hollow, devoid of the spirit that animates Christendom. In fact, these schools do not even pretend to be truly Catholic. As the AWSNA website admits, “Waldorf schools are non-sectarian and non-denominational … not part of any church.”
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Regardless, some may be deceived by the external similarities between anthroposophy and Catholicism. Waldorf schools almost exclusively celebrate Catholic holidays, including lesser-known ones like Martinmas, Candlemas, and St. John’s Day. Their meaning, however, is almost unrecognizable.
Former Waldorf student and teacher Gregoire Perra comments on this in the essay, The Anthroposophical Indoctrination of Students in Steiner-Waldorf Schools. He observes that, for Michaelmas celebrations, students “come to understand that the Dragon is an allegory of the materialism of the modern era, and Michael is the spiritual force that can confront it, delivering the human soul (the princess) who was about to be devoured by the monster.”
Waldorf schools additionally incorporate rituals resembling prayers, but generally referred to merely as poems or verses. There is nothing Catholic about them. Perra says, "I remember having felt, as a teenager, that I was living in a kind of monastery, punctuated by daily recitals and recitations.”
This can explain the calm feeling at the schools, but it is more likely the result of a type of occult trance, not the genuine peace of soul that comes from grace and a clear conscience. It is akin to the artificial peace one can find in a Buddhist temple or a Muslim mosque.
Perra provides an example of a Waldorf prayer, developed from one of Steiner’s mantras: “Pure source from which everything flows, Pure source, where everything returns, Pure source, who lives in me, To you I will advance.” This prayer becomes clear when viewed through the lens of Gnosticism: we can access profound truths by becoming attuned to the inspirations of this “pure source,” this apparent wellspring of knowledge.
An all-encompassing worldview
Educational methods at Waldorf schools are heavily influenced by Steiner’s teachings. Waldorf teachers undergo a two-year certification program, and the first year is reserved largely for reading, discussing and interpreting Steiner’s works. Teachers then learn, whether directly or not, how Steiner’s ideas apply to nearly every subject, like physics, literature, mathematics, painting, music, etc. In this way, it is easy to subtly incorporate anthroposophy into the curriculum.
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For example, Steiner’s view on man’s evolution extends beyond merely scientific contexts. For anthroposophists, human nature is higher in the evolutionary hierarchy than animal life. Gregoire Perra says that in fourth grade, students “study zoology and tackle the physiology of various animals, like the lion, the cow and the eagle. At least that’s what an inspector will see in the students’ notebooks.
But the teacher will also orally tell the students that the eagle must be understood in relation to the human head, the cow in relation to the human metabolic system and limbs, and the lion in relation to the human rhythmic system (the heart and lungs).
Thus, the teacher conveys basic elements of Rudolf Steiner’s doctrine, namely that man is a tripartite being having within himself, in a latent state, the various animal kingdoms.” From there, students are likely to be guided to see their potential for further human evolution amid a journey to embrace a more “evolved” state.
Students also interpret historical events by way of the constant ebb and flow between Luciferic and Ahrimanic forces. Perra notes: “The French Revolution was to be taught in terms of the polarity between Danton and Robespierre, one being the representative of Luciferic forces (Danton), the other representing Ahrimanic forces (Robespierre).”
Works of literature are also interpreted this way; in twelfth grade, for example, students read Goethe’s Faust and interpret him as “a bipolar character… [an embodiment of] the forces of Lucifer and the forces of Ahriman.”
Spiritual & natural healing
Waldorf schools are popular in part because teachers believe there is a spiritual dimension to healing, and modern science alone is insufficient. As Steiner explained, “Purely mundane science would make men entirely subject to illusion; in fact ultimately they would commit only follies.” Natural remedies, too, are promoted at Waldorf schools. Teachers have been known to discourage vaccines and artificial medications, instead emphasizing time in nature and the use of plant-based medicines.
