Research Bulletin

Research Bulletin Volume XVIII • Number 1 Spring/Summer 2013 Volume XVIII á Number 1 for WaldorfResearch Institute Education

RESEARCH INSTITUTE FOR

RESEARCH INSTITUTE FOR WALDORF EDUCATION P.O. Box 307 Wilton, NH 03086 EDUCATIONWaldorf

Table of Contents

From the Editor Elan Leibner...... 3

From the Co-Director Douglas Gerwin...... 5

Neurology and Education Dennis Klocek...... 7

The Philosophical Roots of Waldorf Education Part Two: Fichte’s Primordial Intuition Frederick Amrine ...... 21

From Un-bornness to “I”-Consciousness: The Three Great Steps of Incarnation Michaela Glšckler...... 29

Teacher Education for Educational Wisdom Gert Biesta...... 35

Independent or Charter? Study of Teacher Choice Part One Liz Beaven...... 48

Language, Art, and Deep Study Elan Leibner...... 58

Report on the Online Waldorf Library Marianne Alsop ...... 63

Indices of Past Research Bulletins ...... 64

About the Research Institute for Waldorf Education...... 70

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1

From the Editor

Elan Leibner

ear Readers: that conference . Glšckler describes the three This issue of the Research Bulletin brings great steps of incarnation: taking hold of the Da host of offerings on the philosophy, body, taking hold of karma, and finding a way preparation, and practices of teachers in to express the ÒI AM .Ó With her customary Waldorf education, as well as research into insightfulness and clarity, she sheds light on the pedagogyÕs spiritual and neurological the challenges and opportunities that confront dimensions . We have four original articles from newly incarnated children and those who wish North America and two pieces that originated to work with them . in Europe . Gert Biesta is a new contributor to the Dennis Klocek offers an insightful Research Bulletin . A prolific writer and influential investigation into the spiritual significance thinker in European educational circles, he and pedagogical ramifications of current argues for a shift in the focus of teacher neurological research . Focusing primarily education, away from a narrow focus on skills on the autistic spectrum, he shows how and competences and towards an emphasis on anthroposophy can shed light on cutting-edge educational wisdom . Beside the worthy ideas brain imagery and findings on neuro-plasticity . themselves, North American Waldorf educators His article, taken from a lecture delivered at will do well to note the consequences of a professional conference, points the way governmental interference in education, which towards a holistic approach to working with often begins with good intentions but grows autistic-spectrum students . into a stranglehold that deadens education Frederick AmrineÕs series on the from the bottom up . philosophical roots of Waldorf education BiestaÕs insights are especially relevant continues with a challenging and important in conjunction with Liz BeavenÕs article, the chapter on the work of J .G . Fichte . Amrine first of two, that describes her research into contrasts FichteÕs approach to KantÕs dualism experiences of teachers who have moved with the one used by Goethe (see the previous between independent and charter schools . issue of the Research Bulletin, Vol . XVII No . 2), Hoping to bring actual data to an area that and anyone familiar with Rudolf SteinerÕs has tended to suffer from an abundance of Intuitive Thinking as a Spiritual Path will notice passion but a dearth of factual information, FichteÕs influence on that book . If Goethe Beaven interviewed ten teachers who have focused on the observational pole, Fichte delved taught in both independent Waldorf schools deeply into the intuitive element and was the and public charter schools . Regardless of oneÕs first to Òthink about thinkingÓ in SteinerÕs sense . opinion on the promise and perils of public Amrine again manages the rare feat of writing and independent Waldorf education, hearing about complex philosophical topics with fluidity from those who have worked in both settings is and grace . surely an important reality check . Michaela GlšcklerÕs lecture at the 2012 ÒAn Outline of a Study MethodologyÓ is the International Waldorf Early Childhood name of an article I wrote for a previous Bulletin Conference in Dornach, Switzerland, is (Vol . XVI No .1) . In the article for this for this reprinted here from the WECAN publication on Research BulletinÑa follow-up that is actually

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 4 • From the Editor the linguistic and philosophical background to the originalÑI explain the thought process that lies at the foundation of the methodology . Since the study approach has been used in schools and conferences in the intervening years, we thought that including this background would help deepen the understanding of all who wish to study in that way . Finally, a report from the Online Waldorf Library is here as always, and an index of past Research Bulletin issues is included for your convenience . Happy reading!

