The problem with Waldorf is how much is based on blatant pseudoscience: https://en.wikipedia.org/wiki/Waldorf_education https://en.wikipedia.org/wiki/Waldorf_e

The problem with Waldorf is how much is based on blatant pseudoscience: https://en.wikipedia.org/wiki/Waldorf_education https://en.wikipedia.org/wiki/Waldorf_education > Steiner considered children's cognitive, emotional, and behavioral development to be interlinked.[81] When students in a Waldorf school are grouped, it is generally not by a focus on academic abilities.[54]: 89 Instead, Steiner adapted the pseudoscientific proto-psychological concept of the classic four temperaments – melancholic, sanguine, phlegmatic, and choleric.[82] [snip] > Today, Waldorf teachers may work with these pseudoscientific "temperaments" to design instruction for each student. Seating arrangements and class activities may take into account the supposed temperaments of students but this is often not described to parents, students, or observers.[90][91] Do kids have different personalities? Yes. Should education take that into account, in some fashion? Possibly. Is a Medieval conception of "personality" linked to "fluids" the way to do that? I'm pretty sure we can do better with the benefit of centuries of hindsight and actual research. > Experts have called into question the quality of this phenomenological approach if it fails to educate Waldorf students on basic tenets of scientific fact.[111] The Waldorf approach is said to cultivate students with "high motivation" but "average achievement" in the sciences.[112] One study conducted by California State University at Sacramento researchers outlined numerous theories and ideas prevalent throughout Waldorf curricula that were patently pseudoscientific and steeped in magical thinking. These included the idea that animals evolved from humans, that human spirits are physically incarnated into "soul qualities that manifested themselves into various animal forms", that the current geological formations on Earth have evolved through so-called "Lemurian" and "Atlantiean" epochs, and that the four kingdoms of nature are "mineral, plant, animal, and man". All of these are directly contradicted by mainstream scientific knowledge and have no basis in any form of conventional scientific study. Contradictory notions found in Waldorf textbooks are distinct from factual inaccuracies occasionally found in modern public school textbooks, as the inaccuracies in the latter are of a specific and minute nature that results from the progress of science. The inaccuracies present in Waldorf textbooks, however, are the result of a mode of thinking that has no valid basis in reason or logic.[113] This unscientific foundation has been blamed for the scarcity of systematic empirical research on Waldorf education as academic researchers hesitate in getting involved in studies of Waldorf schools lest it hamper their future career.[114] There is a difference between a philosophy of how to teach kids actual material and a so-called "philosophy" which results in teaching kids nonsense. It also leads to a question: If you remove the pseudoscience, is it still Waldorf?