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30 The first: Today, leading educational books praise famous behaviorists from the 1930s and 1940s, such as John Watson, who published a form of the principle of conditioning as the solution to problems. They do not propose beatings but “sanctions” and other forms of punishment. The second: In these books it is stated that by the end of the 1960s, the catastrophe in education had broken out and we should consider the better times in the past, in which most parents, educators and teachers acted intuitively correctly. If what they considered to be normal educational behavior in the 1960s was intuitively correct, then to hell with those intuitions. It was misunderstood. As long as the type of relationships are merely “supportive” and not extended to broader fronts, the words of the author Edward Young will be just as relevant as they were in the 18th century: “We are born as an original and die as a copy.” Literature: Lloyd deMause, Hort ihr die Kinder weinen . Eine psychogenetische Geschichte der Kindheit, Frankfurt a.M., 1977. Henning Köhler About the author: Henning Köhler is a curative teacher, author, and director for twenty-three years of the Janusz-Korczak Institute, a curative pedagogical clinic and place for consultation on education and youth which he founded in Nürtingen, Germany. He is a lecturer at the Seminar for Waldorf Pedagogy in Cologne, Germany, and at the Institute for Pedagogy and Medicine in Verona, Italy. Twelve years ago he initiated the professional development program for consultants for specialized educational questions. Link: www.janusz-korczak-institut.de.
Love Melts Away Fear By Henning Köhler Translated by Ted Warren Children do not obey because parents discipline efficiently . Whether a child obeys or not depends on the relationship . Does it speak for or against Waldorf education that people are gathered under its roof with extremely different relationships to key questions in education? Bernard Buebs Lob der Disziplin [Praising Discipline] is very much appreciated by some Waldorf educators. Others believe in Kinderjahre [The Childhood Years] by the Swiss pediatrician Remo Largo. How does that work? In a “taz” interview Largo was asked: “Where does the renaissance of authoritarian educational thought come from?” Largo: “Pure nostalgia. I am convinced. The age of authoritarianism is over.” Interviewer: “But in the end children must receive some limitations.” Largo: “A typical German attitude. I have a very different opinion. Children do not obey because parents discipline efficiently. Under these circumstances education would be a nightmare. Whether a child obeys or not depends on the relationship. The same is true for their motivation for learning. There are studies about this. It is not a feel-good pedagogy.” Also Michael Winterhoff’s book Warum unsere Kinder Tyrannen werden [Why Our Children Become Tyrants] has found some reception in Waldorf circles. He gets very upset about children who do not immediately follow every command with no questions asked. His credo: From early on, train the child’s psyche with positive and negative reinforcement: praise and blame! Winterhoff is a “fear mogul” states Alex Ruehle in the “Süddeutsche Zeitung.” Toni Feldner, who has two children just as Ruehle does, confirms the judgment in his book, Genug erzogen [Educated Enough]: “It was hard for me to read the book; one becomes very sad.” On the internet portal “We Parents,” Winterhoff proclaims that before the eighth year children do not have their own personality; before the fifteenth or sixteenth year they have no insight. Largo proclaims the opposite, the 31
Page 1: Waldorf Journal Project #18 January
Page 4 and 5: 4 Printed with support from the Wal
Page 6 and 7: 6 Anything but Children’s Play: W
Page 9 and 10: The Art of Observing Children By Ch
Page 11 and 12: uilding stones for discovery of the
Page 13 and 14: What Does a Good Child Observation
Page 15 and 16: intuition for completely new ideas.
Page 17 and 18: What Is a Child Observation? [Child
Page 19 and 20: Interviewer: What is the aim of gat
Page 21 and 22: process of inwardly following the g
Page 23 and 24: Changed living situation: To a larg
Page 25 and 26: Consumer childhood In past generati
Page 27 and 28: Goals (consequences) for a pedagogy
Page 29: Born as an Original - Died as a Cop
Page 33 and 34: The Secret of Children’s Drawings
Page 35 and 36: drawings can show us how strongly o
Page 37 and 38: Normal Is the Difference: Maxims fo
Page 39 and 40: Normal is that which does not stand
Page 41 and 42: We should take the trouble to devel
Page 43 and 44: It’s a matter of setting the exam
Page 45 and 46: Shouldn’t these children already
Page 47 and 48: In answer to these questions, the c
Page 49 and 50: Love Enables Knowledge by Lorenzo R
Page 51 and 52: To the truly seeing-eye of the ange
Page 53 and 54: is this so? The artistic element wo
Page 55 and 56: Educational Principle #6 Just as in
Page 57 and 58: the introductory lectures by Steine
Page 59 and 60: Painting The first steps in drawing
Page 61 and 62: whole artistic realm in the same el
Page 63 and 64: you have also worked on his feeling
Page 65 and 66: grown-up people have in front of th
Page 67 and 68: it is a rather rough expression of
Page 69 and 70: such a thing purely for social reas
Page 71 and 72: he likes telling about. With all th
Page 73 and 74: Steiner considered speech as a genu
Page 75 and 76: and productive way.” 47 This is i
Page 77 and 78: What Was That? Forgetting and Remem
Page 79 and 80: unimportant aspects, so that we do
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for particular periods of sleep—s
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Brought to School by the Police? by
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Elemental Beings Are Real for Many
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Interviewer: When cute dwarves and
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instruction is fun, and the instruc
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self-consciousness. This is also he
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