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 From the Co-Director

Douglas Gerwin

n a lecture shortly after the outbreak of at the Waldorf Early Childhood Association of World War I, Rudolf Steiner cautioned his North America (WECAN) for making this and Ilisteners against risks of turning oneÕs back further titles available for translation . on the advances in technology . ÒIt would be Finally, with the blessing of the Pedagogical the worst possible mistake to say that we Section Council of North America, we have should resist what technology has brought into posted in eBook form five of their celebrated modern life,Ó he said, Òby cutting ourselves off texts, including two by Johannes Tautz from modern life . In a certain sense this would (nicknamed the ÒhistorianÓ of the Waldorf be spiritual cowardice .Ó1 movement), one by J¿rgen Smit (based on his At the Research Institute this year, we lectures to North American Waldorf teachers have thrown ourselves fully into the world while he was head of the Pedagogical Section of technology with three projects that take in Dornach), and a collection of essays under advantage of this burgeoning medium . At the the title And Who Shall Teach the Teachers: The forefront of our efforts, thanks to the ongoing Christ Impulse in Waldorf Education. In addition, generosity of the Waldorf Curriculum Fund, we have converted into eBook format Henry have been several new series of freshly collected BarnesÕ little gem The Third Space, a study of the articles in the form of eBooks . A six-volume set, first Goetheanum building as a metaphor for under the title When Healing Becomes Learning, the underlying form of Waldorf education . brings together selected essays from the Journal Beyond these new ventures, the Research of Anthroposophical Medicine that will be of Institute continues to make available in eBook particular interest to readers of this Research form a lengthening list of titles, most of them Bulletin. We are grateful to our colleagues at brought out by AWSNA Publications . All of the Journal for their permission to draw from these materialsÑnumbering over 130 eBooks their rich archives . by nowÑare freely available on the Research Another series of eBooks, just begun, InstituteÕs OWL website . Marianne Alsop, who involves the translation of key books and serves as OWL librarian, reports separately on articles on education into Spanish . Until this this work in this issue of the Research Bulletin. year, we have been concentrating on the Behind the scenes, but still in the world translation of useful resources into English, of technology, we are working with our new primarily out of German . But with a widening webmaster to redesign and enhance the international readershipÑespecially of our InstituteÕs own website . In the meantime, Online Waldorf Library (OWL)Ñwe have the Research Institute is for the first time felt the need to make some of our resources sponsoring two overlapping rounds of its available to a fast-growing audience of Spanish popular course ÒTeaching Sensible ScienceÓ speakers and readers . The first in this new led by Michael DÕAleo, a Waldorf high school series, now posted on the OWL, is geared science teacher well known to regular readers towards readers interested in Rudolf SteinerÕs of the Bulletin. Starting in February, a new cycle indications on play . Originally entitled On the of this course was launched at the Waldorf Play of the Child, this text is now available as School of Baltimore; and a second cycle is Sobre el juego del niño. We thank our colleagues scheduled to begin later during the spring at

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 6 • From the -Co-Director the Seattle Waldorf School . Those interested in signing up for these coursesÑwhich meet for three weeks over the course of a yearÑcan contact the Research Institute for details or refer to the last issue of the Research Bulletin, Vol . XVII No . 2 . On other fronts, the Research Institute is supporting several research projects already announced in previous issues of the Research Bulletin and is preparing some new ones in collaboration with our colleagues in Europe . Stay tuned for updates! To those who responded to our annual giving campaign, we extend heartfelt thanks for your generosity and words of support and condolences, following the death of David Mitchell, co-director of the Research Institute, whose passing last June was reported in the last issue of the Research Bulletin . Those wishing to contribute to the appeal are welcome to forward donations to our office in Wilton, New Hampshire .

Endnote 1 . Rudolf Steiner, ÒTechnology and ArtÓ, Dornach, 28 December 1914, in GA 275 Art as Seen in the Light of Mystery Wisdom (London: Rudolf Steiner Press, 1984), p . 16 .

