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Tuesday, May 7, 2019

Anthroposophy

From Wikipedia, the free encyclopedia

Anthroposophy is a philosophy founded by the 19th century esotericist Rudolf Steiner that postulates the existence of an objective, intellectually comprehensible spiritual world, accessible to human experience. Followers of anthroposophy aim to develop mental faculties of spiritual discovery through a mode of thought independent of sensory experience. They also aim to present their ideas in a manner verifiable by rational discourse and specifically seek a precision and clarity in studying the spiritual world mirroring that obtained by natural historians in investigations of the physical world. 

The philosophy has its roots in German idealist and mystical philosophies. Steiner chose the term anthroposophy (from anthropo-, human, and Sophia, wisdom) to emphasize his philosophy's humanistic orientation. Anthroposophical ideas have been employed in alternative movements in many areas including education (both in Waldorf schools and in the Camphill movement), agriculture, medicine, banking, organizational development, and the arts. The main organization for advocacy of Steiner's ideas, the Anthroposophical Society, is headquartered at the Goetheanum in Dornach, Switzerland.

The historian of religion Olav Hammer has termed anthroposophy "the most important esoteric society in European history." Authors, scientists, and physicians including Michael Shermer, Michael Ruse, Edzard Ernst, David Gorski, and Simon Singh have criticized anthroposophy's application in the areas of medicine, biology, agriculture, and education to be dangerous and pseudoscientific. Others including former Waldorf pupil Roger Rawlings, activist Dan Dugan, and historian Geoffrey Ahern have criticized anthroposophy itself as a dangerous cult that is fundamentally anti-rational and anti-scientific.

History

The early work of the founder of anthroposophy, Rudolf Steiner, culminated in his Philosophy of Freedom (also translated as The Philosophy of Spiritual Activity and Intuitive Thinking as a Spiritual Path). Here, Steiner developed a concept of free will based on inner experiences, especially those that occur in the creative activity of independent thought.

By the beginning of the twentieth century, Steiner's interests turned almost exclusively to spirituality. His work began to interest others interested in spiritual ideas; among these was the Theosophical Society. From 1900 on, thanks to the positive reception his ideas received from Theosophists, Steiner focused increasingly on his work with the Theosophical Society, becoming the secretary of its section in Germany in 1902. During his leadership, membership increased dramatically, from just a few individuals to sixty-nine lodges.

By 1907, a split between Steiner and the Theosophical Society became apparent. While the Society was oriented toward an Eastern and especially Indian approach, Steiner was trying to develop a path that embraced Christianity and natural science. The split became irrevocable when Annie Besant, then president of the Theosophical Society, presented the child Jiddu Krishnamurti as the reincarnated Christ. Steiner strongly objected and considered any comparison between Krishnamurti and Christ to be nonsense; many years later, Krishnamurti also repudiated the assertion. Steiner's continuing differences with Besant led him to separate from the Theosophical Society Adyar. He was subsequently followed by the great majority of the Theosophical Society's German members, as well as many members of other national sections.

By this time, Steiner, had reached considerable stature as a spiritual teacher and expert in the occult. He spoke about what he considered to be his direct experience of the Akashic Records (sometimes called the "Akasha Chronicle"), thought to be a spiritual chronicle of the history, pre-history, and future of the world and mankind. In a number of works, Steiner described a path of inner development he felt would let anyone attain comparable spiritual experiences. In Steiner's view, sound vision could be developed, in part, by practicing rigorous forms of ethical and cognitive self-discipline, concentration, and meditation. In particular, Steiner believed a person's spiritual development could only occur after a period of moral development.

Second Goetheanum, seat of the Anthroposophical Society
 
In 1912, the Anthroposophical Society was founded. After World War I, the Anthroposophical movement took on new directions. Followers of Steiner's ideas soon began applying them to create counter-cultural movements in traditional and special education, farming, and medicine.

By 1923, a schism had formed between older members focused on inner development and younger members eager to become active in contemporary social transformations. In response, Steiner attempted to bridge the gap by establishing an overall School for Spiritual Science. As a spiritual basis for the reborn movement, Steiner wrote a "Foundation Stone Meditation" which remains a central touchstone of anthroposophical ideas.

Steiner died just over a year later, in 1925. The Second World War temporarily hindered the anthroposophical movement in most of Continental Europe, as the Anthroposophical Society and most of its practical counter-cultural applications were banned by the Nazi government. Though at least one prominent member of the Nazi Party, Rudolf Hess, was a strong supporter of anthroposophy, very few anthroposophists belonged to the National Socialist Party.

By 2007, national branches of the Anthroposophical Society had been established in fifty countries and about 10,000 institutions around the world were working on the basis of anthroposophical ideas.

Etymology and earlier uses of the word

Anthroposophy is an amalgam of the Greek terms ἄνθρωπος (anthropos = "human") and σοφία (sophia = "wisdom"). An early English usage is recorded by Nathan Bailey (1742) as meaning "the knowledge of the nature of man."

Ignaz Paul Vitalis Troxler
 
The first known use of the term anthroposophy occurs within Arbatel de magia veterum, summum sapientiae studium, a book published anonymously in 1575 and attributed to Heinrich Cornelius Agrippa. The work describes anthroposophy (as well as theosophy) variously as an understanding of goodness, nature, or human affairs. In 1648, the Welsh philosopher Thomas Vaughan published his Anthroposophia Theomagica, or a discourse of the nature of man and his state after death. 

The term began to appear with some frequency in philosophical works of the mid- and late-nineteenth century. In the early part of that century, Ignaz Troxler used the term "anthroposophy" to refer to philosophy deepened to self-knowledge, which he suggested allows deeper knowledge of nature as well. He spoke of human nature as a mystical unity of God and world. Immanuel Hermann Fichte used the term anthroposophy to refer to "rigorous human self-knowledge," achievable through thorough comprehension of the human spirit and of the working of God in this spirit, in his 1856 work Anthropology: The Study of the Human Soul. In 1872, the philosopher of religion Gideon Spicker used the term anthroposophy to refer to self-knowledge that would unite God and world: "the true study of the human being is the human being, and philosophy's highest aim is self-knowledge, or Anthroposophy." 

In 1882, the philosopher Robert Zimmermann published the treatise, "An Outline of Anthroposophy: Proposal for a System of Idealism on a Realistic Basis," proposing that idealistic philosophy should employ logical thinking to extend empirical experience. Steiner attended lectures by Zimmermann at the University of Vienna in the early 1880s, thus at the time of this book's publication.

In the early 1900s, Steiner began using the term anthroposophy (i.e. human wisdom) as an alternative to the term theosophy (i.e. divine wisdom).

Central ideas

Spiritual knowledge and freedom

Anthroposophical proponents aim to extend the clarity of the scientific method to phenomena of human soul-life and spiritual experiences. Steiner believed this required developing new faculties of objective spiritual perception, which he maintained was still possible for contemporary humans. The steps of this process of inner development he identified as consciously achieved imagination, inspiration and intuition. Steiner believed results of this form of spiritual research should be expressed in a way that can be understood and evaluated on the same basis as the results of natural science.

Steiner hoped to form a spiritual movement that would free the individual from any external authority. For Steiner, the human capacity for rational thought would allow individuals to comprehend spiritual research on their own and bypass the danger of dependency on an authority such as himself.

Steiner contrasted the anthroposophical approach with both conventional mysticism, which he considered lacking the clarity necessary for exact knowledge, and natural science, which he considered arbitrarily limited to what can be seen, heard, or felt with the outward senses.

Nature of the human being

The Representative of Humanity, detail of a sculpture in wood by Rudolf Steiner and Edith Maryon.
 
In Theosophy, Steiner suggested that human beings unite a physical body of substances gathered from (and that ultimately return to) the inorganic world; a life body (also called the etheric body), in common with all living creatures (including plants); a bearer of sentience or consciousness (also called the astral body), in common with all animals; and the ego, which anchors the faculty of self-awareness unique to human beings.

Anthroposophy describes a broad evolution of human consciousness. Early stages of human evolution possess an intuitive perception of reality, including a clairvoyant perception of spiritual realities. Humanity has progressively evolved an increasing reliance on intellectual faculties and a corresponding loss of intuitive or clairvoyant experiences, which have become atavistic. The increasing intellectualization of consciousness, initially a progressive direction of evolution, has led to an excessive reliance on abstraction and a loss of contact with both natural and spiritual realities. However, to go further requires new capacities that combine the clarity of intellectual thought with the imagination, and beyond this with consciously achieved inspiration and intuitive insights.

