That’s how to solve issues of controversy and make effective changes in an organization!
This is not the only motive for quoting this article though. This is the other reason:
There is yet another reason for making the sections more visible within the society. It would provide a structural basis for exploring with our colleagues—often our selves with different hats—the relationship between the society and the many independent anthroposophical institutions and organizations. Although legally and economically independent, our anthroposophical organizations are doing the work of the sections of the Anthroposophical Society. The introductory courses of Foundation Years are General Section activity of the society. Teacher training programs are Pedagogical Section work, not of the school, but of the society.
Teachers do the work of the Anthroposophical Society. Now, what is that work, exactly? And why and how is it done on the Society’s behalf? How does the Anthroposophical Society and its causes benefit from providing children with an education? Or is it, perhaps, that waldorf education is not ‘just’ an alternative form of education, but an important branch of a spiritual organization? Critics will reply, yes. Waldorf schools would probably reply, no, they or their teachers are not doing, or have not been trained to do, the work of the Anthroposophical Society… If they presented their task like that, they’d attract fewer families. I don’t think there’s a doubt about that.
If waldorf teacher training is there to do the work of the Anthroposophical Society, one might reasonably ask if teacher training is really there to produce good teachers who will eventually work to benefit the children entrusted to them, or if its true raison d’être is something quite different, i e, to produce teachers who will work to benefit the Society and anthroposophy in some manner under the guise of education. One might ask whose interests are served by this teacher training, and indirectly by the waldorf schools. They are ‘doing the work […] of the Anthroposophical Society’. This is clear enough. What are the implications for waldorf charter schools? No need to restrict this question to charter schools, by the way; it could, and should, be applied in relation to all of waldorf education, and, in particular, tax-funded waldorf.