Waldorf Educational Approach and Practice, the hard questions.

We all know there are some parts of Waldorf Education that are controversial and others are hard to understand — so here’s my guide to the parts I found hard when my children started their Waldorf journey over a decade ago. Anthroposophy, the Four temperaments and Assessments.

What is Anthroposophy and do they teach it to my children?

One controversial element of Waldorf educational is anthroposophy. It’s important to note that although Anthroposophy shapes the understanding and teaching methods in Waldorf/Steiner Schools and some teachers, it is never directly taught as a subject to the students, Waldorf students are generally unaware of it.

The philosophy can be challenging for secular educators and parents. Tensions exist between adhering to Steiner’s original vision and incorporating modern educational trends.

Anthroposophy is a spiritual philosophy founded by Rudolf Steiner. In 1924, Rudolf Steiner defined anthroposophy as ‘… a path of knowledge, which intends to lead what is spiritual in the human being to what is spiritual in the universe’. 

Anthroposophy is essentially the exploration of human nature, development, and purpose.

Rudolf Steiner offers the perspective that we are spiritual beings experiencing a physical existence. Through this lens, Anthroposophy emerges as a concrete path for inner development and a lifelong spiritual-scientific study. It builds on Steiner’s spiritual research, asserting that every human being possesses inherent wisdom (Anthropos meaning ‘human’ and Sophia meaning ‘wisdom’) to solve the riddles of existence and transform both individually and societally. I veiw that as Holy Spirit and human soul, other label that differently. I think the confusion comes when people think Anthropodophy is a religion – which it’s not – it is a framework to explore religion through.

Anthroposophy addresses the profound questions of humanity, our fundamental needs, and our quest for a relation to the world in complete freedom. It aims to foster both natural and spiritual scientific research while bridging the gaps between science, art, and human spiritual aspirations, the three pillars of human culture.

Moreover, Anthroposophy serves as a movement to nurture and honour the soul, both individually and collectively. It manifests in practical applications such as Waldorf education, Biodynamic farming, Medicine, Curative education, Eurythmy, The Christian Community, and Architecture.

The term ‘anthroposophy’ predates Rudolf Steiner. Derived from Greek, it translates to ‘wisdom of the human being’ or ‘consciousness of one’s humanity.’ Anthroposophy is a spiritual philosophy, not a religion. It provides a pathway to developing a conscious awareness of our humanity, recognising the inherent wisdom within each person to support a lifelong journey of spiritual self-development.

 

What are the Four temperaments and why do I need to know about them:

Steiner viewed children’s cognitive, emotional, and behavioral development as interconnected. In Waldorf schools, students are grouped not by academic ability but by the pseudoscientific concept of four temperaments: melancholic, sanguine, phlegmatic, and choleric. Teaching is tailored to these temperaments, although there’s no evidence supporting their validity or effectiveness in education. Despite this, some Waldorf teachers still use these temperaments to design instruction, often without informing parents or students.

What Are the Four Temperaments?

The four temperaments were initially proposed by Hippocrates, who suggested that there are four fundamental personality types:

• Sanguine (Air): Pleasure-seeking and sociable.
• Choleric (Fire): Ambitious and leader-like.
• Melancholic (Earth): Analytical and literal.
• Phlegmatic (Water): Relaxed and thoughtful.

Rudolf Steiner later expanded on these ideas, associating each temperament with specific behavioral and emotional traits. He believed that adults should strive to harmonize these temperaments within themselves. Recognizing and respecting individual differences is key to fostering a supportive environment for children.

Benefits of Understanding Temperaments

Understanding the four temperaments can help us:

• Tailor Educational Approaches: Customize teaching methods to suit each child’s temperament.
• Improve Parenting Strategies: Develop more effective ways to communicate and connect with your child.
• Respect Individual Differences: Foster a more inclusive and understanding environment.

Check out our blog Understanding the Four Temperaments for more information about each temperament.

 

Assessments

Steiner Schools assess students through reports on academic progress and personal development, focusing on qualitative descriptions. Evaluation includes portfolio work and teacher conferences. Standardized tests are rare, except for college entry exams. Letter grades are generally introduced in high school, and students do not typically repeat years.

The etymology of the word assessment links it with the Latin verb (Swaffield 2011), meaning ‘to sit beside’. It therefore suggest someone sitting beside a learner, in dialogueabout a piece of work. Carlina Rinaldi of the early years’ programme Reggio Emilia in Italy defines assessment as ‘deciding what to give value to’ (Rinaldi 2006), 70)

Steiner advocated for qualitative evaluations that consider the child’s individuality, creativity, and social skills. According to Steiner, assessments should support the educational journey by nurturing each student’s unique potential and fostering a love for learning, rather than creating an environment driven by competition and standardized testing.

Pedagogical assessment involves monitoring students’ progress over time. Professor Mary-Jane Drummond from Cambridge University asserts that every child deserves a fulfilling education, and teachers have the responsibility to ensure this by understanding and assessing learning. She emphasizes that teachers play a crucial role in children’s development and well-being by accepting their responsibility to monitor the effects of their teaching. Drummond’s emphasizes that children have a right to a fulfilling education, which includes intelligent assessment to understand learning and development. Waldorf education advocates for teachers to deeply study and understand these principles from an anthroposophical perspective. Effective assessment is seen as a moral task that involves reflection and planning to enhance teaching practices. Pedagogy, reflecting teachers’ educational values, impacts pupils’ experiences and shapes their development. It’s important for teachers to be aware of the intended and unintended effects of their actions, as assessment sends moral messages about what is valued in education.

Assessment in education requires practical wisdom, focusing on more than just technical mastery. Influential academic Gert Biesta argues that teaching relies on wise judgement, termed virtuosity, applied in practical classroom scenarios. Effective pedagogical assessment involves accurate observation, evidence weighing, critical thinking, and a respectful, iterative process. It should prioritize the child’s future development, integrating their unique potential and emergent qualities into the evaluation.

This holistic approach aligns with the principles of Waldorf education, advocating for assessment that helps shape future learning and personal growth.

The dangers of assessment in education, particularly within the context of a neoliberal culture that emphasizes standardization, testing, and performance. Waldorf teachers often resist assessment due to fears of control and categorization.

Assessment, while potentially pedagogically meaningful, is frequently used as a tool for control, dominating teaching and learning.

This performativity culture turns education into a competitive environment, favoring students from educated, middle-class backgrounds and often reducing quality by streamlining and standardizing methods. Professor Stephen Ball describes this as a “system of terror” that employs accountability measures to enforce performance standards. The old phrase if we judge a Goldfish on its ability to climb a tree is still very true today.

Senior academics argue that a competitive education system focusing on grades and qualifications fosters feelings of failure among many and materialism among the successful. These assesments then tie out to a broader societal message that prioritizes greed and wealth concentration.

This perspective is why many Waldorf teachers avoid traditional assessments, seeking instead to promote non-competitive, holistic education.

Many parents worry that Waldorf education doesn’t prepare children for the competitive world. But the truth of it is that Waldorf education when delivered rigously and fully does have assessment – it just looks different. ‘To sit beside’ learners is essential and can be a constructive part of education, if we could all see assessment as a way to recognize and improve individual abilities.