Archetype 2002 Booklet
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Documentation of the Conference for 25 Years EMAS in September 2020
Between economic recovery and the European Green Deal Pathways for corporate sustainability management BETWEEN ECONOMIC RECOVERY AND THE EUROPEAN GREEN DEAL Legal Notice Published by The Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (BMU) Division G I 4, Environment and Economy, Sustainable Corporate Governance 11055 Berlin Email: [email protected] · Internet: www.bmu.de Editors The Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (BMU): Division G I 4, Environment and Economy, Sustainable Corporate Governance: Annette Schmidt- Räntsch, Sascha Klapproth adelphi consult GmbH: Daniel Weiß Office of the German EMAS Advisory Board (UGA): Frank Kermann European Commission, Directorate-General Environment: Friederike Detry Text and content Daniel Weiß (adelphi), Frank Kermann (UGA) pertext, Berlin As at December 2020 Download www.bmu.de, search EMAS; www.emas.de/25 (conference short film) Table of contents Programme for the virtual conference on 29 September 2020 4 Introduction 7 Conference outcomes 8 → Florian Pronold, Parliamentary State Secretary at the Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 8 → Keynote by Kęstutis Sadauskas, Director of Circular Economy and Green Growth of the Directorate-General Environment of the European Commission 10 → Panel: Potential and challenges of sustainable business practices as drivers for overcoming current crises and transforming the economy 12 → Panel: Climate management and climate neutrality – Companies between -
Morality and Ethics in Education
Waldorf Journal Project #10 April 2008 AWSNA Morality and Ethics in Education #1 Compiled and edited by David Mitchell “Reverence for life affords me my fundamental principle of morality, namely that good consists in maintaining, assisting, and enhancing life, and that to destroy, to harm, or to hinder life is evil” —Albert Schweitzer Waldorf Journal Project #10 April 2008 AWSNA Morality and Ethics in Education #1 Printed with support from the Waldorf Curriculum Fund Published by: AWSNA Publications The Association of Waldorf Schools of North America 65-2 Fern Hill Road Ghent, NY 12075 © 2008 byAWSNA Publications Waldorf Journal Project #10 Title: Morality and Ethics in Education #1 Translators: Ted Warren, Jan-Kees Saltet, Jon McAlice, Karin Di Giacomo Editor: David Mitchell Proofreader: Ann Erwin Gratitude is expressed to the editors of Steinerskolen and the individual authors for granting permissions to translate the essays for North America. contEnts Foreword ............................................................................................ 7 Education and the Moral Life by Rudolf Steiner ......................................................................... 9 Education of the Will as the Wellspring of Morality by Michaela Glöckler ................................................................... 13 Human Development and the Forces of Morality by Ernst-Michael Kranich............................................................ 23 Conscience and Morality by Karl Brodersen ....................................................................... -
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Schweiz Suisse Svizzera Svizra X – 2020 Mitteilungen aus dem anthroposophischen Leben Nouvelles de la vie anthroposophique Notiziario della vita antroposofica Anthroposophie L’Anthroposophie übernimmt Verantwortung prend ses responsabilités Feier zum 100-Jahr-Jubiläum der Fête pour le jubilé des 100 ans de la Anthroposophischen Gesellschaft in der Schweiz Société anthroposophique suisse Sonntag, 25. Oktober 2020, 10 bis 18 Uhr Dimanche 25 octobre 2020, de 10 à 18 heures im Zelt Station Circus, Münchensteinerstrasse 103, 4053 Basel Station Circus, Münchensteinerstrasse 103, 4053 Bâle (Tram 10/11, Haltestelle M-Parc) (Tram 10/11, arrêt M-Parc) Programm Programme Einstimmung mit Musik, 10:00 Introduction avec musique, Antipe da Stella, Flöte; Antipe da Stella, flûte; Milena Kowarik, Cello Milena Kowarik, violoncelle Begrüssung, Marc Desaules 10:10 Accueil, Marc Desaules Peter Selg: Peter Selg: Die Aktualität des Vergangenen, La pertinence du passé, les conférences Rudolf