Once upon a time, there was a school that prided itself on its unique approach to education. This school was unlike any other, in that it followed the teachings of Rudolf Steiner – an Austrian philosopher and spiritual leader who founded Anthroposophy.
The Steiner School movement has been gaining traction in recent years, with parents drawn to its holistic approach to education. However, as with any educational philosophy that claims to be different from the norm, there are some questionable aspects of Steiner schools that need addressing.
One of the most concerning things about Steiner schools is their lack of academic rigour. According to critics, these schools place too much emphasis on creativity and imagination at the expense of core skills such as reading, writing and maths.
In fact, many former students have reported struggling academically after leaving a Steiner school. This is because they were not given enough focus on basic literacy and numeracy skills during their formative years.
Another issue with Steiner schools is their tendency towards pseudoscience. Anthroposophy includes beliefs about reincarnation, karma and spiritual evolution – all concepts that have no scientific basis.
These beliefs are often incorporated into the curriculum of Steiner schools under the guise of ‘spiritual development’. However, this can lead to students being taught inaccurate information about science and medicine which could be detrimental in later life if they continue believing them despite evidence against it.
For example, some Steiner schools promote homeopathy as a valid medical treatment despite lacking scientific backing for efficacy beyond placebo effect.
Furthermore, whilst promoting alternative health practices may seem innocuous at first glance; however when you consider how these alternative treatments can negatively impact health outcomes when used instead of proven medicine (such as anti-vaxxers) then we start seeing serious problems arise from those taught using such methods
Another problematic aspect of Steiner schools is their attitude towards technology. Many supporters believe technology should be kept out of the classroom, arguing that it can be detrimental to children’s development.
Whilst too much screen time and addiction to technology is a concern for modern parents, completely sheltering students from technology means they may struggle in a world that relies on tech. Furthermore, many Steiner schools promote Waldorf dolls and other handmade toys as alternatives to electronic devices which not only limits creativity but also creates an unrealistic view of the world by removing the child from exposure to common items they will encounter in life.
Finally, we come to the issue of inclusion – or lack thereof – at Steiner schools. Anthroposophy has been criticised for being elitist and exclusionary due to its belief in reincarnation and karma. It is believed by some that those who are born into difficult circumstances have done something wrong in their past lives, therefore making them unworthy of help or support.
While this is not overtly stated within Steiner education practices, there has been criticism about how these beliefs are seen within school communities; with accusations that students with special needs or disabilities are often given less attention than those without such needs.
This is because Steiner schools believe strongly in individualism rather than collective progress; thus meaning resources are directed towards those who show academic promise while others (such as students with learning difficulties) receive little assistance despite needing additional help
In conclusion, whilst there may be aspects of Steiner schooling that appeal to parents looking for alternative education methods – such as promoting creativity and imagination – there are certainly some concerns around their approach.
From limiting access to proven medicine treatments, discouraging technological advancement at a young age through limited exposure and creating an unhelpful environment where individualism trumps collective progress- it’s clear more work needs doing before this approach can be claimed as suitable for all learners alike.
Alternative Amie 
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