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As all heresies are based on partial truths, this idea is, understandably, attractive. The Church has always taught that the soul is more important than the body, and science is insufficient to explain divine mysteries that we know by means of Faith. Also, the Church is not opposed to natural remedies. Most famously, St. Hildegard von Bingen was well-versed in the healing properties of plants, gemstones, and music. Further as Catholics we reject the Covid so-called vaccine that uses the parts of aborted babies in research, testing and development.
That being said, Waldorf schools utilize a warped version of “healing” that ultimately can only cause greater anxiety and confusion in an already confused world.
Eurythmy is the most well-known version of “healing” used at Waldorf schools. Developed by Steiner, it is now a regular part of the educational curriculum, with frequent practice and performances. According to an article entitled, “What is Eurythmy?” this form of dance teaches people “to use the healing forces of the gestures and the feelings aligned with them to access spiritual forces of healing and rejuvenation.” The Waldorf schools boast that “an entire eurythmy curriculum has been developed” for every age level, as an accessible form of meditation, of “connection with spirit.”
Dances are choreographed and set to music or poetry, and movements correspond to words; each letter of the alphabet has its own associated gesture. The result is a frightening, unusual dance with a distinctly occult tone.
A false light
Education is inseparable from religion, and without the light of Faith, it is impossible to properly educate. Waldorf education provides a counterfeit light that will darken children’s intellect, filling their young and impressionable minds with propaganda. If a traditional Catholic school education is not an option, homeschooling is the only way to instill good values in children.
As an antidote against heretical poisons, parents should teach children about the true, Catholic counter-revolutionary path that instructs children not only to embrace truth and goodness, but to reject error and the ugly.
I have been frustrated because, as you know, most Catholic schools today are saturated with progressivist ideology and bad customs. I have been looking into other options, and Waldorf schools stood out to me. I am curious if you are at all familiar with them. It intrigues me that Pope John Paul II admired Rudolf Steiner, their founder.
The classroom seems more traditional, but has a rainbow cover on the teacher's desk
In the older grades, classrooms had traditional wooden desks and chalkboards, and students seemed engrossed in their work (a stark contrast to most modern children, who often have short attention spans). There were no electronics in sight.
I know that Waldorf education is not perfect, and something about it did seem un-Catholic. It was almost too calm, and the teachers all had an oddly slow, high-pitched, childish way of talking. They seemed hesitant to answer certain questions. Also, some of the students’ work samples included stories of pagan mythologies, which of course is ecumenical. Still, given the lack of decent schools in our day, Waldorf schools remain a remarkably attractive option. At the very least, they seem to preserve something organic.
Do you believe it is morally acceptable for parents to choose a Waldorf education for their children?
M.R.
______________________
Christina Herath & Rita Stewart respond:
Dear M.R.,
We sympathize with your desire to find an appropriate school for your children. From an outsider’s point of view, Waldorf schools do appear to be orderly, calm and natural, an oasis in our revolutionary world. Despite this, we believe you were correct in observing that Waldorf schools are un-Catholic. They maintain some of the trappings of conservatism, but this is a façade concealing a dark web of esoteric doctrines.
Based on a heretical philosophy
Because the primary obligation of Catholic parents is to raise children in the Faith, we cannot recommend non-Catholic schools, secular or otherwise. Even if these schools promote some elements of natural virtue, they will also inevitably expose children to bad influences or doctrines that will threaten to destroy their innocence or shake their faith.
Moreover, Waldorf schools are particularly dangerous because, as the Association of Waldorf Schools of North America (AWSNA) admits on their website, “Waldorf education, established by Rudolf Steiner and Emil Molt in 1919, has its foundations in Anthroposophy. At the heart of Anthroposophy is the belief that humanity has the wisdom to transform itself and the world, through one’s own spiritual development.”