Steiners Schweizer Vorträge 1920 – suisses 1920 de Rudolf Steiner – und die heutige Lage et la situation actuelle Pause 11:00 Pause Marc Desaules: 11:30 Marc Desaules: Der Impuls der Anthroposophischen Gesellschaft L’impulsion de la Société anthroposophique suisse in der Schweiz mit dem FondsGoetheanum avec le FondsGoetheanum pour soutenir zur Unterstützung der anthroposophischen le travail anthroposophique dans les différents Arbeit in den verschiedenen Lebensfeldern domaines de la vie Danielle Lemann: 12:00 Danielle Lemann: Die Anthroposophische Medizin in La médecine anthroposophique à une gesundheitskritischer Zeit époque critique pour la santé Johannes Wirz: 12:30 Johannes Wirz: Anthroposophische Ansätze zur Heilung Approches anthroposophiques de la guérison und Erhaltung der Bienen et de la protection des abeilles Mittagessen: 13:00 Repas de midi: Restauarant Tibits, Bhf SBB, Restauarant Tibits, gare CFF, Hinterausgang (inkl. -
Chapter Three a Call to Mindful Action
Chapter Three A seed is planted … A Call to Mindful Action In this chapter I will trace the origins of Steiner Education in Europe, its context and its emergence in Australia. From out of the ash destructive fires, sprouting seeds and green shoots emerge. (Korobacz 1988:1) I gaze out onto the street. It is unusually empty and quiet. Nothing is happening. Not even the dogs are barking. I am in Ubud and its Nyepi day on the Balinese religious calendar. On Nyepi the world expected to be clean and everything starts anew, with human beings demonstrating their symbolic control over themselves and the life force of the world. I had arrived on the eve of the festival unprepared. Even the automatic tellers were closed and there was nothing to eat. Fortunately food had been prepared the previous day and a simple nasi goreng (fried rice) was brought up to me for breakfast. What to do? I organise my writing table, I may as well commence work. I look out over the straw-coloured rice fields. Not a working duck in sight! A breeze ripples over the stooped and heavy-laden heads of rice. Over and against this peaceful scene I contemplate the chaos and turmoil in the Europe at the time my parents were born. Following the Armistice of November 11 1918 and the ensuing collapse of the Central Powers and with the Allied blockade still in effect, economic and social chaos ensued. In Germany, the growing ranks of the unemployed were swelled by the return of disgruntled soldiers from the Western Front and because of hunger and destitution, 114 many were driven to join active revolutionaries of many persuasions, of the right and left. -
Sergei Prokofieff the Threshold for More Than a Hundred Years
General Anthroposophical Society Annual Report 2001 Contents General Anthroposophical Society The General Anthroposophical Society ................................................................................................... 3 The Society World-wide ........................................................................................................................ 3 The Annual Theme for 2002/03 ............................................................................................................. 4 School of Spiritual Science The Sections General Anthroposophical Section.......................................................................................................... 5 Section for Mathematics and Astronomy ................................................................................................ 6 Medical Section .................................................................................................................................... 6 Science Section and Agriculture Department .......................................................................................... 7 Pedagogical Section.............................................................................................................................. 9 Art Section ..........................................................................................................................................10 Section for the Spiritual Striving of Youth ..............................................................................................11 -
Globalization, Post-Materialism and Threefolding
