The initial period of childhood is essentially about adapting to and incarnating on Earth and establishing a provisional balance between the "spiritual" and the "physical," between the prenatal cosmic and the earthly factors. During this time, according to Rudolf Steiner, "all the forces of a child's organization emanate from the neurosensory system. . . . By bringing respiration into harmony with neurosensory activity, we draw the spirit-soul element into the child's physical life." Peter Selg investigates how children's early experience of the world begins as an undifferentiated sensory relationship to their phenomenological environment. This aspect of a child's incarnation leads to leaning through imitation and to the process of recognizing "the Other" as a separate entity with which to interact. In this cogent work, Peter Selg describes the early stages of childhood from the perspectives of conventional scientific and spiritual-scientific-- anthropological and anthroposophic--research with the purpose of encouraging a new educational attitude in working with young children. In his numerous references to early childhood development, this was Rudolf Steiner's most important and urgent purpose.
Author: Rudolf Steiner
Publisher: James Currey Publishers
Release Date: 1997
Rudolf Steiner begins this course of lectures with a survey of the development of memory in the evolution of humankind. He then describes how people understood themselves and the world in the ancient Orient, and how this understanding manifested itself in the ancient mysteries. He follows their development from Babylonia to Greece, and shows the influence of the mysteries on the spiritual life of the present day.
How do we best help a child who is struggling? By learning to look carefully.Children's challenging behaviour -- such as bullying, attention problems, anxiety, memory problems or sensory-seeking behaviour -- can often be related to a developmental issue, and the best way to understand the behaviour, argues Adam Blanning, is through close observation of the child. Watching how a child moves, listens, eats or sleeps can offer valuable insights into a child's experience of the world, and help tell the child's story.This detailed book explores in depth the 'constitutional polarities' of children discussed by Rudolf Steiner, which in turn can lead to effective, individualised therapeutic approaches to challenging behaviour. Teachers, counsellors and medical doctors will find tools in this book to enrich their work with children. The constitutional pictures are accompanied by diverse therapeutic indications that will help children into new growth and maturation, from the inside out.
Author: Peter Selg
Release Date: 2014-09-08
Genre: BODY, MIND & SPIRIT
"Not only do we pass through the gate of death as immortal beings, we also enter through the gate of birth as unborn beings. We need the term unbornness, as well as the term immortality, to encompass the whole human being." (Rudolf Steiner) As anyone who has had a child knows, newborns enter the earthly world as beings different from their parents. They arrive with their own individuality, being, and history. From the beginning, they manifest an essential dignity and a unique "I," which they clearly brought with them from the spiritual world. This unborn life of a person's higher individuality guides the whole process of incarnation. It frames our lives, but we fail to recognize this because of a single-minded focus on immortality, or life-after-death, which makes us forget the reality of our "unbornness." This unbornness extends not only from conception to birth, but also includes the whole existence and history of one's "I" in its long journey from the spiritual world to Earth. Unbornness-the other side of eternity-allows us to experience the fact that birth is just as great a mystery as is death. In a new and striking way, unbornness poses the mystery of our human task on Earth. It was one of Rudolf Steiner's great gifts that he returned the concept of unbornness to human consciousness and language. In this brief, stunning, and moving, almost poetic work, Peter Selg gathers the key elements and images needed to begin an understanding of-and wonder at-the vast scope of our unbornness. Drawing on and expanding on Steiner's work, as well as Raphael's Sistine Madonna and the poems of Nelly Sachs and Rainer Maria Rilke, Selg unveils this deepest mystery of human existence. After reading it, one will never look at a child or another human being in the same way again. Life after death life before birth; only by knowing both do we know eternity. (Rudolf Steiner) Unbornness is a translation of Ungeborenheit: Die Praexistenz des Menschen und der Weg zur Geburt (Verlag Ita Wegman Institut, 2009).