Anthroposophy speaks of the reincarnation of the human spirit: that the human being passes between stages of existence, incarnating into an earthly body, living on earth, leaving the body behind and entering into the spiritual worlds before returning to be born again into a new life on earth. After the death of the physical body, the human spirit recapitulates the past life, perceiving its events as they were experienced by the objects of its actions. A complex transformation takes place between the review of the past life and the preparation for the next life. The individual's karmic condition eventually leads to a choice of parents, physical body, disposition, and capacities that provide the challenges and opportunities that further development requires, which includes karmically chosen tasks for the future life.

Steiner described some conditions that determine the interdependence of a person's lives, or karma.

Evolution

The anthroposophical view of evolution considers all animals to have evolved from an early, unspecialized form. As the least specialized animal, human beings have maintained the closest connection to the archetypal form; contrary to the Darwinian conception of human evolution, all other animals devolve from this archetype. The spiritual archetype originally created by spiritual beings was devoid of physical substance; only later did this descend into material existence on Earth. In this view, human evolution has accompanied the Earth's evolution throughout the existence of the Earth.
The evolution of man, Steiner said, has consisted in the gradual incarnation of a spiritual being into a material body. It has been a true "descent" of man from a spiritual world into a world of matter. The evolution of the animal kingdom did not precede, but rather accompanied the process of human incarnation. Man is thus not the end result of the evolution of the animals, but is rather in a certain sense their cause. In the succession of types which appears in the fossil record-the fishes, reptiles, mammals, and finally fossil remains of man himself — the stages of this process of incarnation are reflected.
Anthroposophy adapted Theosophy's complex system of cycles of world development and human evolution. The evolution of the world is said to have occurred in cycles. The first phase of the world consisted only of heat. In the second phase, a more active condition, light, and a more condensed, gaseous state separate out from the heat. In the third phase, a fluid state arose, as well as a sounding, forming energy. In the fourth (current) phase, solid physical matter first exists. This process is said to have been accompanied by an evolution of consciousness which led up to present human culture.

Ethics

The anthroposophical view is that good is found in the balance between two polar influences on world and human evolution. These are often described through their mythological embodiments as spiritual adversaries which endeavour to tempt and corrupt humanity, Lucifer and his counterpart Ahriman. These have both positive and negative aspects. Lucifer is the light spirit, which "plays on human pride and offers the delusion of divinity", but also motivates creativity and spirituality; Ahriman is the dark spirit that tempts human beings to "...deny [their] link with divinity and to live entirely on the material plane", but that also stimulates intellectuality and technology. Both figures exert a negative effect on humanity when their influence becomes misplaced or one-sided, yet their influences are necessary for human freedom to unfold.

Each human being has the task to find a balance between these opposing influences, and each is helped in this task by the mediation of the Representative of Humanity, also known as the Christ being, a spiritual entity who stands between and harmonizes the two extremes.

Applications

Flowforms in Darmstadt, Germany

The applications of anthroposophy to practical fields include:

Steiner/Waldorf education

This is a pedagogical movement with over 1000 Steiner or Waldorf schools (the latter name stems from the first such school, founded in Stuttgart in 1919) located in some 60 countries; the great majority of these are independent (private) schools. Sixteen of the schools have been affiliated with the United Nations' UNESCO Associated Schools Project Network, which sponsors education projects that foster improved quality of education throughout the world. Waldorf schools receive full or partial governmental funding in some European nations, Australia and in parts of the United States (as Waldorf method public or charter schools) and Canada. 

The schools have been founded in a variety of communities: for example in the favelas of São Paulo to wealthy suburbs of major cities; in India, Egypt, Australia, the Netherlands, Mexico and South Africa. Though most of the early Waldorf schools were teacher-founded, the schools today are usually initiated and later supported by a parent community. Waldorf schools are among the most visible anthroposophical institutions.

Biodynamic agriculture

Biodynamic agriculture, the first intentional form of organic farming, began in 1924, when Rudolf Steiner gave a series of lectures published in English as The Agriculture Course. Steiner is considered one of the founders of the modern organic farming movement.

Anthroposophical medicine

Steiner gave several series of lectures to physicians and medical students. Out of those grew an alternative medical movement intending to "extend the knowledge gained through the methods of the natural sciences of the present age with insights from spiritual science." This movement now includes hundreds of M.D.s, chiefly in Europe and North America, and has its own clinics, hospitals, and medical schools.

One of the most studied applications has been the use of mistletoe extracts in cancer therapy, but research has found no evidence of benefit.

Special needs education and services

In 1922, Ita Wegman founded an anthroposophical center for special needs education, the Sonnenhof, in Switzerland. In 1940, Karl König founded the Camphill Movement in Scotland. The latter in particular has spread widely, and there are now over a hundred Camphill communities and other anthroposophical homes for children and adults in need of special care in about 22 countries around the world. Both Karl König, Thomas Weihs and others have written extensively on these ideas underlying Special education.

Architecture

The First Goetheanum, designed by Steiner in 1920, Dornach, Switzerland.
 
Steiner designed around thirteen buildings in an organicexpressionist architectural style. Foremost among these are his designs for the two Goetheanum buildings in Dornach, Switzerland. Thousands of further buildings have been built by later generations of anthroposophic architects.

Architects who have been strongly influenced by the anthroposophic style include Imre Makovecz in Hungary, Hans Scharoun and Joachim Eble in Germany, Erik Asmussen in Sweden, Kenji Imai in Japan, Thomas Rau, Anton Alberts and Max van Huut in the Netherlands, Christopher Day and Camphill Architects in the UK, Thompson and Rose in America, Denis Bowman in Canada, and Walter Burley Griffin and Gregory Burgess in Australia. ING House in Amsterdam is a contemporary building by an anthroposophical architect which has received awards for its ecological design and approach to a self-sustaining ecology as an autonomous building and example of sustainable architecture.

Eurythmy

Together with Marie von Sivers, Steiner developed eurythmy, a performance art combining dance, speech, and music.

Social finance and entrepreneurship

Around the world today are a number of banks, companies, charities, and schools for developing co-operative forms of business using Steiner's ideas about economic associations, aiming at harmonious and socially responsible roles in the world economy. The first anthroposophic bank was the Gemeinschaftsbank für Leihen und Schenken in Bochum, Germany, founded in 1974. Socially responsible banks founded out of anthroposophy in the English-speaking world include Triodos Bank, founded in 1980 and active in the UK, Netherlands, Germany, Belgium, Spain and France. Cultura Sparebank dates from 1982 when a group of Norwegian anthroposophists began an initiative for ethical banking but only began to operate as a savings bank in Norway in the late 90s. La Nef in France and RSF Social Finance in San Francisco are other examples. 

Harvard Business School historian Geoffrey Jones traced the considerable impact both Steiner and later anthroposophical entrepreneurs had on the creation of many businesses in organic food, ecological architecture and sustainable finance.

Organizational development, counselling and biography work

Bernard Lievegoed, a psychiatrist, founded a new method of individual and institutional development oriented towards humanizing organizations and linked with Steiner's ideas of the threefold social order. This work is represented by the NPI Institute for Organizational Development in the Netherlands and sister organizations in many other countries. Various forms of biographic and counselling work have been developed on the basis of anthroposophy.

Speech and drama

There are also anthroposophical movements to renew speech and drama, the most important of which are based in the work of Marie Steiner-von Sivers (speech formation, also known as Creative Speech) and the Chekhov Method originated by Michael Chekhov (nephew of Anton Chekhov).

Art

Anthroposophic painting, a style inspired by Rudolf Steiner, featured prominently in the first Goetheanum's cupola. The technique frequently begins by filling the surface to be painted with color, out of which forms are gradually developed, often images with symbolic-spiritual significance. Paints that allow for many transparent layers are preferred, and often these are derived from plant materials. Rudolf Steiner appointed the English sculptor Edith Maryon as head of the School of Fine Art at the Goetheanum. Together they carved the 9 metre tall sculpture ‘The Representative of Man’ which is on display at the Goetheanum.

Other

Other applications include:

Social goals

For a period after World War I, Steiner was extremely active and well known in Germany, in part because he lectured widely proposing social reforms. Steiner was a sharp critic of nationalism, which he saw as outdated, and a proponent of achieving social solidarity through individual freedom. A petition proposing a radical change in the German constitution and expressing his basic social ideas (signed by Herman Hesse, among others) was widely circulated. His main book on social reform is Toward Social Renewal.