id43049218 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com GLOBALIZATION, POST-MATERIALISM AND THREEFOLDING http://www.cadi.ph/Features/Feature_11_Post_Mat.htm 07/26/2007 GLOBALIZATION, POST-MATERIALISM AND THREEFOLDING[1] By Nicanor Perlas[2] Abstract The September 11, 2001 terrorist attacks in New York and the Battle of Genoa in July 2001 in Italy captures the present power configuration of the world. Three worldviews are struggling for control over the future of the planet. These three worldviews are characterized and labeled, broadly, as Jihad, McWorld, and Civitas. McWorld is the world of the dominant materialistic modernity that governs the world. Jihad is the fundamentalist response of tradition, not just Islam, to McWorld. The world of Civitas is the world of post-materialism seeking a more spiritual approach, different from McWorld and Jihad, to world challenges. An elite form of globalization associated with McWorld has taken over the planet with disastrous consequences. This elite form of globalization is forcing humanity to ask fundamental questions about the nature and meaning of ’s relationship with it. human existence, about societies and civilizations, and about the nature of nature and humanity The questions of McWorld cannot be answered from the consciousness of McWorld nor Jihad. It requires a post-material consciousness, perspective and action to address the problems spawned by elite globalization today. Fortunately, there is a massive awakening throughout the world today in connection with a more spiritual approach and response to the challenge of McWorld. Ronald Inglehart documents the broad contours of this new awakening. -
Vida Y Obra De Eugen Kolisko 255 Peter Selg
ABRIL · MAYO · JUNIO 2016 53 sumario Editorial 254 Joan Gasparin Vida y obra de Eugen Kolisko 255 Peter Selg Manual de Agrohomeopatía 269 Radko Tichavsky Joan Gamper 22 · 08014 BARCELONA TEL. 93 430 64 79 · FAX 93 363 16 95 [email protected] www.sociedadhomeopatica.com 253. Boletín53 Editorial Apreciado Socio/a, Este Boletín, está conformado por un interesante Dossier sobre Agroho- meopatía. Ha sido por casualidad que podamos contar con el profesor Radko Tichavsky, una de las personas que más está contribuyendo al desa- rrollo de la homeopatía para los cultivo y para las plantas. Creemos que es un profesional con unas ideas que van muy en la línea que seguimos en la escuela; y, además, es un tema poco desarrollado a nivel bi- bliográfico. Es por esta razón, que estamos muy contentos de poder contar con la posibilidad de organizar un Seminario sobre Holohomeopatía para la Agricultura, los próximos 23 y 24 de Julio. Estamos seguros que será una buena oportunidad de conocer a este maestro. Esperemos que nos pueda aclarar las dudas sobre la utilización de los remedios homeopáticos para la mejora y el rendimiento de las plantas. Hemos incluido también la biografía del matrimonio Kolísko. Fueron discí- pulos de Rudolf Steiner, pionero en la utilización de los remedios homeopá- ticos para las plantas; sus ideas de biodinámica son aún, hoy en día, de máxima actualidad. Los estudios de los austriacos Eugen y Lili Kolísko, y, posteriormente, de cientos de investigadores más, marcaron una línea científica en agrohomeopatía. Reciban un saludo. Joan Gasparin Presidente de la Sociedad Española Homeopatía Clásica .254 Boletín53 PETER SELG VIDA Y OBRA DE EUGEN KOLISKO 21. -
Sustainability Report 2011
Profile of SEKEM’s Report on Sustainable Development 2011 The reporting period of the Report on Sustainable well, the hard facts in the Performance Report will update Development 2011 is January to December 2011 and thus them on the newest developments. continues the Sustainable Development story of the 2010 If not otherwise stated, the scope includes all SEKEM report that had been published at the end of August 2011. companies as of page 18-19, excluding SEKEM Europe SEKEM uses the report for communicating on all four and Predators. Where stated, the SEKEM Development dimensions of the Sustainable Development Flower including Foundation was included into the data. The basis for this the financial statement. report is mainly deduced from certified management and In this fifth Report on Sustainable Development, some changes quality