Rudolf Steiner, an Austrian occultist & founder of Anthroposophy, the philosophy behind the Waldorf Schools
Reminiscent of Renaissance-era Gnosticism, anthroposophy is a variation of theosophy with a humanistic emphasis. It teaches that and individual growth is tied to spiritual evolution on a larger scale. This evolution involves reincarnation. A soul who has improved his karma and reached a higher stage of perfection will “ascend” in the races, becoming lighter skinned in the next life.
Already, there is no doubt that anthroposophy is false. As any sound Catholic would understand, there is no “past life” or reincarnation after death. God creates a human soul once and places it into a body at its conception. After the death of the body, that immortal soul will face its judgment and enter eternity, to either enjoy the fruit of its sufferings or the punishment for its sins.
Inside each man are two equal powers in constant play & motion, the Lucifer Christ & Ahriman Satan
/A084_For.jpg)
Although some modern anthroposophists recognize their religion’s racism, they fail to condemn the rotten foundations of anthroposophy, which arguably lead to worship of the Devil. Indeed, at the core of anthroposophy is the belief that history is a series of conflicts between the forces of Lucifer and Ahriman. Souls must strive for balance between these opposing powers.
Steiner affirms we must balance the two equal powers in us (Lucifer Christ and Ahriman Satan) to have a "free spiritual life."
According to Steiner in his essay, The Ahrimanic Deception, Lucifer became incarnate as a man during the third millennium B.C. The “wisdom” he brought “was of the utmost benefit to man in that epoch of evolution – brilliant in a certain way, graduated according to the different peoples and races among which it was spread. It was plainly recognizable throughout the whole of Asia, then in the Egyptian civilization, the Babylonian civilization and even in the culture of Greece.” Presumably, the “Luciferic wisdom” of these societies can be found in pagan mythology and ancient spiritual texts.
Steiner continues, arguing that when Christ came to Earth, men understood Him “through what they had received from Lucifer.” Yet, “as the Luciferic impulse began to fade more and more, men were also increasingly unable to absorb the Christ Impulse in the right way.”
This impulse was eventually replaced by the materialistic Ahrimanic impulse, one that “makes man dry, prosaic, philistine.” Steiner claims that one day, Ahriman will become incarnate, and at that time mankind must be prepared to resist his harmful inspirations, just as they must resist the excesses of the Luciferic spirit.
Anthroposophy & Progressivism
Yes, Pope John Paul II did admire Rudolf Steiner. In college, he became acquainted with anthroposophist Mieczysław Kotlarczyk, who later became his theater mentor. The future Pope was heavily influenced by Kotlarczyk’s ideas and began his own study of Steiner’s works. He later wrote an introduction for his mentor’s book, The Art of the Living Word, which is infused with anthroposophical undertones.
Mieczysław Kotlarczyk, a disciple of Steiner, was a mentor of the young Karol Wojtyla
Also, as Atila Guimaraes explains in his Collection on the Second Vatican Council, progressivists (like anthroposophists) desire to unite the world by establishing a pan-religion that combines the false wisdom of all creeds.
Progressivism retains the outward appearance of orthodoxy while changing the substance of devotions and distorting the meaning of words, and Waldorf schools do the same. They initially appear to be somewhat Catholic in tone. Sadly, all of this is hollow, devoid of the spirit that animates Christendom. In fact, these schools do not even pretend to be truly Catholic. As the AWSNA website admits, “Waldorf schools are non-sectarian and non-denominational … not part of any church.”
Outdoor nature-based rituals with strange ‘prayers’ to the ‘true Source’; below a pagan May Day festival
/A084_May.jpg)
Former Waldorf student and teacher Gregoire Perra comments on this in the essay, The Anthroposophical Indoctrination of Students in Steiner-Waldorf Schools. He observes that, for Michaelmas celebrations, students “come to understand that the Dragon is an allegory of the materialism of the modern era, and Michael is the spiritual force that can confront it, delivering the human soul (the princess) who was about to be devoured by the monster.”
Waldorf schools additionally incorporate rituals resembling prayers, but generally referred to merely as poems or verses. There is nothing Catholic about them. Perra says, "I remember having felt, as a teenager, that I was living in a kind of monastery, punctuated by daily recitals and recitations.”
