Steiner Waldorf Education in the Context of the Current Situation
From the meeting of the International Council for Steiner Waldorf Education (the Hague Circle), in Budapest, May 2025. A contribution by Philipp Reubke.
«Our town has a rich cultural and economic life, and everyone who wants to participate is welcome here,» said the mayor of the small Hungarian town of Budaörs in his welcome address to the audience attending a eurythmy performance by pupils from the local Waldorf schools. «This is something we also appreciate about the Waldorf movement: the institutions are supported by strong communities that are nevertheless open to other social groups. This quality of cosmopolitanism is also evident in the fact that representatives of Waldorf institutions from 35 countries are gathered here in our multi-purpose hall.»
That was on 31st May 2025. The members of the International Council for Steiner Waldorf Education (the Hague Circle), held their spring conference at the Waldorf School in Pesthidegkut, a district of Budapest. We were invited to two eurythmy performances on the Saturday: in the morning at the Cultural Centre in Budaörs, where pupils from various classes performed a diverse eurythmy programme for parents and friends of the school, and in the afternoon at the Theatre of the Trade Union House in Budapest, where two works of Viennese classical music were performed, accompanied by a symphony orchestra: Beethoven's Second and Schubert's Fifth Symphonies.
The varied experiences we had as guests in Hungary - eurythmy and art, witnessing the creativity in converting former school and military buildings into Waldorf schools, hearing some original ideas for organising Waldorf upper schools, and the warm hospitality – testified to the dynamism and inspiration of our Hungarian colleagues. The world list of Waldorf institutions includes 44 Waldorf schools and 58 Waldorf kindergartens. And none of these institutions is older than 35 years.
There were two main points of focus at the meeting of the Hague Circle: the situation of the Waldorf movement in the context of the current situation, and the examination of the anthroposophical foundations of Waldorf education. The first point included reports from the USA and Hungary, and discussions on the tendency emerging there, and in many other parts of the world, to judge and treat human beings solely on the basis of their membership of ethnic, religious and other groups. The increase in intolerance and exclusion, and the supposition that conflicts can be resolved through violence, are making work in many Waldorf institutions difficult, and, in some cases, life-threatening – for instance, for colleagues and former students from countries such as Ukraine, Russia, Lebanon and Myanmar.
Contributions and discussions on the second point – this time based on several texts from the volume «Anthroposophical Principles», or «Leading Thoughts» – once again made it clear how the objectives of Waldorf education are moving in a quite different direction. We are committed to developing intellectual powers that are filled with warmth and caring, in affirming the world and life, and in taking up responsibility for society, rather than self-love, world-denial, coldness and ruthlessness. The «Leading Thoughts», a collection of articles written by Steiner in the last months of his life, are not only about how these dualities appear on the stage of our consciousness. The «Thoughts» also deal with the beings and processes that take place behind the scenes, seeking to influence the minds of the actors on stage in one way or another. Human tragicomedy appears against the backdrop of a great world theatre. Some of what we experience as difficulties or causes for despondency appear relative when viewed in a different light. And our educational practices and ideals suddenly take on a much deeper meaning.1
The first topic – the times we live in – also includes the question of how the Waldorf movement is affected by the fact that, although the imbalance of planet Earth has been a matter of concern for over 50 years, there has been only superficial or no change in human will, feeling and thinking, which are the root causes of this imbalance. Recently, protective and precautionary measures have even been rolled back in many countries. What can be done differently or better in educational practice to prepare for sustainable change?
The Hague Circle has been discussing this question for several meetings.2 Detailed documentation is in preparation. In Budapest, Michal ben Shalom from Israel recalled Steiner's curriculum proposal to tell meaningful stories about plants and animals and about connections to nature. Here, it would be important not to remain superficial and cute, but to build a relationship with the mountain, the spring, the bird and the wolf through observation and deepened interest. To live with the question: «Who are you?» To feel and imagine the beings of nature from within. To create a pre-scientific, intuitive relationship with the world for the children. And perhaps, to continue this practice of «nature stories» in a suitable style in the middle school, with the aim of exemplifying a relationship with nature and showing connections in pictures, rather than defining details and talking about usefulness.
Lourdes Tormes from Spain reminded us that, in the first years of life, the inner attitude of adults is crucial for the development of a young child's future relationship with the world. The protective, meaningful, authentic and clearly intentional behaviour of adults forms the basis for motor, linguistic and intellectual development. In this context, Lourdes shared thoughts concerning the design of the seasonal tables that are widely used in Waldorf circles. The meaningful intention here is to connect the outer space and the inner space, which can become an image for the small child, showing how the inner space – the soul and spiritual activity – has an intimate connection with the outer space of nature. The world appears new and meaningful in the thinking and feeling of human beings. Thinking and feeling are not separate from the world, but have emerged from the cosmos and bring of the world to consciousness. However, if the seasonal tables only contain artificial, stylised toys such as wooden rainbows and cotton wool angels, the educational value is lost. For small children, this value can only be realised if something from nature is actually brought indoors, beautifully arranged, lovingly treated and, as a miniature, can inspire wonder and awe.
If, as described in the «Leading Thoughts», the earth and human beings do not / do you mean do not, or do?! have a common origin in the macrocosm, do human beings not have a special responsibility through science and culture to develop an appropriate awareness of the nature of nature, the «sister partner», and to treat her with love?
Finally, Budapest addressed several issues concerning the Steiner Waldorf movement: a new version of the «Essential Characteristics of Waldorf Pedagogy» was discussed and adopted; there was a detailed exchange of ideas on the preparation of the next «World Teachers' Conference;» there was a session in which the pioneers of the detailed editions of the curriculum proposals were thanked, and their work was honoured in the context of the current new editions; and finally, two projects in preparation were also mentioned: a conference in Paris, which the Hague Circle is preparing together with the French «Fédération Pédagogie Waldorf», and the «World Early Childhood Conference», which the Pedagogical Section will organise together with the IASWECE in April 2026 at the Goetheanum.
Philipp Reubke
Translation into English: Trevor Mepham
Footnotes
1: Rudolf Steiner – Anthroposophical Guidelines – (GA 26) 12th edition, 2024