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Alan speaks in a very symbolic and esoteric manner in some parts of his books. Although they can be read anthroposophically, passages speaking of Atlantis, archangels, gods, etc. do not need to be taken literarily to be meaningful. The more you read, the more you will realize he uses many different religions to express ideas in a symbolic manner and not in a religious manner. His writings are not religious. In some places his writings are meant to refer to religious events in a historical way. In some places he is using religious figures (from Christianity, Judaism, Islam, Buddhism, Hinduism, Paganism, Ancient Roman and Greek Religions, etc.) in a symbolic manner. However, at no point is he promoting a specific religion or speaking from a religious point of view.
I have kept the writing as close to one-hundred percent original so you will also find that he speaks of Australia often and some spelling or manners of speaking may be cultural. Any words I have changed are presented like this: <word>.
Also keep in mind that these books are written by a Waldorf teacher with decades of experience who also studied with a Steiner student himself, so he speaks to an audience that is dedicating their lives to the Waldorf method without exception.
Because of this, all of his views are not reflected in the Earthschooling curriculum and not all of them may be ones you want to embrace or are able to use. In all of Alan Whitehead’s writings the opinions are his own and may not align with Earthschooling or Waldorf Books. In some cases, we will be updating some of these chapters in the future with additional and/or updated information.
Ultimately, however, as I read through these passages I find I can distill wisdom from even those paragraphs that do not resonate with me.
We invite you to read with an open mind and heart and with eagerness to learn and discuss…
TEACHER EDUCATION
The Michaelian Faculty
I was privileged to be one of the first teachers to receive a formal training in Steiner Education in Australia. In 1966, under the guidance of Rainer Fieck, I took part in a lesson observation/assisting program at Dalcross in this Class 2 – even helping produce the end-of-year play! This was supplemented by regular, year-long discussion groups and workshops.
Throughout 1967, under the aegis of Miss Sylvia Brose, I trained as an art/technics teacher (primary andhigh) at Glenaeon. This included extensive practice teaching, lecture courses, and personal tuition. When I took my Class 7 in Glenaeon in 1968, I did so with the benefit of 2 years intense – if not full time – training. ‘Formal’ may be too lofty a word for Steiner teacher-education in those seminal days, but it was effective; when faced with a large class of children, one simply had to grab the reins – whether ready or not!
Prior to instituting this in-school teacher-education course, staff were usually brought I from overseas; and often good teachers they were, like Rainer, Reinhardt Drengenburg, and Christine Moncrieff. Good also were many of the ‘local’ teachers employed; who, alas, had only conventional rather than Steiner training. Even Miss Brose, Australia’s first Steiner teacher, had to journey to Edinburgh for her training.
This remarkable educator, of both children and adults, headed, over the ensuing years. Glenaeon’s very effective in-school training program. Here she invited masters of the art of education, like Edwin Ayre, Mary Teviotdale – and on a frequent flying-visit basis, Francis Edmunds. These highly experienced, usually retired, teachers provided a treasury of experience and wisdom for young teachers like Susan (Whitehead) and myself.
Mary and Edwin became resident teacher-educators; they were especially effective in establishing this rich program; not only in providing continuous on-the-spot guidance, but in conducting a variety of courses. However my major influence was Miss Brose; she not only guided me through the magical maze of the Education of the Spirit, but firmly honed many of my more earthly peccadillos – “Alan, your classroom bin is overflowing again.”! For both aspects of my training, I am deeply grateful.
The teacher-preparation was seen to be on-going and open-ended, like life itself. As above so below, a teacher-education faculty is the 4th of 4 principles of a Steiner school, ministered over by the 4 cardinal archangels as these are. The Kindergarten is Gabrielic; the Primary, light-filled Raphaelic; the High School, Urielic – and the adult world of teachers and student-teachers, Michaelic. Michaelian values, like innovation, spiritual courage and a quest for new values, are fundamental to a modern teacher-education plan.
This broad experience provided the teacher-training framework for Australia’s second Steiner school, Lorien Novalis, of which I was a founder. A loose training program was initiated in 1971, which prepared the school’s first ‘graduate’; who took Class 1, 1973. From that time, Lorien Novalis provided its own teachers; neither needing to import, or rely on, non-Steiner locals.