This can explain the calm feeling at the schools, but it is more likely the result of a type of occult trance, not the genuine peace of soul that comes from grace and a clear conscience. It is akin to the artificial peace one can find in a Buddhist temple or a Muslim mosque.
Perra provides an example of a Waldorf prayer, developed from one of Steiner’s mantras: “Pure source from which everything flows, Pure source, where everything returns, Pure source, who lives in me, To you I will advance.” This prayer becomes clear when viewed through the lens of Gnosticism: we can access profound truths by becoming attuned to the inspirations of this “pure source,” this apparent wellspring of knowledge.
An all-encompassing worldview
Educational methods at Waldorf schools are heavily influenced by Steiner’s teachings. Waldorf teachers undergo a two-year certification program, and the first year is reserved largely for reading, discussing and interpreting Steiner’s works. Teachers then learn, whether directly or not, how Steiner’s ideas apply to nearly every subject, like physics, literature, mathematics, painting, music, etc. In this way, it is easy to subtly incorporate anthroposophy into the curriculum.
A controversial approach on comparing parts of animals to parts of man
But the teacher will also orally tell the students that the eagle must be understood in relation to the human head, the cow in relation to the human metabolic system and limbs, and the lion in relation to the human rhythmic system (the heart and lungs).
Thus, the teacher conveys basic elements of Rudolf Steiner’s doctrine, namely that man is a tripartite being having within himself, in a latent state, the various animal kingdoms.” From there, students are likely to be guided to see their potential for further human evolution amid a journey to embrace a more “evolved” state.
Students also interpret historical events by way of the constant ebb and flow between Luciferic and Ahrimanic forces. Perra notes: “The French Revolution was to be taught in terms of the polarity between Danton and Robespierre, one being the representative of Luciferic forces (Danton), the other representing Ahrimanic forces (Robespierre).”
Works of literature are also interpreted this way; in twelfth grade, for example, students read Goethe’s Faust and interpret him as “a bipolar character… [an embodiment of] the forces of Lucifer and the forces of Ahriman.”
Spiritual & natural healing
Waldorf schools are popular in part because teachers believe there is a spiritual dimension to healing, and modern science alone is insufficient. As Steiner explained, “Purely mundane science would make men entirely subject to illusion; in fact ultimately they would commit only follies.” Natural remedies, too, are promoted at Waldorf schools. Teachers have been known to discourage vaccines and artificial medications, instead emphasizing time in nature and the use of plant-based medicines.
A eurthymy performance; teachers promote its healing & rejuvenation forces
/A084_eur2.jpg)
That being said, Waldorf schools utilize a warped version of “healing” that ultimately can only cause greater anxiety and confusion in an already confused world.
Eurythmy is the most well-known version of “healing” used at Waldorf schools. Developed by Steiner, it is now a regular part of the educational curriculum, with frequent practice and performances. According to an article entitled, “What is Eurythmy?” this form of dance teaches people “to use the healing forces of the gestures and the feelings aligned with them to access spiritual forces of healing and rejuvenation.” The Waldorf schools boast that “an entire eurythmy curriculum has been developed” for every age level, as an accessible form of meditation, of “connection with spirit.”
Dances are choreographed and set to music or poetry, and movements correspond to words; each letter of the alphabet has its own associated gesture. The result is a frightening, unusual dance with a distinctly occult tone.
A false light
Education is inseparable from religion, and without the light of Faith, it is impossible to properly educate. Waldorf education provides a counterfeit light that will darken children’s intellect, filling their young and impressionable minds with propaganda. If a traditional Catholic school education is not an option, homeschooling is the only way to instill good values in children.
As an antidote against heretical poisons, parents should teach children about the true, Catholic counter-revolutionary path that instructs children not only to embrace truth and goodness, but to reject error and the ugly.
Posted September 20, 2024
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