Anthroposophy continues to aim at reforming society through maintaining and strengthening the independence of the spheres of cultural life, human rights and the economy. It emphasizes a particular ideal in each of these three realms of society:
  1. Liberty in cultural life
  2. Equality of rights, the sphere of legislation
  3. Fraternity in the economic sphere

Esoteric path

Paths of spiritual development

According to Steiner, a real spiritual world exists, evolving along with the material one. Steiner held that the spiritual world can be researched in the right circumstances through direct experience, by persons practicing rigorous forms of ethical and cognitive self-discipline. Steiner described many exercises he said were suited to strengthening such self-discipline; the most complete exposition of these is found in his book How To Know Higher Worlds. The aim of these exercises is to develop higher levels of consciousness through meditation and observation. Details about the spiritual world, Steiner suggested, could on such a basis be discovered and reported, though no more infallibly than the results of natural science.
Anthroposophy is a path of knowledge, to guide the spiritual in the human being to the spiritual in the universe…. Anthroposophists are those who experience, as an essential need of life, certain questions on the nature of the human being and the universe, just as one experiences hunger and thirst.
Steiner regarded his research reports as being important aids to others seeking to enter into spiritual experience. He suggested that a combination of spiritual exercises (for example, concentrating on an object such as a seed), moral development (control of thought, feelings and will combined with openness, tolerance and flexibility) and familiarity with other spiritual researchers' results would best further an individual's spiritual development. He consistently emphasised that any inner, spiritual practice should be undertaken in such a way as not to interfere with one's responsibilities in outer life. Steiner distinguished between what he considered were true and false paths of spiritual investigation.

In anthroposophy, artistic expression is also treated as a potentially valuable bridge between spiritual and material reality.

Prerequisites to and stages of inner development

A person seeking inner development must first of all make the attempt to give up certain formerly held inclinations. Then, new inclinations must be acquired by constantly holding the thought of such inclinations, virtues or characteristics in one's mind. They must be so incorporated into one's being that a person becomes enabled to alter his soul by his own will-power. This must be tried as objectively as a chemical might be tested in an experiment. A person who has never endeavored to change his soul, who has never made the initial decision to develop the qualities of endurance, steadfastness and calm logical thinking, or a person who has such decisions but has given up because he did not succeed in a week, a month, a year or a decade, will never conclude anything inwardly about these truths.
— Rudolf Steiner, "On the Inner Life"
Steiner's stated prerequisites to beginning on a spiritual path include a willingness to take up serious cognitive studies, a respect for factual evidence, and a responsible attitude. Central to progress on the path itself is a harmonious cultivation of the following qualities:
  • Control over one's own thinking
  • Control over one's will
  • Composure
  • Positivity
  • Impartiality
Steiner sees meditation as a concentration and enhancement of the power of thought. By focusing consciously on an idea, feeling or intention the meditant seeks to arrive at pure thinking, a state exemplified by but not confined to pure mathematics. In Steiner's view, conventional sensory-material knowledge is achieved through relating perception and concepts. The anthroposophic path of esoteric training articulates three further stages of supersensory knowledge, which do not necessarily follow strictly sequentially in any single individual's spiritual progress.
  • By focusing on symbolic patterns, images, and poetic mantras, the meditant can achieve consciously directed Imaginations that allow sensory phenomena to appear as the expression of underlying beings of a soul-spiritual nature.
  • By transcending such imaginative pictures, the meditant can become conscious of the meditative activity itself, which leads to experiences of expressions of soul-spiritual beings unmediated by sensory phenomena or qualities. Steiner calls this stage Inspiration.
  • By intensifying the will-forces through exercises such as a chronologically reversed review of the day's events, the meditant can achieve a further stage of inner independence from sensory experience, leading to direct contact, and even union, with spiritual beings ("Intuition") without loss of individual awareness.

Spiritual exercises

Steiner described numerous exercises he believed would bring spiritual development; other anthroposophists have added many others. A central principle is that "for every step in spiritual perception, three steps are to be taken in moral development." According to Steiner, moral development reveals the extent to which one has achieved control over one's inner life and can exercise it in harmony with the spiritual life of other people; it shows the real progress in spiritual development, the fruits of which are given in spiritual perception. It also guarantees the capacity to distinguish between false perceptions or illusions (which are possible in perceptions of both the outer world and the inner world) and true perceptions: i.e., the capacity to distinguish in any perception between the influence of subjective elements (i.e., viewpoint) and objective reality.

Place in Western philosophy

Steiner built upon Goethe's conception of an imaginative power capable of synthesizing the sense-perceptible form of a thing (an image of its outer appearance) and the concept we have of that thing (an image of its inner structure or nature). Steiner added to this the conception that a further step in the development of thinking is possible when the thinker observes his or her own thought processes. "The organ of observation and the observed thought process are then identical, so that the condition thus arrived at is simultaneously one of perception through thinking and one of thought through perception."

Thus, in Steiner's view, we can overcome the subject-object divide through inner activity, even though all human experience begins by being conditioned by it. In this connection, Steiner examines the step from thinking determined by outer impressions to what he calls sense-free thinking. He characterizes thoughts he considers without sensory content, such as mathematical or logical thoughts, as free deeds. Steiner believed he had thus located the origin of free will in our thinking, and in particular in sense-free thinking.

Some of the epistemic basis for Steiner's later anthroposophical work is contained in the seminal work, Philosophy of Freedom. In his early works, Steiner sought to overcome what he perceived as the dualism of Cartesian idealism and Kantian subjectivism by developing Goethe's conception of the human being as a natural-supernatural entity, that is: natural in that humanity is a product of nature, supernatural in that through our conceptual powers we extend nature's realm, allowing it to achieve a reflective capacity in us as philosophy, art and science. Steiner was one of the first European philosophers to overcome the subject-object split in Western thought. Though not well known among philosophers, his philosophical work was taken up by Owen Barfield (and through him influenced the Inklings, an Oxford group of Christian writers that included J. R. R. Tolkien and C. S. Lewis).

Christian and Jewish mystical thought have also influenced the development of anthroposophy.

Union of science and spirit

Steiner believed in the possibility of applying the clarity of scientific thinking to spiritual experience, which he saw as deriving from an objectively existing spiritual world. Steiner identified mathematics, which attains certainty through thinking itself, thus through inner experience rather than empirical observation, as the basis of his epistemology of spiritual experience.

Relationship to religion

Christ as the center of earthly evolution

Steiner's writing, though appreciative of all religions and cultural developments, emphasizes Western tradition as having evolved to meet contemporary needs. He describes Christ and his mission on earth of bringing individuated consciousness as having a particularly important place in human evolution, whereby:
  • Christianity has evolved out of previous religions;
  • The being which manifests in Christianity also manifests in all faiths and religions, and each religion is valid and true for the time and cultural context in which it was born;
  • All historical forms of Christianity need to be transformed considerably to meet the continuing evolution of humanity.
Spiritual science does not want to usurp the place of Christianity; on the contrary it would like to be instrumental in making Christianity understood. Thus it becomes clear to us through spiritual science that the being whom we call Christ is to be recognized as the center of life on earth, that the Christian religion is the ultimate religion for the earth's whole future. Spiritual science shows us particularly that the pre-Christian religions outgrow their one-sidedness and come together in the Christian faith. It is not the desire of spiritual science to set something else in the place of Christianity; rather it wants to contribute to a deeper, more heartfelt understanding of Christianity.
Thus, anthroposophy considers there to be a being who unifies all religions, and who is not represented by any particular religious faith. This being is, according to Steiner, not only the Redeemer of the Fall from Paradise, but also the unique pivot and meaning of earth's evolutionary processes and of human history. To describe this being, Steiner periodically used terms such as the "Representative of Humanity" or the "good spirit" rather than any denominational term.

Divergence from conventional Christian thought

Steiner's views of Christianity diverge from conventional Christian thought in key places, and include gnostic elements:
  • One central point of divergence is Steiner's views on reincarnation and karma.
  • Steiner differentiated three contemporary paths by which he believed it possible to arrive at Christ:
    • Through heart-filled experiences of the Gospels; Steiner described this as the historically dominant path, but becoming less important in the future.
    • Through inner experiences of a spiritual reality; this Steiner regarded as increasingly the path of spiritual or religious seekers today.
    • Through initiatory experiences whereby the reality of Christ's death and resurrection are experienced; Steiner believed this is the path people will increasingly take.
  • Steiner also believed that there were two different Jesus children involved in the Incarnation of the Christ: one child descended from Solomon, as described in the Gospel of Matthew, the other child from Nathan, as described in the Gospel of Luke. (The genealogies given in the two gospels diverge some thirty generations before Jesus' birth, and 'Jesus' was a common name in biblical times.)
  • His view of the second coming of Christ is also unusual; he suggested that this would not be a physical reappearance, but that the Christ being would become manifest in non-physical form, visible to spiritual vision and apparent in community life for increasing numbers of people beginning around the year 1933.
  • He emphasized his belief that in the future humanity would need to be able to recognize the Spirit of Love in all its genuine forms, regardless of what name would be used to describe this being. He also warned that the traditional name of the Christ might be misused, and the true essence of this being of love ignored.