12 lectures, various cities, November 19, 1922-August 30, 1924 (CW 218) By the time of this second collection of Steiner's public lectures on Waldorf education, the Waldorf school movement was gaining increasing recognition. In this collection, as in the previous volume, Steiner is outspoken about the spiritual nature of human beings and the world, including the spiritual nature of Waldorf education. Topics include: Education and Teaching The Art of Teaching from an Understanding of the Human Being Education and Art Education and the Moral Life Introduction to a Eurythmy Performance Why Base Education on Anthroposophy? Waldorf Pedagogy Anthroposophy and Education Moral and Physical Education Educational Issues Original book: Geistige Zusammenhänge in der Gestaltung des Menschlichen Organismus, vol. 218 of the Complete Works of Rudolf Steiner,
Education for Nonviolence describes how we can actually do something about our increasingly violent world. Few in the media draw a clear connection between the all-too-frequent tragedies we hear and read about in the news each day and the way as parents and teachers we raise and educate our children. Abstract concepts, rote learning, and standardized tests cannot develop the emotional and social intelligence our children need later in life to build relationships, contribute to society, and succeed in the workplace. The author describes how Waldorf independent and charter schools provide much-needed pathways toward wholeness--sensory and nature-based education; the arts; character education; community building; traditions of hospitality; meeting the needs of boys...to name just a few of the topics covered in this book. Waldorf schools are founded on the social ideals grounded in an abiding belief that our schools can make a crucial difference in building a future society that is less violent, more just, and truly compassionate. May this book help us rededicate ourselves to our social mission as we celebrate a century of Waldorf education in 2019
Author: Peter Selg
Release Date: 2014-09-08
Genre: BODY, MIND & SPIRIT
Rudolf Steiners extraordinary ability to perceive the inner nature and development of children provided insights at many levels and areas of the creative learning process. He spoke of this ability as a precondition for all forms of healthy childhood educationincluding special educationand suggested that teachers should develop such a capacity within themselves., Dr. Peter Selg discusses Steiners views on childhood development, how teachers can look at children, and ways that these approaches can be used to develop lessons and classroom activities to deal with behavioral extremes and learning challenges.
This fully revised edition of Understanding the Steiner Waldorf Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Steiner Waldorf early childhood approach. It enables the reader to analyse the essential elements of the Steiner Waldorf Approach to early childhood and its relationship to quality early years practice. Covering all areas of the curriculum including observation and assessment, child development, play, repetition and the environment, this new edition has been updated to reflect recent curriculum changes and explore the influence of media and technology. Including a new chapter on expanding the Steiner Waldorf approach to work with children from birth to three, the book: describes the key principles of the Steiner Waldorf approach to early childhood with examples from Steiner settings; provides an accessible and objective overview of a key pedagogical influence on high quality early years practice in the United Kingdom; highlights the key ideas that practitioners should consider when reviewing their own practice; contains summaries of key points and reflective practice questions to help students and practitioners engage with the ideas in the book. can be used as the basis for continuing professional development and action research. Written to support the work of all those in the field of early years education and childcare, this text is essential reading for students, practitioners, leaders, managers and all those wanting to improve their early years practice.
These talks are perhaps the best introduction to Steiner's ideas on Waldorf education. Given to a small group on his last visit to England in 1924, Steiner shows the need for teachers to develop themselves by transforming their natural gifts, and how teachers can use humor to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything with the awareness that children are citizens of both the spiritual and the physical worlds.
With love, humour and brilliant insight, Ben-Aharon addresses some of the most critical questions of our age, ranging from artificial intelligence and global politics to education and postmodern philosophy. Although tackling diverse subject-matter, this accessible anthology – delivered initially as lectures in locations as contrasting as New York, Oslo and Munich – features a coherent inner rhythm. With his lively and intense presentation, the speaker invites us to share and participate in the creative process and the dynamic activity of incarnating new ideas – indeed, to awaken to the very Spirit of our Time. Ben-Aharon discusses his investigations into the Spiritual Event of the 21st Century; the working of spiritual beings in America, Central Europe, Scandinavia and Israel; the renewal of education; the creative transformation of antisocial forces; Israel’s diverse culture in the midst of the clash of civilizations; the new Christ Event and how it can break through our habitual patterns and our hardened thinking, feeling and will; and the mission of the anthroposophical movement in our time. Informed throughout by decades of spiritual research and intimate experience, this volume contains mature and illuminating explorations into contemporary culture, history and spiritual science.
