Waldorf News
Waldorf High School in China
October 5, 2012
How can an education for the future, one that strives to educate free human beings, exist in a Communist nation, one infamous for human rights violations and following the party line? This question was foremost in my mind when I accepted an invitation to introduce Waldorf high school education in Chengdu, China. What would I be able to say? Would someone be following me or listening in? What if I accidentally made an off-color joke about Mao or Hu? The reality was that I had no fear, only a feeling of hope and excitement as I prepared for my trip to Chengdu with my good friend and colleague, movement instructor, Valerie Baadh. If all else failed, I knew Valerie and I would have a great time supporting each other, shopping, eating and sharing our knowledge and experiences of a combined 42 years developing high school curriculum and teaching high school students. As a Waldorf high school graduate, high school founder, instructor and principal, I approached this trip as I do most everything in my life: with a feeling of wonder, an urge to share the truth of Waldorf education, and a sense of adventure to explore a new part of the world. With an open heart and mind, I set out to help introduce Waldorf high school education in China. More »
Bootstrapping A Child's Education - California's DIY School
September 24, 2012
One parent recalls the origins of the school. “Three years ago Kim passed the word of a new school among the families who collected each monday at a local farmer’s market. A half dozen families showed up, some alumni of Waldorf schools and others just interested in the concept.” From that meeting the school was born as a small pre-school run in the backyard of her modest suburban home. The quarters were cramped. “We had to wake up early each morning, clean the house and prepare for school. Then the kids arrived and helped tend the garden, feed the chickens and tend to the bees” said Kim. When asked if any parents protested about giving kids chores which brought them close to the knife edges and bee stingers she said, “No, the parents had their own chores to do”. More »
No More 1950’s: How Simplicity Parenting is the Way to Prepare Kids for a Complex Future
September 17, 2012
By KIM JOHN PAYNE By now, we are all familiar with the conversation about American parenting and the concern with over scheduling. And there is a growing consensus that maybe our kids really are being run ragged by the pressure to perform and, to our credit, we are looking into the problem. But at the same time, we are talking about extending the school year, hitting the same old panic button over our sinking test scores and our (in)ability to compete in the world market. Until we see clearly what our goals are and how to meet them, we will forever be on this rollercoaster of trying to zoom ahead and then putting on the brakes - a life of whiplash for American families. More »
Why 6-Year-Old Girls Want to Be Sexy
September 6, 2012
Most girls as young as 6 are already beginning to think of themselves as sex objects, according to a new study of elementary school-age kids in the Midwest. Researchers have shown in the past that women and teens think of themselves in sexually objectified terms, but the new study is the first to identify self-sexualization in young girls. The study, published online July 6 in the journal Sex Roles, also identified factors that protect girls from objectifying themselves. When shown a set of two dolls, one in revealing clothes and the other in trendy by covered-up clothes, about 70 percent of girls in the study said they looked more like the sexy doll and that the sexy doll was more popular than the non-sexy doll. Across-the-board, girls chose the "sexy" doll most often. The results were significant in two categories: 68 percent of the girls said the doll looked how she wanted to look, and 72 percent said she was more popular than the non-sexy doll. More »
Peer Communities Prepare Students with Special Needs for Life and Employment after Graduation
September 3, 2012
Picture yourself as a young adult finishing high school, preparing to take your next steps in the world. What opportunities await you? Which college or vocational program will you consider in order to continue learning and developing the skills necessary for a responsible adult life? High school graduation also marks a special milestone in the lives of young people with special needs, yet it can be a challenge for these individuals to find community programs that offer a college-like experience and meet the needs of developmentally disabled “emerging adults.” By age 21, the range of support for individuals with developmental disabilities found in the public school system comes to an end. At a time when their peers are embarking on an exciting yet challenging college experience, there can be very little for young adults with special needs to look forward to. Most of these individuals will not be prepared to live independently and will find themselves at home with Mom and Dad, relying on their parents to create a circle of friends to keep them stimulated and locate meaningful activities to occupy their days. And while group homes allow young adults to live apart from their family as college does, these residential situations rarely offer true peer to peer learning. Options for continuing education, vocational exploration and genuine social relations are often less plentiful than parents might hope. More »
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