Judaism

Rudolf Steiner wrote and lectured on Judaism and Jewish issues over much of his adult life. He was a fierce opponent of popular antisemitism, but asserted that there was no justification for the existence of Judaism and Jewish culture in the modern world, a radical assimilationist perspective which saw the Jews completely integrating into the larger society. He also supported Émile Zola's position in the Dreyfus affair. Steiner emphasized Judaism's central importance to the constitution of the modern era in the West but suggested that to appreciate the spirituality of the future it would need to overcome its tendency toward abstraction.

In his later life, Steiner was accused by the Nazis of being a Jew, and Adolf Hitler called anthroposophy "Jewish methods". The anthroposophical institutions in Germany were banned during Nazi rule and several anthroposophists sent to concentration camps.

Important early anthroposophists who were Jewish included two central members on the executive boards of the precursors to the modern Anthroposophical Society, and Karl König, the founder of the Camphill movement, who had converted to Christianity. Martin Buber and Hugo Bergmann, who viewed Steiner's social ideas as a solution to the Arab–Jewish conflict, were also influenced by anthroposophy.

There are numerous anthroposophical organisations in Israel, including the anthroposophical kibbutz Harduf, founded by Jesaiah Ben-Aharon, forty Waldorf kindergartens and seventeen Waldorf schools (stand as of 2018). A number of these organizations are striving to foster positive relationships between the Arab and Jewish populations: The Harduf Waldorf school includes both Jewish and Arab faculty and students, and has extensive contact with the surrounding Arab communities, while the first joint Arab-Jewish kindergarten was a Waldorf program in Hilf near Haifa.

Christian Community

Towards the end of Steiner's life, a group of theology students (primarily Lutheran, with some Roman Catholic members) approached Steiner for help in reviving Christianity, in particular "to bridge the widening gulf between modern science and the world of spirit". They approached a notable Lutheran pastor, Friedrich Rittelmeyer, who was already working with Steiner's ideas, to join their efforts. Out of their co-operative endeavor, the Movement for Religious Renewal, now generally known as The Christian Community, was born. Steiner emphasized that he considered this movement, and his role in creating it, to be independent of his anthroposophical work, as he wished anthroposophy to be independent of any particular religion or religious denomination.

Reception

Anthroposophy's supporters include Pulitzer Prize-winning and Nobel Laureate Saul Bellow, Nobel prize winner Selma Lagerlöf, Andrei Bely, Joseph Beuys, Owen Barfield, architect Walter Burley Griffin, Wassily Kandinsky, Andrei Tarkovsky, Bruno Walter, Right Livelihood Award winners Sir George Trevelyan, and Ibrahim Abouleish, and child psychiatrist Eva Frommer. Albert Schweitzer was a friend of Steiner's and was supportive of his ideals for cultural renewal.

The historian of religion Olav Hammer has termed anthroposophy "the most important esoteric society in European history." Authors, scientists, and physicians including Michael Shermer, Michael Ruse, Edzard Ernst, David Gorski, and Simon Singh have criticized anthroposophy's application in the areas of medicine, biology, agriculture, and education to be dangerous and pseudoscientific. Others including former Waldorf pupil Dan Dugan and historian Geoffrey Ahern have criticized anthroposophy itself as a dangerous quasi-religious movement that is fundamentally anti-rational and anti-scientific.

Scientific basis

Though Rudolf Steiner studied natural science at the Vienna Technical University at the undergraduate level, his doctorate was in epistemology and very little of his work is directly concerned with the empirical sciences. In his mature work, when he did refer to science it was often to present phenomenological or Goethean science as an alternative to what he considered the materialistic science of his contemporaries.

Steiner's primary interest was in applying the methodology of science to realms of inner experience and the spiritual worlds (His appreciation that the essence of science is its method of inquiry is unusual among esotericists), and Steiner called anthroposophy Geisteswissenschaft (lit.: Science of the mind, or cultural or spiritual science), a term generally used in German to refer to the humanities and social sciences.

Whether this is a sufficient basis for anthroposophy to be considered a spiritual science has been a matter of controversy. As Freda Easton explained in her study of Waldorf schools, "Whether one accepts anthroposophy as a science depends upon whether one accepts Steiner's interpretation of a science that extends the consciousness and capacity of human beings to experience their inner spiritual world."

Sven Ove Hansson has disputed anthroposophy's claim to a scientific basis, stating that its ideas are not empirically derived and neither reproducible nor testable. Carlo Willmann points out that as, on its own terms, anthroposophical methodology offers no possibility of being falsified except through its own procedures of spiritual investigation, no intersubjective validation is possible by conventional scientific methods; it thus cannot stand up to empiricist critics. Peter Schneider describes such objections as untenable, asserting that that if a non-sensory, non-physical realm exists, then according to Steiner the experiences of pure thinking possible within the normal realm of consciousness would already be experiences of that, and it would be impossible to exclude the possibility of empirically grounded experiences of other supersensory content.

Olav Hammer suggests that anthroposophy carries scientism "to lengths unparalleled in any other Esoteric position" due to its dependence upon claims of clairvoyant experience, its subsuming natural science under "spiritual science." Hammer also asserts that the development of what she calls "fringe" sciences such as anthroposophic medicine and biodynamic agriculture are justified partly on the basis of the ethical and ecological values they promote, rather than purely on a scientific basis.

Though Steiner saw that spiritual vision itself is difficult for others to achieve, he recommended open-mindedly exploring and rationally testing the results of such research; he also urged others to follow a spiritual training that would allow them directly to apply his methods to achieve comparable results.

Anthony Storr stated about Rudolf Steiner's Anthroposophy: "His belief system is so eccentric, so unsupported by evidence, so manifestly bizarre, that rational skeptics are bound to consider it delusional.... But, whereas Einstein's way of perceiving the world by thought became confirmed by experiment and mathematical proof, Steiner's remained intensely subjective and insusceptible of objective confirmation."

Religious nature

As an explicitly spiritual movement, anthroposophy has sometimes been called a religious philosophy. In 1998 People for Legal and Non-Sectarian Schools (PLANS) started a lawsuit alleging that anthroposophy is a religion for Establishment Clause purposes and therefore several California school districts should not be chartering Waldorf schools; the lawsuit was dismissed in 2012 for failure to show anthroposophy was a religion. In 2000, a French court ruled that a government minister's description of anthroposophy as a cult was defamatory.

Statements on race

Anthroposophical ideas have been criticized from both sides in the race debate:
  • From the mid-1930s on, National Socialist ideologues attacked the anthroposophical world-view as being opposed to Nazi racist and nationalistic principles; anthroposophy considered "Blood, Race and Folk" as primitive instincts that must be overcome.
  • An academic analysis of the educational approach noted that "a naive version of the evolution of consciousness, a theory foundational to both Steiner's anthroposophy and Waldorf education, sometimes places one race below another in one or another dimension of development".
In response to such critiques, the Anthroposophical Society in America published a statement clarifying its stance:
We explicitly reject any racial theory that may be construed to be part of Rudolf Steiner's writings. The Anthroposophical Society in America is an open, public society and it rejects any purported spiritual or scientific theory on the basis of which the alleged superiority of one race is justified at the expense of another race.

Charter schools in the United States

From Wikipedia, the free encyclopedia

In 2003 Granada Hills Charter High School became the largest charter school in the United States
 
Charter schools in the United States are primary or secondary education institutions that do not charge fees to pupils who take state-mandated exams. These charter schools are subject to fewer rules, regulations, and statutes than traditional state schools, but receive less public funding than public schools, typically a fixed amount per pupil. There are both non-profit and for-profit charter schools, and only non-profit charters can receive donations from private sources.

As of 2016-2017 there were an estimated 6,900 public charter schools in 42 states and the District of Columbia (2016–17) with approximately 3.1 million students, a sixfold increase in enrollment over the past 15 years. In 2015 alone, more than 400 new charter schools opened while 270 schools closed due to low enrollment, lack of finances or low performance. Waiting lists grew from an average of 233 in 2009 to 277 in 2012, with places allocated by a lottery. They educate the majority of children in New Orleans Public Schools. Some charter schools provide a specialized curriculum (for example in arts, mathematics, or vocational training). Charter schools are attended by choice.

They may be founded by teachers, parents, or activists although state-authorized charters (schools not chartered by local school districts) are often established by non-profit groups, universities, or government entities. School districts may permit corporations to manage multiple charter schools. The first charter school law was in Minnesota in 1991. 

They sometimes face opposition from local boards, state education agencies, and unions. Public-school advocates assert that charter schools are designed to compete with public schools.

