Montessori vs. Waldorf

I recently attended a lecture at the local Waldorf school regarding the difference between Waldorf and Montessori. A question I often get from other parents I meet is, "What is the difference between Waldorf and Montessor?". This lecture really gave me a good basic understanding of some of the differences. What is important to note in my evaluation is that I am simply looking at the curriculum, its foundation, its purposes, and comparing that to Waldorf. I have met former Montessori teachers and they are wonderful in their love and respect for children, and strive to create a loving environment. So my comments are not criticizing well-meaning, well prepared and dedicated teachers.

My impression overall is that Montessori is very remedial, especially now that I also learned that the original materials used in the classroom were designed for children in a psychiatric facility in the early 1900's. On the display table last night were the Montessori letter forms, a globe, the buttoning board, a bell, and a few other items. On the Waldorfside, were watercolor paintings, beeswax forms, table puppets, etc... The first thing that is striking about the difference between these two types of materials is that the Waldorf items are beautiful and full of vital life force. They are about living processes, what life is about; which is one of the main precepts indicated by Steiner and it is evident in the materials. The Montessori items were lifeless, dull, and disconnected from real life and context.

That is another striking difference between Montessori and Waldorf; Montessori materials and stations are very decontextualized. All are activities in and of themselves, and there is no relationship to a larger purpose, other than doing the activities. In some ways, this is somewhat a "consumer" type approach to working or doing (something Gene Campbell touched on at our conference last summer).

I find it hard to shake the feeling that this approach is remedial, and so removed from meaningful context and relationship. Even though the presenter mentioned that part of the goal of Montessori is to allow children to develop mastery and self-confidence in their ability to do things, it strikes me as divorced from real life. Why would anyone need to send their child to a program that has them button, pour water in and out of a particular pitcher, ring bells, polish silver for no apparent reason or meaning, and then put it all back on the shelf just so? As homeschoolers, this is even more poignant, because children learn these tasks in the course of a real day. Like baking cookies with you, or working on a small handwork project together, or getting ready for a special dinner with family and bringing out the silver! One time we got out the baking soda and scrubbed the racks from the oven because we needed to. They enjoyed that tremendously, and it had purpose and a true sense of accomplishment!

The manners and courtesy circle time, although lovingly done, seems a bit unnatural; these things should or could be learned at home. Here again the focus is out of context, whereas in a Waldorf classroom, as Nancy Foster mentioned she would assess various "manners" situations and help the children work through situations that arise.

I was also noticed how the day is focused on these activities and little on play and movement. Even though there is a station for language arts, with sand paper letters that children can trace for themselves, and cut out letters they can draw with and
books to peruse, the Waldorf approach seems more attuned with the natural way language is learned. In Waldorf, rich and beautiful language is used in stories, poems, verses and songs. Even as the Montessori teacher mentioned, language is acquired naturally in the "sensitive period" when a child easily and effortlessly masters the structure and sound of language, without being taught. She acknowledged this known fact about language acquisition, but the approach she uses doesn't maximize this process as much and as richly as a Waldorf curriculum.

A very interesting lecture, and one that certainly confirms to me that Waldorf education is richer, more attuned to the complete needs of a growing child, and is centered more deeply on true living processes. Waldorf doesn't just give information to children, it educates them and allows them to become truly and fully human.

There is a review of Montessori from a Waldorf teacher's perspective, Douglas J. Gabriel, in his book "The Spirit of Childhood". This book is available from the Rudolf Steiner Lending Library:

http://rslibrary.anthroposophy.org/

This is a great service and allows you to peruse hard to find Waldorf books, find the ones that are most valuable, and at a fraction of the cost of buying them yourself.

After finding some favorites, you might be interested in buying a copy yourself. I would recommend Bob and Nancy's Waldorf book site. They have been so supportive of the homeschooling conference, Bringing Waldorf Home; I am really appreciative of their help!

http://www.waldorfbooks.com/