Russell Louis ”Rusty” Schweickart, Apollo 9 astronaut, NASA Astronaut Technical Advisor, California Energy Commission, former Waldorf parent, on his daughters school:

”My daughter’s experience at the Waldorf school has been both exciting and mind opening. I hope that more people can make Waldorf education available to their children.”


What does Julianna Margulies, actress, former Waldorf student at the High Mowing Waldorf School think about her school?

”The first time I understood the benefit of a Waldorf education was my first week in college. Students around me were flipping out because they were afraid of writing papers. At High Mowing we had at least ten pages to write every night. It was such a big part of our education that I was very confident in my writing. We had to analyze each scene, then write the analysis. I still have my ”Faust” main lesson book with me. When I wrote about it, I was able to expand my thinking and make it my own. That’s what’s so wonderful about Waldorf education. You’re exposed to all these different ideas, but you’re never given one view of it. You’re encouraged to think as an individual.”

How does Evelyn Galinski, former Waldorf pupil and daughter of Heinz Galinski, Auschwitz survivor and for many years Chairman of the Central Jewish Council in Germany, view her school today, looking back?

”I personally have had only good experiences during my school time; it was liberal, antiracist, tolerant of every faith and not missionary”
(Allgemeine Jüdische Wochenzeitung, 30.3.2000)

“A good education is about more than academics – it’s also about learning values and principles,”says Ken Chenault, Chairman and CEO of American Express Company.
“My teacher, Lee Lecraw, set high standards. She taught her students about being responsible. She taught us the importance of integrity. Though thoroughly demanding, she also had a special gift for making learning fun.
“Lee was my teacher for several years when I was growing up, and I am blessed to call her a mentor and friend to this day.”

From kindergarten through 12th grade, Kenneth Chenault attended the Waldorf School of Garden City, N.Y. How does he view his Waldorf education today:

”My parents were looking for a school that would nurture the whole person. They also felt that the Waldorf school would be a far more open environment for African Americans, and that was focused on educating students with values, as well as the academic tools necessary to be constructive and contributing human beings. …

I think the end result of Waldorf education is to raise our consciousness. There is a heightened consciousness of what our senses bring us from the world around us, about our feelings, about the way we relate to other people. It taught me how to think for myself, to be responsible for my decisions. Second, it made me a good listener, sensitive to the needs of others. And third, it helped establish meaningful beliefs. In all the Main Block lessons — in history, science, philosophy — we really probed the importance of values and beliefs. In dealing with a lot of complex issues and a lot of stress, if that isn’t balanced by a core of meaningful beliefs, you really will just be consumed and fail.”

How do others view him?

An elegant, quietly charismatic man of even temper and unrelenting drive, Chenault tends to inspire his admirers to extravagant praise. ”Ken radiates such a depth of belief that people would do anything for him,” says Rochelle Lazarus, chairman and CEO of Ogilvy & Mather Worldwide Inc., AmEx’ lead advertising agency. ”He is a true leader.” Adds Amy DiGeso, a former AmEx executive who is chief executive of Mary Kay Inc.: ”I can say unequivocally that I admire Ken more than anyone else I’ve ever worked with. I think he will be our generation’s Jack Welch.”
(Business Week 1998, Ken Chenault: The Rise of a Star)

More sources on Kenneth Chenault.

According to statistics for 2009/2010 published by the national School Board, Waldorf parents in Sweden have a higher education than parents at other (primary) schools.

The School Board:

Föräldrar till elever i fristående skolor har högre utbildning

Hälften av eleverna i grundskolan har minst en förälder med högskoleutbildning och på fristående skolor uppgår denna andel till över 60 procent. I waldorfskolor uppgår andelen till drygt 70 procent tätt följt av riksinternatskolor där 68 procent av eleverna har minst en förälder med högskoleutbildning. ”

Parents of pupils at independent schools have higher education

Half of the pupils at primary schools have at least one parent with higher education and at independent schools the corresponding proportion is over 60%. At Waldorf schools, the proportion is slightly over 70%, followed by boarding schools, where 68% of the pupils have at least one parent with higher education.

When the Swedish royal family considered what school to choose for Crown Princess Victoria when school time approached, like the parents of Kenneth Chenault, now CEO of American Express, a former Foreign Minister of Norway, father of Jens Stoltenberg, present Prime Minister of Norway, Helmut Kohl, former German Chancellor, and the parents of Diana Kerry, sister of former Presidential Candidate John Kerry, they considered putting her at a Waldorf school, in their case the main Waldorf school in Sweden, not far from castle of ”Drottningholm” where they live.

Security reasons played a role for not – unlike the parents of Diana Kerry, the present Prime Minister of Norway, and Kenneth Chenault, and others – doing it.

Since the beginning of the year, the Rudolf Steiner University College in Oslo, Norway and the Alanus University of Arts and Social Sciences in Alfter, Germany publish a research journal on Steiner Waldorf education.

The journal, RoSE: Research on Steiner Education is an on-line, bilingual (English and German) peer-reviewed academic journal with the purpose of serving the theoretical and practical development of Steiner Waldorf education in ways that are relevant to our contemporary globalising world.

RoSE wishes to establish links and dialogues between Steiner education and other alternative as well as mainstream educational discourses and practices. The journal publishes articles based on empirical as well as on theoretical or philosophical research.

Reviews of books, Doctoral and Master’s Theses are also part of the journal. The journal welcomes both critical and appreciative approaches to Steiner education, as long as they adhere to general academic standards. While the journal finds references to Rudolf Steiner’s works natural considering the purpose of the journal, the journal also welcomes papers that do not refer to Steiner as long as they are otherwise relevant to the journal’s purpose.

Articles that engage in rigorous dialogue between Steiner philosophy/pedagogy and other, particularly contemporary, pedagogical, psychological or philosophical approaches are especially welcome. The journal publishes two issues per year. Submitted papers will be anonymously peer-reviewed by two members of the editorial board, or by academic colleagues especially chosen by these members.

The first issue of the journal was published in January 2010. The second issue will be published in November 2010.