Representations of Waldorf Education VIII: Conclusion and References

Conclusion: Unconscious Precipitation

Through the work of Harwood, Gardner, Richards, Schwartz and Oberman, we can trace, on the one hand, the precipitation of the concept “Waldorf” out of the work of Rudolf Steiner and into its employment in the United States. On the other hand, we can trace a fluid discourse that defines or describes Waldorf education in terms that necessarily take into account historical and cultural contexts. Both processes have proceeded largely unconsciously. For each author, that is, the contemporaneous concept of “Waldorf education” is little in question, except as it opposes or addresses some question of education generally. Similarly, for each author, historical context is seen not so much as a temporary or contingent situation but as the given ground for argument. As contexts change, therefore, these representative books become relatively obsolete, rocks in a river of change, and anyone seeking to know Waldorf education in the present must seek largely elsewhere.

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