management systems. We aimed to ensure that the were made regarding the structure. We have separated the data and information provided in this report is as accurate descriptive part of our approach to sustainable development as possible. Wherever data is based on estimations and/or from the annual hard facts. This was done to make the other limitations apply, this is indicated. In cases of significant information more accessible for all readers. For those just changes, these are described directly in the context. getting to know what SEKEM is all about, reading the first part A detailed index of the information requested by the GRI will be a good start. For those who already know SEKEM quite 3 and the Communication on Progress (CoP) of the UN Global Compact is provided at page 84 to 92. -
Rudolf Steiner. Przyczynek Do Biografii
Michał Głażewski Uniwersytet Pedagogiczny im. KEN w Krakowie 1 Rudolf Steiner. Przyczynek do biografii Przedmiotem artykułu jest życie i dzieło Rudolfa Steinera austriackiego filozofa, reformatora społecznego, architekta i ezoteryka, którzy na początku XX wieku zainicjował ruch duchowy, oparty na antropozofii jako ezoterycznej filozofii z korzeniami w niemieckiej filozofii idealistycznej i teozofii. Steiner próbował znaleźć syntezę między nauką a mistycyzmem; jego dzieło filozoficzne, które nazwał wiedzą duchową, miało stać się drogą poznania umożliwiającą połączenie racjonalizmu filozofii zachodniej oraz wewnętrznych, duchowych dymensji człowieka. Steiner był również czynny w wielu dziedzinach artystycznych – w dramacie, sztuce ruchu (opracował nową formę artystyczną – eurytmię) i architekturze, co znalazło swoją kulminację w budowli Goetheanum, kulturalnym centrum mieszczącym wszystkie rodzaje wiedzy i sztuki. Artykuł ukazuje kilka praktycznych aplikacji antropozoficznej koncepcji świata i człowieka Steinera, m.in. pedagogikę waldorfską, rolnictwo biodynamiczne i medycynę antropozoficzną. Słowa kluczowe: pedagogika waldorfska, antropozofia, eurytmia, Goetheanum, Rudolf Steiner, wiedza duchowa Rudolf Steiner urodził się 27 lutego 1861 roku w Murakirály (region Muraköz), na terenie ówczesnych Węgier, a od 1867 roku Cesarstwa Austro-Węgierskiego – obecnie ta miejscowość nosi nazwę donji Kraljewec i leży w Chorwacji (Medjimurje); zmarł 30 marca 1925 roku w dornach, w Szwajcarii. Był najstarszym dziec - kiem Johanna Steinera (1829-1910) i Franciszki Steiner z domu Blie (1834-1918). Filozof, pedagog, działacz społeczny, polihistor, przyrodnik, dramaturg, artysta, architekt, twórca antro - pozofii, autor alternatywnej koncepcji człowieka, cywilizacji, całego Kosmosu 2. Jego ogromna spuścizna zawarta 1 Niniejszy artykuł stanowi zwiastun biografii Rudolfa Steinera, planowanej na rok 2014. Nie powstałby w tym kształcie bez in - spiracji i uwag merytorycznych Barbary Kowalewskiej (Amsterdam/holandia), tłumaczki i autorki książek o antropozofii i pedagogice waldorfskiej. -
Winter Cities and Mood Disorder Akkerman
TRAMES, 2014, 18(68/63), 1, 19–37 WINTER-CITIES AND MOOD DISORDER: OBSERVATIONS FROM EUROPEAN CITY-FORM AT THE END OF LITTLE ICE AGE Abraham Akkerman University of Saskatchewan Abstract. The rise of modernity in Europe, from the close of the Renaissance to the Second Industrial Revolution, had spanned the period of the Little Ice Age, and was manifest by intensifying urbanization. Europeans in cities during cold days of the late LIA were able to seek warm shelter much easier than their forerunners in earlier times or their contemporaries in colonial America. But at higher latitudes during autumn and winter, daytime shelter deprived people of sunlight. The likely outcome, depression, had been a prominent trait among the founders of modern science and philosophy, many of whom lived in northern Europe. A rich source of perceptually stimulating spatial contrast, historic European city-form, compact and conducive to street walking, had been a visceral catalyst to intellectual exploration, while at the same time it had provided also a partial remedy to some of the mood disorder. Such observation is relevant to contemporary winter-cities. Keywords: Little Ice Age, city-form, mind and the environment, existentialism, winter- cities DOI: 10.3176/tr.2014.1.02 1. Introduction In “The morphology of landscape” (1925) Carl O. Sauer had introduced the notion of cultural landscape as the imposition of culture upon nature. Defined by the shared myths, beliefs and behavioral standards, Sauer’s cultural landscape is manifest in human intervention in natural landscape. Technology, as one of the more important aspects of culture, has been changing our lived space, primarily through considerations of expediency related to the human body, while bodily experiences have been changing accordingly and, in turn, have often driven advances of technological change. -