Rudolf Steiner entrusted the Esoteric Section and the Mathematics and Astronomy Section at the Goetheanum in Dornach, Switzerland, to Elisabeth Vreede (1879-1943) because of her special abilities. He commented, "Miss. Vreede is one of the people who best understands my lectures." Elisabeth Vreede was recognized as the "esoterically educated" member of Steiner's governing body. Nevertheless, in 1935 she was stripped of all her positions at the Goetheanum in Dornach and prevented from resuming them. Lili Kolisko wrote of her, "Dr. Elisabeth Vreede was a member of the Executive Council whose opinion was considered of very little or--one could almost say--no importance." Herbert Hahn wrote to Elisabeth Vreede, "I feel we must thank your loyal custodial task and your unfailing enthusiasm for all of Anthroposophy for much, much more than we can grasp at this time." This book--employing numerous, previously unpublished documents dealing with tragic misunderstandings in the anthroposophical movement--offers testimony to the greatness of this singular individual.
Author: Rudolf Steiner
Release Date: 1996-07-01
Genre: BODY, MIND & SPIRIT
This text, outlining a new methodology for the study of human nature, dates from 1910 and was found after Rudolf Steiner's death among his unpublished papers. Steiner had dealt with the same theme earlier in lectures. Asked for a written version, he tried to write down what he had said, but found himself unable to do so-the language would not completely relinquish the words. Nevertheless, what he was able to put down remains a major intellectual and spiritual accomplishment of the twentieth century. Steiner presents anthroposophy, which lies between anthropology and theosophy, as a way of studying the human being. Where anthropology studies the human being on the basis of the senses-i.e. by observation within the limits of the scientific method-theosophy recognizes the human as a spiritual being on the basis of inner experience and seeks to understand what it means to be human in a spiritual world. Between these two approaches-basically those of science and religion-lies anthroposophy, which seeks to study human beings as they present themselves to physical observation, while at the same time seeking to derive indications of the spiritual foundations of phenomena by a process of phenomenological intensification. The results of such phenomenological intensification, though fragmentary and incomplete, are of enormous importance. They constitute the first steps toward a truly cognitive psychology, one that demonstrates the richness of the phenomenological approach to the human being as a sensory organism. Starting from there, Steiner unfolds the seven life processes, the nature of I-experience, the meaning of the human form, and its complex relation to higher spiritual worlds. This is a key work, whose time has truly arrived.
As early as 1884, while tutoring a boy with special needs, Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life. Steiner originally published the essay at the core of this book in 1907. It represents his earliest ideas on education, in which he lays out the soul spiritual processes of human development, describing the need to understand how the being of a child develops through successive births, beginning with the physical body s entry into earthly life, and culminating in the emergence of the I-being with adulthood. Also included here are several early lectures on education (1906 1911). Contents: The Education of the Child in the Light of Spiritual Science, essay Teaching from a Foundation of Spiritual Insight, Berlin, May 14, 1906 Education in the Light of Spiritual Science, Cologne, December 1, 1906 Education and Spiritual Science, Berlin, January 24, 1907 Interests, Talent, and Educating Children, Nuremberg, November 14, 1910 Interests, Talent, and Education, Berlin, January 12, 1911 "
Author: Rudolf Steiner
Publisher: Rudolf Steiner Press
Release Date: 2000
Genre: Body, Mind & Spirit
One of Steiner's most complete introductions to modern spirituality. Based on the stream of Rosicrucian teaching -- not old ideas from historical tradition, but a wholly new contribution arising from the results of his experiential research -- he portrays the Rosicrucian path as most appropriate for modern spiritual seekers. He warns that this should not be taken as abstract theory but as spiritual ideas that must reach into daily activity and transform every aspect of life. He describes the law of destiny, life after death, developing spiritual sight, human evolution, and much more.