Konrad Korobacz, who trained for a year in 1973 (Class 1 1974) was the school’s first 7-year graduate. I presented him with his leather-bound, achievement-detailed ‘diploma’ in 1979. This in-school let’s-get-serious enterprise was one of the first official full-time Steiner training facilities in Australia, with its own letterhead, curriculum, and director. Following are excerpts from various promotional documents published at the time:
The Lorien Novalis College of Teacher Education course is conducted almost entirely within a working school environment. Student teachers attend during school hours for an agreed time segment; full-time or perhaps 5 afternoons a week. The full-time cost is $30 per week, with alternative arrangements on a pro rata basis. This fee can be worked off in the school, with either ancillary employment (like building or cleaning) or teaching. The course is designed to prepare teachers for Rudolf Steiner schools and has been performing this service since 1972.
The basic principles underlying the program are practicality, creativity and spirituality (body, soul, spirit). Teaching is a very pragmatic endeavor; although educational theory is important, what is most necessary for children is that this theory be transformed into classroom expertise. This can only be learnt in a working school.
Class teacher preparation for primary school takes about 2 years full-time, although the course does prepare for a full range of teacher employment; like high school guardians, specialist teachers, kindergarten, and even part-time teachers. The factor of natural ability must be emphasized, and a gifted person can be busy in the classroom quite early in the course. No prior qualifications are necessary to undertake the course – the quality of the person is the cardinal value. Among the legion activities engaged in by the student teachers are:
Lesson Observation: this is with experienced teachers anywhere in the school, and is considered one of the most vital aspects of teacher-training. The teacher generally involves the observer in the life of the lesson. Not only the professional application of effective teaching is learnt, but actual lesson content as well.
Teacher Assisting: Merely a more advanced form of lesson observation, where the student teacher has a nominal task in the class. Here there is maximum activity with limited responsibility, due to supervision by the attending teacher.
Prac. Teaching: A further skill development; the student teacher is given actual lessons to conduct, where w/he is solely responsible. These may be taken with a senior teacher in the room – more likely aloe. The lesson content and class character are selected on the basis of skills-level. Involved here also is instruction on child-development and lesson preparation. It is imperative to provide the trainee with a broad menu of practical teaching; there is no more effective way to prepare for the ‘real’ world of school and classroom.
Excursions: These are valuable learning experiences for student teachers, and range from short one-day outings, to class trips – or even adventure expeditions. Again the student has set tasks, and the opportunity to observe (and relate to) children is unequaled.
Festivals and Events: These are the high points in the school year, and every effort is made to involve the trainee teachers in meaningful participation on these exciting occasions; like the preparation for the Winter Festival; which the whole community celebrates together. They can contribute to the success of these festivities by their collective or individual creativity; whether it be music, drama or just looking after booking or camping arrangements.
Seminars and Lectures: These are conducted throughout the school year by the best obtainable speakers and practitioners in the educational and Anthroposophical arts and sciences There is often a major annual seminar; there are regular mid-term seminars; and there are various lectures each term, both scheduled and impromptu. These include a weekly end-of-school lecture program. Talks are given by senior staff on request by students. The charges for all the above are inclusive in the course fee.
Meetings: are held each week, and certain of these the student teachers are welcome to attend. Here any aspect of the day-to-day education of the children can be discussed (privacy considerations excepted). This is an on-going and effective learning venue where areas of lesson rationale and problem-solving are only two of the broad range of discussion topics.
Individual Counseling: It is the obligation of all senior teachers to make themselves available to students for in-depth discussion on their respective areas of expertise. The value of this cannot be exaggerated, as it provides access to a wide range of information, notably on Steiner school practice; but extending even to broader areas, like general philosophy and current social issues.
Evening Courses: Are conducted throughout the school year by experts (not necessarily teachers). A breadth of subject matter is provided which often has direct application to teaching. Included here are permanent eurythmy and speech classes for students.
All trainees have ample opportunity to move informally among the children, in lunch breaks and so on. They can learn much of their complex social life, from Kindy right up to Class 12. The above activities are tailored separately for each student; the first goal of the program is to create an atmosphere of busy involvement, where skills develop rapidly. The longer term, open-ended objective is to provide for the children, in their teacher, a strong individual, well-informed on spiritual science, with a love of teaching and of the young; and with well-grounded capacities which can transform, through creativity, the world of material concepts into living ideas.
The lucky trainee tentatively selected for the next Class 1, spends a lot of time in the kindergarten, under the watchful eye of the Kindy Mistress. Her task is to gently braid the soul of the teacher-to-be with those of the children s/he will conduct through their whole primary schooling. A teacher is regarded as having a qualified student status until s/he has completed 7 years of full-time teaching. Then does the wisdom of right action become intuitive through experience. Then w/he is (hopefully!) a Steiner teacher.
Enquiries are addressed to the Director, an interview is then arranged, and the potential student may spend a day observing the school in action. If s/he wishes to proceed, w/he may come along for a week, then perhaps a term – till a final commitment is made.
