The following article is drawn from several observations and interviews with teachers and parents at Steiner Schools.
Steiner Waldorf Schools can be viewed from three sociological and organisational points of view:
- the main organisational influence of the Rudolf Steiner Waldorf Institute
- the organisational structure of the individual school
- the organisational structure in the classroom
Steiner Schools – Follow their Leader’s Doctrine
According author Arthur Stinchcombe, in “Formal Organizations,” Rudolf Steiner Waldorf schools can be classified as built on a system where the truth of the theory of the organisation is decided on the basis of what an inspired leader says. It therefore follows that the schools have been created to increase the powers of the inspired leader.
The teachers and the schools are obliged to follow the anthroposophic educational doctrine of Rudolf Steiner; however, there is no actual official body that oversees whether these methods of teaching are followed verbatim. Therefore, the teachers are wholly responsible for communicating this philosophy to the children through their methods of education.
Steiner Schools No Obvious Omnipotent Hierarchical System
The Steiner teachers are selected by qualification; meaning they have to believe in Steiner's philosophy and have studied at the Steiner institutes. In this aspect, according to the chapter on Max Weber’s “Structure’s of Authority” in Goodman and Ritzer’s book , Sociological Theory, there is likeness to a bureaucratic organisation. Meaning that, there is no proper hierarchical system of organisation within the school. For example, decisions are made democratically amongst the teachers; there is no defined "principal" as such and any one of the teachers may have to involve themselves in administrational tasks.
Steiner Schools Classroom Hierarchy
In the classroom, however, the hierarchical system is quite clear and the roles are clearly defined and recognised since the children remain with the same teacher for seven years. This teacher is the leader and mentor and the students are seen as the disciples. The teacher teaches the children the same methods that all the Steiner teachers use.
Steiner Schools Well-Structured
Within this mentor type relationship the children seem to be encouraged to use their creative domain, yet their "creativity" seems to be controlled by a very strong behavioural framework. All the children are taught to use the same methods of "creativity." Yet, it appears that little of the children’s own imagination is applied to any of the school work. They copy the work and style of their teacher and, therefore, their crafts, artwork and workbooks are all almost identical. In addition, not only are the lessons and the methods highly structured, but so is the school timetable, since the children learn in pre-arranged modules as recommended by the Steiner Institute.
Steiner Schools Leadership Style
The leadership style the teachers adopt seems to encompass all three types of leader as suggested by Lippitt and White in “An experimental study of leadership and group life.” As authoritarian figures, teachers are in control of study materials and the lesson methodology, in accordance with Steiner's doctrine. They are also in charge of class management as regards the seating of the children and their behaviour. However, their role becomes more akin to a democratic leader when there are class problems, as the children are brought together to discuss solutions. Since there are no evaluations, teachers adopt a laissez-faire role when evaluating the children's work.
Steiner Schools Strict Framework
Steiner schools at first glance seem to be rather lenient in their organisation and management. This feeling of leniency is promoted by classrooms adorned with works of arts and crafts; however, when examined more deeply, the Steiner way offers a sociological framework with a definite feeling of control and leadership. Although parents are encouraged to organise school functions and fund raising, they are not necessarily involved in the educational process as such.
Parents Should Familiarise themselves with Steiner's Doctrine
Parents need to be fully familiar with the philosophy of Steiner to understand teacher influence within the Steiner school community and to be aware of their child’s place in the Steiner sociological system.
Sources
Lippitt and White. “An experimental study of leadership and group life” in Reading in Social Psychology. Maccoby, Newcomb and Hartley, eds. New York: Holt, Rinehart and Winston, 1958.
Weber, Max. “Structure’s of Authority” in Sociological Theory. Goodman, Douglas, and Ritzer, George eds. New York: McGraw-Hill, Fourth Edition, 1996.
Stinchcombe, Arthur.“Formal Organizations” in Sociology: An Introduction. Neil J. Smelser, ed. New York: Wiley, 1967. Revised in 1973.
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Lesley Lanir - Freelance writer, lecturer and teacher trainer Lesley Lanir, writes on foreign language learning disorders, linguistics, and literature.