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Volume 1, Number 1 (2021) Begriff (Concept) Clark S. Muenzer To cite this article: Muenzer, Clark S. “Begriff (Concept).”Goethe-Lexicon of Philosophical Concepts 1, no. 1 (2021): 20–44. To link to this article: https://doi.org/10.5195/glpc.2021.34 Published by the University Library System, University of Pittsburgh. Entries in this Lexicon are licensed under a Creative Commons Attribution 4.0 United States License. Copyright © the Author(s). Begriff (Concept) The lexeme Begriff1 marks Goethe’s ongoing reconstruction of the traditional philosophical concept across a variety of disciplinary practices. In its most developed articulations, it also works transcendentally to establish the conditions of possibility for thought and intelligibility on a dynamic plane of verbal experimentation and reinven- tion that cuts immanently through the world. Unlike the clear and distinct concepts of rationalist metaphysics, which function as fixed universals beyond the reach of the senses, Goethe’s extensive usages and ongoing con- ceptualizations of Begriff draw on an expressive power within language to generate sequences of cognitive moves and moments of transitional understanding that stand in close relation to each other and can be gathered in graded series to be saved for further observation, description, reflection, and reconfiguration. Through its successive lin- guistic manifestations, moreover, and in line with Goethe’s heterodox approach to systematic philosophy, Begriff lays out force fields of verbal and philosophical activity and discovery with fluid and permeable borders. In ways comparable to the power of reflective judgment in Kant’s third critique, which dispenses with the categories of the understanding and their determining judgments to work intuitively within the world of living forms (Gestalten), Goethe’s lebendiger Begriff (living concept) proves to be a more encompassing structure of thought and its process- es than the conceptual machinery of orthodox metaphysical systems with their regulatory regimes of limit-setting terms. -
Chapter 1 Waldorf Teacher Education
Chapter 1 Waldorf Teacher Education: Methodology of the Study Section 1 Introduction 1. Background information The primary focus of most of the literature on Steiner or Waldorf Education ~ whether couched in ways variously intending to theorise, compare, inform, expound, or extol ~ has been on the question of how children (whether of early childhood, primary or high school years) should be educated. The main aim of this thesis is to explore the question of how Waldorf teachers should be educated. In order to begin to tackle this seemingly straightforward question it seemed logical to begin at the beginning, that is, with the theory underlying what Waldorf teachers were being educated for. Steiner’s educational theory is explicit in maintaining that education is about facilitating the process of becoming more human. But aren’t we human enough already? What does it mean to become more human? How are human beings (for so long referred to as ‘Man’) constituted? What is ‘Man’? In some ways the trend of the questioning is reminiscent of, and inevitably leads to, the Classical Greek injunction “O Man. Know Thyself”1. It was in contemplating these questions that the realisation came of what the underlying core of the thesis would be. Something had to be said about what Steiner believed the human being to be, and therefore how the education of the human being should proceed. More specifically still, how the teachers who were to implement the 1 This injunction was engraved above the portal of the temple of Apollo at Delphi. 2 educational ideas would themselves be educated.