History

The charter school idea in the United States was originated in 1974 by Ray Budde, a professor at the University of Massachusetts Amherst. Albert Shanker, President of the American Federation of Teachers, embraced the concept in 1988, when he called for the reform of the public schools by establishing "charter schools" or "schools of choice." Gloria Ladson-Billings called him "the first person to publicly propose charter schools." At the time, a few schools already existed that were not called charter schools but embodied some of their principles, such as H-B Woodlawn

As originally conceived, the ideal model of a charter school was as a legally and financially autonomous public school (without tuition, religious affiliation, or selective student admissions) that would operate much like a private business—free from many state laws and district regulations, and accountable more for student outcomes rather than for processes or inputs (such as Carnegie Units and teacher certification requirements). 

Minnesota was the first state to pass a charter school law in 1991. California was second, in 1992. As of 2015, 43 states and the District of Columbia have charter school laws, according to the Center for Education Reform.

As of 2012 an authorizer other than a local school board has granted over 60 percent of charters across the country. Between 2009 and 2012, the percent of charter schools implementing performance-based compensation increased from 19 percent to 37 percent, while the proportion that is unionized decreased from 12 percent to 7 percent. The most popular educational focus is college preparation (30 percent), while 8 percent focus on Science, Technology, Engineering, and Mathematics. Another 16 percent emphasize Core Knowledge. Blended Learning (6 percent) and Virtual/Online learning (2 percent) are in use. When compared to traditional public schools, charters serve a more disadvantaged student population, including more low-income and minority students. Sixty-one percent of charter schools serve a student population where over 60 percent qualify for the federal Free or Reduced Lunch Program. Charter schools receive an average 36 percent less revenue per student than traditional public schools, and receive no facilities funds. The number of charters providing a longer school day grew from 23 percent in 2009 to 48 percent in 2012.

General structure and characteristics

The rules and structure of charter schools depend on state authorizing legislation and differ from state to state. A charter school is authorized to function once it has received a charter, a statutorily defined performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3–5 years.

Operational autonomy

Charter schools operate as autonomous public schools through waivers from many of the procedural requirements of district public schools. These waivers do not mean a school is exempt from the same educational standards set by the state or district. Charter advocates believe this autonomy can be critically important for creating an environment where operators can focus on a strong academic program. Many schools develop a school culture that maximizes student motivation by emphasizing high expectations, academic rigor, discipline, and relationships with caring adults.

Affirming students, particularly minority students in urban school districts, whose school performance is affected by social phenomena including stereotype threat, acting white, non-dominant cultural capital, and a "code of the street" may require the charter to create a carefully balanced school culture to meet peoples' needs in each unique context. Most teachers, by a 68 percent to 21 percent margin, say schools would be better for students if principals and teachers had more control and flexibility about work rules and school duties.

Accountability for student achievement

Charter schools are accountable for student achievement by their sponsor—a local school board, state education agency, university, or other entity—to produce positive academic results and adhere to the charter contract. While this accountability is one of the key arguments in favor of charters, evidence gathered by the United States Department of Education suggests that charter schools may not, in practice, be held to higher standards of accountability than traditional public schools. Typically, these schools are allowed to remain open, perhaps with new leadership or restructuring, or perhaps with no change at all. Charter school proponents assert that charter schools are not given the opportunities to restructure often and are simply closed down when students perform poorly on these assessments. As of March 2009, 12.5% of the over 5000 charter schools founded in the United States had closed for reasons including academic, financial, and managerial problems, and occasionally consolidation or district interference. A 2013 Study by the Center for Research on Education Outcomes (CREDO) at Stanford University institute linked overall improvement of the charter school sector to charter school closures, suggesting that charter schools as a whole are not getting better, but the closure of bad schools is improving the system as a whole.

Many charter schools are created with the original intent of providing a unique and innovative educational experience to its students. However, charter schools are still held accountable for test scores, state mandates, and other traditional requirements that often have the effect of turning the charter school into a similar model and design as the public schools.

Although the U.S. Department of Education's findings agree with those of the National Education Association (NEA), their study points out the limitations of such studies and the inability to hold constant other important factors, and notes that "study design does not allow us to determine whether or not traditional public schools are more effective than charter schools."

Chartering authorities

Chartering authorizers, entities that may legally issue charters, differ from state to state, as do the bodies that are legally entitled to apply for and operate under such charters. In some states, like Arkansas, the State Board of Education authorizes charters. In other states, like Maryland, only the local school district may issue charters. Some school districts may authorize charter schools as part of a larger program for systemic improvement, such as the Portfolio strategy. States including Arizona and the District of Columbia have created independent charter-authorizing bodies to which applicants may apply for a charter. The laws that permit the most charter development, as seen in Minnesota and Michigan, allow for a combination of such authorizers. As of 2012, 39% of charters were authorized by local districts, 28% by state boards of education, 12% by State Commissions, with the remainder by Universities, Cities and others.

Charter operators may include local school districts, institutions of higher education, non-profit corporations, and, in some states, for-profit corporations. Wisconsin, California, Michigan, and Arizona allow for-profit corporations to manage charter schools.

Caps

According to the National Alliance for Public Charter Schools, twenty-six states and the District of Columbia have some type of limit or cap on charter schools. These states restrict the number of charter schools that may be authorized or the number of students a single school can enroll.

Andrew Rotherham, co-founder of Education Sector and opponent of charter school caps, has written, "One might be willing to accept this pent-up demand if charter school caps, or the debate over them, were addressing the greater concern of charter school quality. But this is not the case. Statutory caps as they exist now are too blunt a policy instrument to sufficiently address quality. They fail to differentiate between good schools and lousy schools and between successful charter school authorizers and those with a poor track record of running charter schools. And, all the while, they limit public schooling options and choices for parents."

Demographics

The U.S. Department of Education's 1997 First Year Report, part of a four-year national study on charters, was based on interviews of 225 charter schools in 10 states. The report found charters tended to be small (fewer than 200 students) and represented primarily new schools, though some schools had converted to charter status. Charter schools often tended to exist in urban locations, rather than rural. This study also found enormous variation among states. Charter schools tended to be somewhat more racially diverse, and to enroll slightly fewer students with special needs or limited English proficiency than the average schools in their state.

In 2012, the annual survey produced by the Center for Education Reform, a pro-charter school group, found that 60% of charter school students qualified for free or reduced lunches. This qualification is a common proxy for determining how many low-income students a given school enrolls. The same survey found that half of all charter school students fall into categories that are classified as 'at risk'."

Funding

Charter school funding is dictated by each state. In many states, charter schools are funded by transferring per-pupil state aid from the school district where the charter school student resides. Charters on average receive less money per-pupil than the corresponding public schools in their areas, though the average figure is controversial because some charter schools do not enroll a proportionate number of students that require special education or student support services. Additionally, some charters are not required to provide transportation and nutrition services. The Federal Elementary and Secondary Education Act, Part B, Sections 502–511 authorizes funding grants for charter schools. 

In August 2005, the Thomas B. Fordam Institute, a pro-charter group, published a national report of charter school finance. It found that across 16 states and the District of Columbia —which collectively enrolled 84 percent of that year's one million charter school students—, charter schools receive about 22 percent less public funding per-pupil than the district schools that surround them, a difference of about $1,800. For a typical charter school of 250 students, that amounts to about $450,000 per year. The study asserts that the funding gap is wider in most of twenty-seven urban school districts studied, where it amounts to $2,200 per student, and that in cities like San Diego and Atlanta, charters receive 40% less than traditional public schools. The funding gap was largest in South Carolina, California, Ohio, Georgia, Wisconsin and Missouri. The report suggests that the primary driver of the district-charter funding gap is charter schools' lack of access to local and capital funding. 

A 2010 study found that charters received 64 percent of their district counterparts, averaging $7,131 per pupil compared to the average per pupil expenditure of $11,184 in the traditional public schools in 2009/10 compared to $10,771 per pupil at conventional district public schools. Charters raise an average of some $500 per student in additional revenue from donors.

However, funding differences across districts remain considerable in most states that use local property taxes for revenue. Charters that are funded based on a statewide average may have an advantage if they are located in a low-income district, or be at a disadvantage if located in a high-income district.

Virtual charter schools

In November 2015, the first major study into online charter schools in the United States, the National Study of Online Charter Schools, was published. It found "significantly weaker academic performance" in maths and reading in such schools when they were compared to conventional ones. The study was the result of research carried out in 17 US states which had online charter schools, and was conducted by researchers from the University of Washington, Stanford University and Mathematica Policy Research. It concluded that keeping online pupils focused on their work was the biggest problem faced by online charter schools, and that in mathematics the difference in attainment between online pupils and their conventionally educated peers equated to the cyber pupils missing a whole academic year in school.

State-specific structure and regulations

State laws follow varied sets of key organizing principles based on the Citizens League's recommendations for Minnesota, American Federation of Teachers guidelines, or federal charter-school legislation (U.S. Department of Education). Principles govern sponsorship, number of schools, regulatory waivers, degree of fiscal/legal autonomy, and performance expectations.