There are a number of specialist sections, as well as the general teaching course; some of these are: Class Teacher; Kindergarten; High school, including Guardian and Subject Specialist; Eurythmy; Arts, Craft, Technical, Practical.
The student’s day is divided in a similar way to that of the school, with thought-morning; feeling-middle day; will-afternoon. There is usually some after-school activity as well (see above). The Morning sessions are in the form of lectures and teaching workshops, and comprises:
Teaching Course – an in-depth curriculum study
Anthroposophy – illuminates all aspects of the world and the human being from the treasury of Rudolf Steiner’s teachings.
Child Development – includes all aspects of temperaments, personality, physiognomy and physiology as applied in classroom technique, discipline, and human relationships.
Content Course – Myth and legend are pregnant with images and content which reflect the mysteries of world evolution, both spiritual and material. This course familiarizes the students with their secrets; and shows how these same spiritual truths can be transformed into new stories, poems, sagas and dramas – appropriate to our time and place. It is a particular study of the Australian reality in relation to the supersensible.
Kindergarten and Infant-care Course: conducted for all students; the well-being of the very young is essential knowledge for any teacher.
The Middle Day contains classes on Music, Sculpture, Geometry – and other less academic, more artistic areas. This includes the Color Course, where all aspects or drawing and painting are enjoyed. Here also trainees do their lesson observation, assisting, and pract. teaching.
The Afternoons are devoted to full participation in the block lessons, which are of about 3-weeks duration. As well as the discipline and rapport skills obtained in this more liberal atmosphere, trainees learn many skills, usually of an artistic or practical nature. In the afternoon there are also classes on Speech and Eurythmy. Friday afternoon is Games and Sport, in which students are encouraged to keenly participate.
Teaching is a profession requiring dedication and a high level of personal commitment; however the Lorien Novalis College of Teacher Education, based as it is on the central stream of creativity, enriches the body, soul and spirit of the to-be teacher; ultimately bearing rich fruits for the individual – and in the future, the world.
I remained the Director of the Lorien Novalis College of Teacher Education for 7 years, from its formalinception, till I left the school at the end of 1985. During its halcyon days, the College had an average of 12 full-time students; obviously too many to serve the employee needs of the school alone. Many students subsequently found work in the plethora of Steiner schools popping up like mushrooms (some ill-advised enterprises more like toadstools!) through the boom-boom ‘80s.
Schools like Eukarima, Meander, Melaleuca and Chrysalis were partly staffed from the Lorien College. In other cases, schools sent their potential teachers to either be fully trained, or as a top-up to their own incipient programs. Among these were Adelaide, Linuwel, and Newcastle schools.
Another service of the training college was to dispatch lecturers (mainly Susan and myself) as pedagogic paladins to other schools. Training programs were arranged on this basis for small (at the time) schools or schools-to-be as far-flung as Canberra, Armidale, Coffs Harbor, Byron Bay, Newport (later Kamaroi), Nimbin, East Sydney and Cairns. Sometimes these Traveling Teacher Training Shows were the flint which ignited the tinder for a new school to be born – some later than sooner.
It is this writer’s firm view that the teacher the school prepares itself; whose roots are in the community’s own rich regional soil, is – all other things being equal – the best teacher for that particular school. S/he has a deeper understanding of the community to be served; will probably have greater commitment to it; and is less likely to be pirated away by schools big on expediency, small on ethics; the student being already on home ground.
In-school training programs can have their difficulties though; such as some teachers exploiting gullible student-teachers as serfs; instead of providing them with a fully timetabled, balanced learning program. Of course having a corps of resident, willing hands around the school can be of great benefit to both trainee and school; relief-teacher costs can be reduced; more eyes and ears on playground duty; someone to run up to e road for that material the class teacher forgot to buy!
The foregoing is an overview, from my own limited perspective, or training for ‘normal’ schools only; the curative schools and homes have their own – incredibly effective – programs. It is actually to the benefit of both if they do not become muddled, as the needs of handicapped children are often different – if not even inverse – from those of their peers in normal schools.
Today Susan and I still provide a teacher-education service. This consists of various (requested) regular courses, seminars, consultative work – both personal and phone – and the Golden Beetle Books – 56 titles at last count. It seems that the impulse, begun at Glenaeon Dalcross all those years ago – and now flowering in schools through the land – is still ‘on-going and open-ended, like life itself’!
T
“Those who take teacher training courses ought never, on any account, have to go in for an examination
This leads to a perennial state of nerves, or jumpiness.”
Rudolf Steiner, Dornach, June 1924
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