Some comments on Waldorf education:

By educationalists practicing or teaching Waldorf methods

Based on a comprehensive, integrated understanding of the human being, a detailed account of child development, and with a curriculum and teaching practive that seeks unity of intellectual, emotional and ethical development at every point, Waldorf education deserves the attention of all concerned with education and the human future.
Douglas Sloan, Ph D, Professor of Education, Teachers College, Columbia University

I first heard of Waldorf education about five years ago, after having carried out extensive study of the neurological aspects of cognition, movement, and maturation. I was delighted to discover such a neurologically sound curriculum. I heartily support efforts to spread the awareness of Waldorf education and hope that it will spawn not only an increase in Waldorf schools, but an infusion of at least some of the ideas into the mainstream where they are so sorely needed. In Colorado, I am working with several districts to incorporate various Waldorf strategies into the teaching of reading and mathematics. The ideas are very well received and very much needed.
(Personal statement, 1984)
Dee Joy Coulter, Ed.D., Instructor of Neurology and Learning, and core faculty member at Naropa University, Colorado, adjunct faculty member of the University of Northern Colorado, former Waldorf parent, keynote speaker at Waldorf conferences

If a young child has been able in play to give up her whole being to the world around her, she will be able, in the serious tasks of later life, to devote herself with confidence and power to the service of the world.
Caroline von Heydebrand

By educationalists outside the Waldorf movement

Waldorf education has been an important model of holistic education for almost a century. It is one of the very few forms of education that acknowledges the soul-life of children and nurtures that life. It is truly an education for the whole child and will continue to be an important model of education as we move into the 21st century.
(Personal statement 14 July, 2002)
Jack Miller, Professor, Coordinator of Holistic and Aesthetic Education in the Department of Curriculum, Teaching and Learning at the University of Toronto

For the past ten years my teaching responsibilities have compelled me to inform myself not just about what would-be teachers need to learn. All of my instructionally related research into childhood has pointed toward the superiority of Waldorf education over all other current educational methods.
Jane W. Hippolito, Ph D, Professor of English and Adjunct Professor of Liberal Studies, California State University, Fullerton

What I like about the Waldorf school is, quite simply, its graduates. As a high school teacher at Marin Academy, I have seen a number of the students who come from Marin Waldorf, and I can say that in all cases they have been remarkable, bright, energetic and involved.
James Shipman, History Department, Marin Academy, San Rafael, California

The importance of storytelling, of the natural rhythms of daily life, of the evolutionary changes in the child, of art as the necessary underpinning of learning, and of the aesthetic environment as a whole - all basic to Waldorf education for the past 70 years - are being "discovered" and verified by researchers unconnected to the Waldorf movement.
Paul Bayers, (earlier) Professor at Columbia Teachers’ College

No other educational system in the world gives such a central role to the arts as the Waldorf school movement. Even mathematics is presented in an artistic fashion and related via dance, movement or drawing, to the child as a whole. Anything that can be done to further these revolutionary educational ideas will be of the greatest importance.
Konrad Oberhuber, world leading expert on Raphael, former Director of the Musem of Art Albertina in Vienna, former Professor of Fine Arts, Harvard University, now at International Christian University, Mitaka, Tokyo

From careful observations of the child, Waldorf education arrived at the same conclusion (Gesell Institute) and applies the same principles to development of curricula for children’s education: pushing skills before children are biologically ready sets them up to fail.
Sidney M. Baker, M.D., former Executive Director of Gesell Institute of Human Development

Being personally acquainted with a number of Waldorf students, I can say that they come closer to realizing their own potential than practically anyone I know.
Joseph Weizenbaum, Professor (now emeritus), MIT (Massachusetts Institute of Technology), author of Computer Power and Human Reason. Reviews of the book. An interview with Prof Weizenbaum.

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