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Neurology and Education

Dennis Klocek

elcome 1. IÕd like to begin by reading a may come when scientists will be able quote from an article in the New York Review to make a valid approach to the study of Wof Books by the renowned Oliver Sacks, the nature of a spirit other than the spirit of a neurologist . It is wonderful little article human being . called ÒNeurology and the Soul .Ó2 He begins by quoting from one of his mentors, Wilder I use this quote as a beginning of my Penfield, who was a neurosurgeon: lecture because here is someone in the public eye, in the public domain, saying exactly the Wilder Penfield, a neurosurgeon, who same thing that we find in Spiritual Science . devoted his entire career to studying This points to the idea that maybe itÕs time seizures, arrived at the end of his life at for anthroposophy to bring to the sciences a view that memory, imagery, sensation, a cosmology that some scientists seem to and experience are be seeking, a cosmology Òengraved in the brain .Ó It’s time for anthroposophy that is currently lacking . The active faculties of will to bring to the sciences The dexterity of scientific or judgment are not in the experimenters and the rigor brain, are not represented insights from the language of the experiments has physiologically, but are of the spirit . yielded a treasure trove of transcendent functions . data and information that For Penfield, there was a biological are in urgent need for people with an education stream and a supra-biological stream that in the spiritual language to address . In speaking watches and directs the biological stream . with my colleagues at the conference here, In the patient, decision comes from the they find a need for cosmological insight in mind and engages the neurology . All brain their work with their clients and in the medical action is automatic and computational, profession in general . There is a need in the and yet humans are clearly not world to bring cosmology of the creation into automatons . The mind in PenfieldÕs view the scientific dialogue to provide something lacks memory or even a need for memory . that is felt to be missing . To be sure, cosmology It can open the memory files of the brain is not for everyone, but there are colleagues in a flash, but in reality it needs none of out there who would very much love to hear the physicality of the brain . However, the spiritual implications of research science . the mind does need energy, and that is So, this work of finding a cosmic reality in normally supplied by contact with a living data-driven science is what I feel I can bring brain . to you as a question and, I could even say, as And yet the mind may have a way a challenge: to find in the work that you do of surviving even bodily death . Penfield in science or in education a way to somehow believes that it may do this by establishing bring insights from the language of the spirit . an energy flow or energy relationship to IÕd like to begin by giving you a very curious the living or with the mind of God in the picture . In the work of Thomas Aquinas, there cosmos . Penfield concludes that the time is a concept called adequatio . Adequatio means