Center for Education Reform ranking

Current laws have been characterized as either "strong" or "weak." "Strong-law" states mandate considerable autonomy from local labor-management agreements and bureaucracy, allow a significant number of charter schools to be authorized by multiple charter-granting agencies, and allocate a level of funding consistent with the statewide per pupil average. According to the Center for Education Reform, a pro-charter group, in 2015 the District of Columbia, Michigan, Indiana, Minnesota, and Arizona had the "strongest" laws in the nation. Maryland, Virginia and Kansas are home to the nation's "weakest" laws, according to the same ranking.

National evaluations

Multiple researchers and organizations have examined educational outcomes for students who attend charter schools. In general, urban charter schools may appear to be a good alternative to traditional urban schools for urban minority students in poor neighborhoods, if one looks strictly at test scores, but students in suburban charter schools do no better than those in traditional suburban schools serving a mostly middle-class white population.

Center for Research on Education Outcomes

CREDO studies charter schools and has completed two national reports for 2009 and 2013. The report is the first detailed national assessment of charter schools. The reports analyze the impact of charter schools in 26 states and find a steady improvement in charter school quality since 2009.

The authors state, "On average, students attending charter schools have eight additional days of learning in reading and the same days of learning in math per year compared to their peers in traditional public schools." Charter schools also have varying impacts on different demographic groups. Black students in charters get an extra 7 days of learning in reading. For low-income charter school students the advantage is 14 days of extra learning in reading and 22 days in math. English Language Learner students in charter schools see a 43-day learning advantage over traditional public school students in reading and an extra 36 days advantage in math.

Charter schools showed a significantly greater variation in quality between states and within states. For example, Arizona charter school students had a 29-day disadvantage in math compared to public school students but charter school students in D.C. had a 105-day advantage over their peers in public schools. While the obvious solution to the widely varying quality of charter schools would be to close those that perform below the level of public schools, this is hard to accomplish in practice as even a poor school has its supporters.

Criticism and debate

Stanford economist Caroline Hoxby criticized the study, resulting in a written debate with the authors. She originally argued the study "contains a serious statistical mistake that causes a negative bias in its estimate of how charter schools affect achievement," but after CREDO countered the remarks, saying Hoxby's "memo is riddled with serious errors" Hoxby revised her original criticism. The debate ended with a written "Finale" by CREDO that rebuts both Hoxby's original and revised criticism.

The National Education Policy Center has criticized the methods that CREDO has used in its studies. They criticized the CREDO studies for: "over-interpreting small effect sizes; failing to justify the statistical assumptions underlying the group comparisons made; not taking into account or acknowledging the large body of charter school research beyond CREDO's own work; ignoring the limitations inherent in the research approach they have taken, or at least failing to clearly communicate limitations to readers."

National Bureau of Economic Research study

In 2004, the National Bureau of Economic Research found data that suggested Charter Schools increase competition in a given jurisdiction, thus improving the quality of traditional public schools (noncharters) in the area. Using end-of-year test scores for grades three through eight from North Carolina's state testing program, researchers found that charter school competition raised the composite test scores in district schools, even though the students leaving district schools for the charters tended to have above average test scores. The introduction of charter schools in the state caused an approximate one percent increase in the score, which constitutes about one quarter of the average yearly growth. The gain was roughly two to five times greater than the gain from decreasing the student-faculty ratio by 1. This research could partially explain how other studies have found a small significant difference in comparing educational outcomes between charter and traditional public schools. It may be that in some cases, charter schools actually improve other public schools by raising educational standards in the area.

American Federation of Teachers study

A report by the American Federation of Teachers, a teachers' union, stated that students attending charter schools tied to school boards do not fare any better or worse statistically in reading and math scores than students attending public schools. This report was based on a study conducted as part of the National Assessment of Educational Progress in 2003. The study included a sample of 6000 4th grade pupils and was the first national comparison of test scores among children in charter schools and regular public schools. Rod Paige, the U.S. Secretary of Education from 2001 to 2005, issued a statement saying (among other things) that, "according to the authors of the data the Times cites, differences between charter and regular public schools in achievement test scores vanish when examined by race or ethnicity." Additionally, a number of prominent research experts called into question the usefulness of the findings and the interpretation of the data in an advertisement funded by a pro-charter group. Harvard economist Caroline Hoxby also criticized the report and the sample data, saying "An analysis of charter schools that is statistically meaningful requires larger numbers of students."

Caroline Hoxby studies

A 2000 paper by Caroline Hoxby found that charter school students do better than public school students, although this advantage was found only "among white non-Hispanics, males, and students who have a parent with at least a high school diploma". Hoxby released a follow up paper in 2004 with Jonah Rockoff, Assistant Professor of Economics and Finance at the Columbia Graduate School of Business, claiming to have again found that charter school students do better than public school students. This second study compared charter school students "to the schools that their students would most likely otherwise attend: the nearest regular public school with a similar racial composition." It reported that the students in charter schools performed better in both math and reading. It also reported that the longer the charter school had been in operation, the more favorably its students compared.

Criticism

The paper was the subject of controversy in 2005 when Princeton assistant professor Jesse Rothstein was unable to replicate her results. Hoxby's methodology in this study has also been criticized, arguing that Hoxby's "assessment of school outcomes is based on the share of students who are proficient at reading or math but not the average test score of the students. That's like knowing the poverty rate but not the average income of a community—useful but incomplete." How representative the study is has also been criticized, as the study is only of students in Chicago.

Learning gains studies

A common approach in education evaluation research is to compare the learning gains of individual students in charter schools to their gains when they were in traditional public schools. Thus, in effect, each student acts as his/her own control to assess the impact of charter schools. A few selected examples of this work find that charter schools on average outperform the traditional public schools that supplied students, at least after the charter school had been in operation for a few years. A possible limitation of this type of study is that it does not automatically distinguish between possible benefits of how the school operates (e.g. school structure) and possible peer effects, that is, effects of students on each other. At the same time, there appears to be a wide variation in the effectiveness of individual charter schools.

Meta-analyses

A report issued by the National Alliance for Public Charter Schools, released in July 2005 and updated in October 2006, looks at twenty-six studies that make some attempt to look at change over time in charter school student or school performance. Twelve of these find that overall gains in charter schools were larger than other public schools; four find charter schools' gains higher in certain significant categories of schools, such as elementary schools, high schools, or schools serving at risk students; six find comparable gains in charter and traditional public schools; and, four find that charter schools' overall gains lagged behind. The study also looks at whether individual charter schools improve their performance with age (e.g. after overcoming start-up challenges). Of these, five of seven studies find that as charter schools mature, they improve. The other two find no significant differences between older and younger charter schools.

A more recent synthesis of findings conducted by Vanderbilt University indicates that solid conclusions cannot be drawn from the existing studies, due to their methodological shortcomings and conflicting results, and proposes standards for future meta-analyses.

National Center for Education Statistics study

A study released on August 22, 2006 by the National Center for Education Statistics (NCES) found that students in charter schools performed several points worse than students in traditional public schools in both reading and math on the National Assessment of Educational Progress test. Some proponents consider this the best study as they believe by incorporating basic demographic, regional, or school characteristics simultaneously it "...  has shown conclusively, through rigorous, replicated, and representative research, whether charter schools boost student achievement ...", while they say that in the AFT study "...  estimates of differences between charter schools and traditional public schools are overstated." Critics of this study argue that its demographic controls are highly unreliable, as percentage of students receiving free lunches does not correlate well to poverty levels, and some charter schools do not offer free lunches at all, skewing their apparent demographics towards higher income levels than actually occur.

United States Department of Education study

In its Evaluation of the Public Charter Schools Program: Final Report released in 2003, the U.S. Department of Education found that, in the five case study states, charter schools were out-performed by traditional public schools in meeting state performance standards, but noted: "It is impossible to know from this study whether that is because of the performance of the schools, the prior achievement of the students, or some other factor."

Local evaluations of charter schools

Boston

A study in the Boston Public Schools (BPS) District compared Boston's charter schools to their district school peers as well as Boston's pilot schools, which are public schools that have been granted the flexibility to determine their own budgets, staffing, curricula, and scheduling but remain part of the local school district and subject to collectively bargained pay scales and seniority protections. The report performed analyses using both statistical controls and using pilot and charter applicant lotteries. 

The results using statistical controls to control for demographic and baseline state test scores found a positive effect among charter schools similar to a year spent in one of Boston's selective exam schools, with math scores, for instance, showing positive effects of 0.18 and 0.22 standard deviations for charter middle and high schools respectively compared to an effect of 0.20 and 0.16 standard deviations for exam schools. For pilot schools, the report found that in the middle school grades pilot school students modestly underperform relative to similar students attending traditional BPS schools (-0.05 standard deviations in ELA and -0.07 in math) while showing slightly positive results in the high school grades for pilot schools (0.15 standard deviations for writing and 0.06 for math). 

