Graduation Date
Spring 2005
Document Type
Thesis
Program
Master of Arts degree with a major in Sociology
Program
Sociology
Committee Chair Name
Dr. Judith Little
Committee Chair Affiliation
Cal Poly Humboldt Faculty or Staff
Second Committee Member Name
Dr. Elizabeth Watson
Third Committee Member Name
Dr. Donna Schafer
Keywords
Sociology
Subject Categories
Sociology
Abstract
Waldorf schools are nationally and internationally federated institutions that provide kindergarten through twelfth grade educations. Created in Germany in 1919 during the Progressive Education Movement and existing in the United States since 1928, Waldorf schools use a true unit study approach integrating the arts into all areas of academic study, yet eschewing some of the standard facets of American education, such as standardized testing, most subject matter testing (in grades K-8), competition for grades, ability grouping and academic tracking, and the use of electronic technology (in grades K-8). Currently, 149 private Waldorf and 44 Waldorf-methods public charter schools serve over 24,000 students in the U.S.; of those, 31 private and 30 charter schools are located in California. Nationwide, Waldorf schools showed a slightly higher increase in enrollment rate from 2002-03 to 2003-04 than did public schools. Waldorf detractors assert that Waldorf graduates leave school under-prepared to function in competitive American society. In contrast, Waldorf proponents assert that the Waldorf approach fosters skills and sensibilities that are particularly valuable to contemporary society, such as creativity; a strong sense of personal identity and ethics; sensitivity, compassion, and iv stewardship for all living things and the environment; and the ability to perceive the interrelationship and interdependence of events or information that might, superficially, seem unrelated. Through quantitative survey research, this thesis provides an empirical investigation of the ethical, civic, academic, and career pursuits of 73 alumni from one California Waldorf school. Their responses reveal that these respondents are environmentally conscientious, more civically active than a 1996 national sample, and diverse in their choices of four-year colleges, majors, and careers.
Recommended Citation
Mozzini, Adriane S., "Learning for Life: The Social and Academic Outcomes of a Waldorf Education" (2005). Cal Poly Humboldt theses and projects. 2492.
https://digitalcommons.humboldt.edu/etd/2492