Waldorf News

Chinese Thought

from High Mowing School

Pioneering Waldorf teacher and poet Ningyuan Yu recently taught an elective block in Chinese History and Philosophy – a vast topic for just one block! Students experienced aspects of Chinese culture through movement, song, art, poetry, mapping and puzzles. The difference between Chinese thinking and American thinking, says Ning, can be felt in simple yet profound elements of daily life, such as the way parts of speech are ordered in a sentence or the use of numbers in decision-making.

After studying and teaching in the U.S., Ning co-founded the Beijing Spring Valley Waldorf School and Biodynamic Farm, one of the earliest Waldorf schools and teacher training courses in China. Before returning to China at the end of his block in February, Ning spoke with High Mowing’s communication team about his teaching approach and his mission to bring Waldorf education to China.

Fifteen students attended the block, including eight Chinese students. The consensus was that the experience offered as many chances to gain perspective and resolve problems as it did chances to ponder the unsolvable. “It’s awesome,” said Gabe Futterman ‘18 of the class. “It’s not a lecture, it’s really a different way of teaching. You could see the connection of math to philosophy, history… and language.” Lilly Doyle ‘16 found the subject profound. “I learned how to have calmness in your thinking. That is an element in Chinese thinking and history. Also the Chinese creation story coming down from the gods through dynasties; it shows humanity’s connection to the divine.” Han Yu Su ‘16, who is from China, was happy to learn more early Chinese history. “I hadn’t known some expressions for certain body language, it was good to learn more.”

The Block was arranged through High Mowing’s International Student Coordinator Beverly Boyer, who met Ningyuan many years ago when they taught at Princeton Waldorf School, in Princeton NJ. “Ning is an impressive person with an impressive resume,” she said.  “He remains one of the most effective leaders of Waldorf in China.  Not only is he a steadfast pragmatist, he is also a remarkable visionary.”

Q: Ningyuan Yu, you have a unique, theatrical teaching style that students seem to connect with. Please tell about your early life. What was it like in your school?

I was born in a small town in the countryside outside Nanjing where I went to public school.  Because of the Cultural Revolution, my generation missed out on learning traditional songs and rhymes that had been passed down aurally through dynasties. There was always a tradition to dance and sing songs and memorize rhymes, but the old ones were replaced with new, more political ones. When I studied to become a teacher I had yet to discover the traditional songs and folk stories, but I knew they existed.

Q: How did you become a Waldorf teacher?

I had been teaching high school for seven years when I realized there was something missing in the approach we were using. This was not a real education; it was training for an exam. I felt there should be an opening to reform in China, that education should not be co-opted by a competition for wealth. I was accepted in a master’s program in literature and poetry in Beijing University, where I hoped to get the answer (to my teaching quandary). Travel was inexpensive in China at that time (the 1990’s), so after I finished school I began collecting traditional folk songs and rhymes in different parts of the country to create a book on the topic. It was through the book that I met (Waldorf educator) Harry Huang, who wanted to use it as a textbook in his teaching. Harry encouraged me to pursue Waldorf education. I received my Waldorf teacher training at Spring Valley, New York and taught Mandarin at the Princeton Waldorf School and the George School in Pennsylvania. In 1998 we opened Beijing Spring Valley Waldorf School and Biodynamic Farm, the first Waldorf school and teacher training program in China.

Q: Your Chinese History and Philosophy course is very popular here. How do you approach such a deep subject in a two-week block?

When I say ‘Now we are going to learn the difference between Chinese thinking and English thinking,’ even the Chinese students are interested. I begin by examining speech. There are ‘Chinese muscles’ to pronounce sounds that are difficult for English speakers. Also, the sequence of a Chinese sentence is different from an English one; time and place are more important than the subject or the action. Everything has life in Chinese world. In English, ‘it’ is raining in New York City, for example, but in Chinese, ‘Beijing’ is raining. These insights are the beginning of understanding. Next I invited the students to help me solve a mapping problem I am having, starting with a medieval map I discovered. Along the way were many interesting problems and conundrums, the solution to each evoke strategies that may or may not have cultural origins.

Q: Some educators find the constant presence of technology, in the form of handheld devices, a problem when vying for students’ attention. How do you deal with this problem?

Waldorf education is entering its 100th year in existence. The students bring something new; new forces and behaviors. The impulse is to meet the new with inquisitiveness; to discover how to use that force for good. Technology is not the devil.  If you slow the students down, they will adapt. If you are faster they will follow. Find a new way to work, be imaginative, more creative and they will find it boring to look at their phones.

Q: What was it like to start a Waldorf school in Beijing? How did people react?

There were 12 parents at the first meeting. They were skeptical. “You don’t have textbooks!’ they said, “How can you prepare for the national exam?” The mainstream is still going. But some parents are waking up and realizing there is another path. They want to try a more developmental, personalized way through freedom, imagination and creativity.

Q: That seems like a radical change, from focusing on test scores to a more individualized experience. How do parents become convinced to consider switching?

One way parents can understand Waldorf is through Anthroposophy, which is heavily influenced by Buddhism. Here is a spiritual source of insight into their children. They also see a Daoist view of heaven and earth and people. On the whole they accept those ideas. The Western approach to education is gaining validity –that you don’t have to race others to the same goal, you can be yourself and develop what’s in you. There is also an international appeal.

Q: What is the tipping point for apprehensive parents?

Waldorf education is at a turning point in China. A lot of educators are paying attention (to Waldorf). They see we are really trying to do something. To create an open curriculum and put traditional Chinese culture back into the curriculum. Waldorf education is a renewal of culture. The fact that there is a concern for the environment in Anthroposophy is also important. A Waldorf school is much better at protecting the environment. Many people are concerned about this.

View this article at source at highmowing.org.