The results using a sub-sample of schools with random lottery results found very large positive effects in both math and ELA scores for charter schools, including 0.16 and 0.19 standard deviations in middle and high school ELA scores respectively and 0.36 and 0.17 standard deviations in middle and high school math scores respectively. Boston's pilot schools, however, showed a concerning negative effect in middle school math and ELA and a slightly positive effect in high school.

Los Angeles

CREDO evaluated the impact of charter schools in Los Angeles from 2008 to 2012. The study found that over 48% of Los Angeles charters outperform local public schools in reading and 44% percent of Los Angeles charters outperform local public schools in math. The study concludes they believe not every charter will outperform traditional public schools, but that conditions are well suited for growth. 

An evaluation of Los Angeles charter schools from 2002 to 2008, published in the American Journal of Education, contends that a rapidly diversifying group of schools in the period did not improve charter school student's performance relative to their public school peers.

New Orleans

A 2010 case study by the Harvard Business School examined the charter school reform efforts in New Orleans. Since Hurricane Katrina, the district is now composed of 70 Recovery School District (RSD) schools managed by the state (including 37 RSD charter schools) and 16 schools managed by the local Orleans Parish School Board (OPSB) (including 12 OPSB charter schools). Charter schools now account for more than 60% of the public schools in New Orleans. RSD Schools are a result of Act 9 of the Louisiana State Legislature passed in 2003 to manage under-performing schools throughout the state.

When evaluating New Orleans' schools against the 200 point index called the State Performance Index (SPI),19 of the 20 highest performing non-selective schools were charter schools. Charter schools affiliated with charter management organizations such as KIPP tended to perform better than stand-alone schools. The overall percentage of schools performing below the failing mark of 60 fell from 64% in 2005 to 36% in 2009. 

A 2015 study contends that although charter schools may seem to be improving the system overall, these metrics do not take into account race, as many of the underperforming charters primarily educate African-American students. It offers significant concern that current metrics for evaluation are ignoring significant portions of the population and that the media is not taking this into account when considering the impact of charter schools on New Orleans.

Policy and practice

As more states start charter schools, there is increasing speculation about upcoming legislation. In an innovation-diffusion study surveying education policy experts in fifty states, Michael Mintrom and Sandra Vergari (1997) found that charter legislation is more likely to be considered in states with poor test scores, Republican legislative control, and proximity to other states with high quality charter schools. Legislative enthusiasm, gubernatorial support, interactions with national authorities, and use of permissive charter-law models increase the chances for adopting what they consider stronger laws. He feels union support and restrictive models lead to adoption of what he considers weaker laws. 

The threat of vouchers, wavering support for public education, and bipartisan support for charters has led some unions to start charters themselves. Several AFT chapters, such as those in Houston and Dallas, have themselves started charters. In New York City, the United Federation of Teachers operates a charter school serving grades 9-12 in Brooklyn, NY. The National Education Association has allocated $1.5 million to help members start charter schools. Proponents claim that charters offer teachers a measure of empowerment, employee ownership, and governance that might be enhanced by union assistance (Nathan). Former President Bush's No Child Left Behind Act also promotes charter schools. 

Over two dozen private management companies are scrambling to increase their 10 percent share of a "more hospitable and entrepreneurial market" (Stecklow 1997). In the late 1990s Boston-based Advantage Schools Inc., a corporation specializing in for-profit schooling, has contracted to run charter schools in New Jersey, Arizona, and North Carolina. In July 2001, Advantage Schools, Inc. was acquired by Mosaica Education. The Education Development Corporation was planning in the summer of 1997 to manage nine nonsectarian charter schools in Michigan, using cost-cutting measures employed in Christian schools.

Public opinion

Historically, Americans have been evenly split on the idea of Charter schools, with a roughly even mix of support versus opposition between 2000-2005. There is also widespread sentiment that states should hold Charters accountable, with 80% thinking so in 2005. However, openness to Charter schools has been increasing especially among minority communities who have shifted opinions higher than the national average. A 2011 Phi Delta Kappa International-Gallup Poll reported that public support for charter schools stood at a "decade-high" of 70%.

Charter schools provide an alternative for educators, families and communities who are dissatisfied with educational quality and school district bureaucracies at noncharter schools. In early 2008, the Friedman Foundation for Educational Choice, a pro-charter organization, conducted two polls in primarily conservative states Idaho and Nevada where they asked parents about their preferences concerning education. In Idaho, only 12% of respondents said that their regular public school was their top choice for the children's school. Most preferred private schools over other options. In 2008, Polls conducted in the conservative states Georgia and Wyoming found similar results.

The charter approach uses market principles from the private sector, including accountability and consumer choice, to offer new public sector options that remain nonsectarian and non-exclusive. Many people, such as former President Bill Clinton, see charter schools, with their emphasis on autonomy and accountability, as a workable political compromise and an alternative to vouchers. Others, such as former President George W. Bush, see charter schools as a way to improve schools without antagonizing the teachers' union. Bush made charter schools a major part of his No Child Left Behind Act. Despite these endorsements, a recent report by the AFT has shown charter schools not faring as well as public schools on state administered standardized testing, though the report has been heavily criticized by conservatives like William G. Howell of the Brookings Institution. Other charter school opponents have examined the competing claims and suggest that most students in charter schools perform the same or worse than their traditional public school counterparts on standardized tests.

Both charter school proponents and critics admit that individual schools of public choice have the potential to develop into successful or unsuccessful models. In a May 2009 policy report issued by Education Sector, "Food for Thought: Building a High-Quality School Choice Market", author Erin Dillon argues that market forces alone will not provide the necessary supply and demand for excellent public schools, especially in low-income, urban neighborhoods that often witness low student achievement. According to Dillon, "In order to pressure all public schools to improve and to raise student achievement overall, school choice reforms need to not just increase the supply of any schools. They need to increase the supply of good schools, and parents who know how to find them." Drawing lessons from successful food and banking enterprises located in poor, inner-city neighborhoods, the report recommends that policymakers enhance the charter school market by providing more information to consumers, forging community partnerships, allowing for more flexible school financing, and mapping the quality of the education market.

Debate over funding

Nearly all charter schools face implementation obstacles, but newly created schools are most vulnerable. Some charter advocates claim that new charters tend to be plagued by resource limitations, particularly inadequate startup funds. Yet a few charter schools also attract large amounts of interest and money from private sources such as the Gates Foundation, the Walton Family Foundation, the Broad Foundation, and the NewSchools Venture Fund. Sometimes private businesses and foundations, such as the Ameritech Corporation in Michigan and the Annenberg Fund in California, provide support.

Although charter advocates recommend the schools control all per-pupil funds, charter advocates claim that their schools rarely receive as much funding as other public schools. In reality, this is not necessarily the case in the complex world of school funding. Charter schools in California were guaranteed a set amount of district funding that in some districts amounted to $800 per student per year more than traditional public schools received until a new law was passed that took effect in fall 2006. Charter advocates claim that their schools generally lack access to funding for facilities and special program funds distributed on a district basis. Congress and the President allocated $80 million to support charter-school activities in fiscal year 1998, up from $51 million in 1997. Despite the possibility of additional private and non-district funding, a government study showed that charter school may still lag behind traditional public school achievement.

Although charter schools may receive less public funding than traditional public schools, a portion of charter schools' operating costs can come from sources outside public funding (such as private funding in the form of donations). A study funded by the American Federation of Teachers found that in DC charter schools, private funding accounted for $780 per pupil on average and, combined with a higher level of public funding in some charters (mostly due to non-district funding), resulted in considerably higher funding when compared to comparable public schools. Without federal funding, private funding, and "other income", D.C. charter schools received slightly more on average ($8,725 versus $8,676 per pupil), but that funding was more concentrated in the better funded charter schools (as seen by the median DC charter school funding of $7,940 per pupil). With federal, private, and "other income", charter school funding shot up to an average of $11,644 versus the district $10,384 per pupil. The median here showed an even more unequal distribution of the funds with a median of $10,333. Other research, using different funding data for DC schools and including funding for school facilities, finds conflicting results.

Charters sometimes face opposition from local boards, state education agencies, and unions. Many educators are concerned that charter schools might siphon off badly needed funds for regular schools, as well as students. In addition, public-school advocates assert that charter schools are designed to compete with public schools in a destructive and harmful manner rather than work in harmony with them. To minimize these harmful effects, the American Federation of Teachers urges that charter schools adopt high standards, hire only certified teachers, and maintain teachers' collective-bargaining rights. 

According to a recent study published in December 2011 by the Center for Education Reform, the national percentage of charter closures were as follows: 42% of charter schools close as a direct result of financial issues, whereas only 19% of charter schools closed due to academic problems. Congress and the President allocated $80 million to support charter-school activities in fiscal year 1998, up from $51 million in 1997. Despite the possibility of additional private and non-district funding, a government study showed that charter school may still lag behind traditional public school achievement.

Co-location

Co-location or collocation of charter schools in public noncharter school buildings has been practiced in both New York City and Chicago and is controversial. Since students planning to attend charter schools are generally students who would have attended noncharter schools, co-location permits reassigning seating for the same students from one kind of school to the other in the same building, so that, while space might have to be rebuilt, entire schools do not have to be built from the ground up. The cost savings let more charter schools open. Co-location also permits the two kinds of schools to be visible to each other, thereby promoting school reform, especially within families whose children attend both schools in the same building. It may also mean that a government administration responsible for overseeing noncharter public schools loses political turf as it gives up space to independently-run charter schools.

Criticism

Difficulties with accountability

The basic concept of charter schools is that they exercise increased autonomy in return for greater accountability. They are meant to be held accountable for both academic results and fiscal practices to several groups, including the sponsor that grants them, the parents who choose them, and the public that funds them. Charter schools can theoretically be closed for failing to meet the terms set forth in their charter, but in practice, this can be difficult, divisive, and controversial. One example was the 2003 revocation of the charter for a school called Urban Pioneer in the San Francisco Unified School District, which first came under scrutiny when two students died on a school wilderness outing. An auditor's report found that the school was in financial disarray and posted the lowest test scores of any school in the district except those serving entirely non-English-speakers. It was also accused of academic fraud, graduating students with far fewer than the required credits. There is also the case of California Charter Academy, where a publicly funded but privately run chain of 60 charter schools became insolvent in August 2004, despite a budget of $100 million, which left thousands of children without a school to attend.

In March 2009, the Center for Education Reform released its latest data on charter school closures. At that time they found that 657 of the more than 5250 charter schools that have ever opened had closed, for reasons ranging from district consolidation to failure to attract students. The study found that "41 percent of the nation's charter closures resulted from financial deficiencies caused by either low student enrollment or inequitable funding," while 14% had closed due to poor academic performance. The report also found that the absence of achievement data "correlates directly with the weakness of a state's charter school law. For example, states like Iowa, Mississippi, Virginia and Wyoming have laws ranked either "D" or "F". Progress among these schools has not been tracked objectively or clearly." A 2005 paper found that in Connecticut, which it characterized as having been highly selective in approving charter applications, a relatively large proportion of poorly performing charter schools have closed. Under Connecticut's relatively weak charter law, only 21 charter schools have opened in all, and of those, five have closed. Of those, 3 closed for financial reasons. Charter school students in Connecticut are funded on average $4,278 less than regular public school students.

In a September 2007 public policy report, education experts Andrew Rotherham and Sara Mead of Education Sector offered a series of recommendations to improve charter school quality through increased accountability. Some of their recommendations urged policymakers to: (i) provide more public oversight of charter school authorizers, including the removal of poor-quality authorizers, (ii) improve the quality of student performance data with more longitudinal student-linked data and multiple measures of school performance, and (iii) clarify state laws related to charter school closure, especially the treatment of displaced students. All but 17% of charter school students show no improvement when compared to a heuristically modeled virtual twin traditional public school. Educational gains from switching to charter schools from public schools have on average been shown to be "small or insignificant" (Zimmer, et al.) and tend to decline over a span of time (Byrnes). Charter schools provided no substantial improvement in students' educational outcomes that could not be accounted for in a public school setting (Gleason, Clark and Clark Tuttle). Attrition rates for teachers in charter schools have shown annual rates as high as 40%. Students also tend to move from charter schools prior to graduation more often than do students in public schools (Finch, Lapsley and Baker-Boudissa). Charter schools are often regarded as an outgrowth of the Powell Manifesto advocating corporate domination of the American democratic process and are considered to represent vested interests' attempts to mold public opinion via public school education and to claim a share of this $500–600 billion-dollar industry.

Scalability

Whether the charter school model can be scaled up to the size of a public noncharter school system has been questioned, when teaching demands more from teachers and many noncharter teachers are apparently unable to teach in the way charters seek, as has been suggested by Arne Duncan, U.S. Secretary of Education, Diane Ravitch, education historian and former assistant U.S. education secretary, Mark Roosevelt, former schools chief for Pittsburgh, Penn., U.S., and Dave Levin, of the KIPP charters However, some, such as Eva Moskowitz of Success Academy Charter Schools, believe that the work is hard but performable and compensable and that the model can be scaled up.

Exploitation by for-profit entities

"The education industry," according to these analysts, "represents ... the final frontier of a number of sectors once under public control" that have either voluntarily opened or ... have "been forced" to open up to private enterprise. Indeed ..."the education industry represents the largest market opportunity" since health-care services were privatized during the 1970's ... From the point of view of private profit, one of these analysts enthusiastically observes, "The K–12 market is the Big Enchilada".
Critics have accused for-profit entities, (education management organizations, EMOs) and private foundations such as the Bill and Melinda Gates Foundation, the Eli and Edythe Broad Foundation, and the Walton Family Foundation of funding Charter school initiatives to undermine public education and turn education into a "Business Model" which can make a profit. According to activist Jonathan Kozol, education is seen as one of the biggest market opportunities in America or "the big enchilada".

Shift from progressive to conservative movement

Charters were originally a progressive movement (called the "small schools" movement) started by University of Massachusetts professor Ray Budde and American Federation of Teachers leader Al Shanker to explore best practices for education without bureaucracy. However, some critics argue that the charter movement has shifted into an effort to privatize education and attack teachers' unions. For example, education historian Diane Ravitch has estimated, as a "safe guess," that 95% of charters in the United States are non-union and has said that charters follow an unsustainable practice of requiring teachers to work unusually long hours.

Better student test scores / Teacher issues

According to a study done by Vanderbilt University, teachers in charter schools are 1.32 times more likely to leave teaching than a public school teacher. Another 2004 study done by the Department of Education found that charter schools "are less likely than traditional public schools to employ teachers meeting state certification standards." A national evaluation by Stanford University found that "students attending charter schools have eight additional days of learning in reading and the same days of learning in math per year compared to their peers in traditional public schools" (see earlier in this article). If the goal is increased competition, parents can examine the data and avoid the failing charters, while favoring the successful charters, and chartering institutions can decline to continue to support charters with mediocre performance.

It is as yet unclear whether charters' test results will affect the enacting of future legislation. A Pennsylvania legislator who voted to create charter schools, State Rep. Mark B. Cohen of Philadelphia, said that "Charter schools offer increased flexibility to parents and administrators, but at a cost of reduced job security to school personnel. The evidence to date shows that the higher turnover of staff undermines school performance more than it enhances it, and that the problems of urban education are far too great for enhanced managerial authority to solve in the absence of far greater resources of staff, technology, and state of the art buildings."

Admissions lottery

When admission depends on a random lottery, some hopeful applicants may be disappointed. A film about the admission lottery at the Success Academy Charter Schools (then known as Harlem Success Academy) has been shown as The Lottery. It was inspired by a 2008 lottery. The 2010 documentary Waiting for "Superman" also examines this issue. A lottery, however, ensures those in wealthier districts do not have a better chance of being accepted.

A lottery is a means of allocating a scarce resource, in this case a spot in a desirable charter school. They are used in schools that are at capacity. Other charter schools, whose goal is maximizing enrollment, do not employ a lottery.

Collective bargaining

Concern has also been raised about the exemption of charter school teachers from states' collective bargaining laws, especially because "charter school teachers are even more likely than traditional public school teachers to be beset by the burn-out caused by working long hours, in poor facilities." As of July 2009, "an increasing number of teachers at charter schools" were attempting to restore collective bargaining rights. Steven Brill, in his book, Class Warfare: Inside the Fight to Fix America's Schools (2011), changed his position on charter schools and unions. He said that after two years of researching school reform, he understood the complexities. He reversed his view of union leader Randi Weingarten and suggested she run the school system for a city.

Racial segregation

One study states that charter schools increase racial segregation. A UCLA report points out that most charter schools are located in African-American neighborhoods. However, a recent statistical analysis of racial segregation and performance outcomes in U.S. charter schools notes that studies on race and charter schools often incorrectly confound the inter-dependent variables of race and family income (poverty). Moreover, the authors conclude: "charter schools with a strong academic focus and "no-excuses" philosophy that serve poor black students in urban areas stand as contradictions to the general association between school-level poverty and academic achievement. These very high-poverty, high-minority schools produce achievement gains that are substantially greater than the traditional public schools in the same catchment areas."

Selective admission

Some charter schools may engage in selective admission of students likely to succeed. This may be accomplished through tests, evaluation of student records, or even interviews with children's parents.

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