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 8 • Neurology and Education the equation of the thing and the mind . In the that was connecting to the inspiring thing, work of Thomas Aquinas, it was seen to be a whether it was an inspiring being or a tree kind of spiritual imperative that humans learn stump . Intention was the key . Brentano was how to equate the things in the world that are describing a very high level of will that had lost produced by the action of spiritual hierarchies its intentional or motive force of like and dislike with the activity of their own minds . If you as the force behind desire . In pure intent desire want to trace that back from Aquinas, the idea simply becomes the urge to know, the urge to of equation of the spiritual reality and the mind know that which is inspiring . It could manifest of a human goes back into alchemical thinking in the mind as a dialogue with a spiritual being from the 7th and 8th centuries . Equating of or insight into the spirituality of the archtype the thing and the mind in the ancient world of the tree that produced the stump, as the will was given in the formula: as above so below, as activity of a spiritual being . below so above, by the alchemical adept Hermes Now, the dilemma for Brentano was that Tresmegistus . the sense world and all of the environment of But in Thomas Aquinas there was actually learning around him in the late 1800s in the a call for a practice, a spiritual practice, university system in Vienna was going hell- wherein the practitioner would learn to assess bent-for-leather towards the physical realm, the degree of equation between the mind and and the whole realm of epistemology and the inspiring being . ThatÕs what he called knowledge was veering in the direction of adequatio . He was addressing, fundamentally, describing the minutia of how the eye operates the varieties of religious experience, as for and things like that . The intent was to pin down instance William James: how do I know that the elements of perception and cognition . The itÕs God talking to me and not me telling myself focus of the developing sense of psychology that God thinks IÕm really important? was moving towards detailed descriptions How do I work that out? Because maybe of the physical aspects of the perceptive GodÕs telling me IÕm really important, but apparatus . Into this environment Brentano not for the reasons I think . So the question of brought the idea from Thomas Aquinas that in adequatio, of equating the mind and the being the soul intent exists as a kind of a force that thatÕs inspiring was taken up by a teacher at allows a person to connect to an idea . the university in Vienna in the late 1800s . His At the end of his life, Brentano eventually name was Franz Brentano . made a complete reversal on his original Franz Brentano was what today we would experience of the transcendent aspect of call a ÒDon .Ó He was a real il professore . He Aquinas and went into the nuts and bolts of had many students and all the trappings of perception . He evolved towards the position academia around him, but he was a bit of a that there is nothing but the sense world . rebel . He was also a bit of a recluse, and he Think about it: if youÕre on the lineÑpublish brought this strange, almost metaphysical or perishÑand youÕre making your money idea from Thomas AquinasÑadequatioÑinto teaching at the university, and everybody his teachings of the theory of knowledge: is worried about the minutia of everything, how do we know that we know? ThatÕs if thatÕs the general focus of scientific called epistemology . And, in line with Thomas consciousness, and youÕre talking about Aquinas, what Brentano felt was that there mystical union with the spiritÑthatÕs a little was a force in the soul called intentionality or strange . intention . And intention was a vectoring force But in his teaching life at the university in the soul that allowed the person who had Brentano was very popular . And he had a intention to understand that it was his mind very illustrious student, Edmund Husserl .

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Husserl is the granddaddy of phenomenology Theory of mind is the common language as an academic and philosophical concern . today for people who are researching the Husserl inherited BrentanoÕs penchant for this autistic spectrum . The issue in the theory searching for how the mind interacts with that of mind is called Òmentalizing .Ó Mentalizing which is coming towards it . Husserl devised the is: one, I know I have a mind (thatÕs the first two philosophical categories of what he called symptom of mentalizing), and two, because I époque, which means bracketing . This concept know I have a mind, I can recognize mind in can be traced back to Goethe . To ÒbracketÓ others . This is cutting edge stuff for the study my thinking I need to get rid of any previous of whatÕs known as the autistic spectrum . implications or thought patterns, or imagery, or Where is the mind? What is the mind? ThatÕs feelings, or any kind of representation, if I really why I read the Oliver Sacks quote in the want to honor the phenomenon . We owe that beginning . If any of you has seen Awakenings work to Edmund Husserl, who took the impulse with Robin Williams, this film tells the true of what Goethe called Òhigher beholdingÓ story of British neurologist Oliver Sacks, who, and formed it into a very, very complex and in 1969, discovered beneficial effects of the profound philosophy . It is a philosophy that then-new drug L-Dopa . He administered it is at the root of psychology . In his later work to catatonic patients who had survived the Husserl reacted against BrentanoÕs insistence 1917Ð1928 epidemic of encephalitis lethargica . on the primacy of the sense object and went It was believed at that time that people who completely in the other direction . Where were in catatonia had no mind . Why? Because Brentano monitored the activity of his mind the theory of mind says you have to recognize while engaged with a sense object, Husserl mind, and if youÕre catatonic, thereÕs no way focused on the activity of the mind while to find out whether you recognize mind or engaging archetypal consciousness . He went not, because you show no symptoms of mind, completely away from the sense world . This is which is also an aspect of very low-functioning an interesting polarity . autism . Is there a mind there in this person? Now there was another very illustrious In Awakenings, the Dr . Sacks character gives student of Franz Brentano at the university in dopamine injections to these catatonic patients, Vienna and that was Sigmund Freud . Freud and they begin to awaken and describe the inherited from Brentano the concept of intent, fact that they had still been in their mind even and this became his categories of id, ego, though they were catatonic . But when they super ego, libidoÑall characterizations of come back, their mind is in the place that it was what makes a mind work while it is engaging when they got their encephalitis . And then he phenomena that are coming to it . You can hear finds that it is a temporary measure; he has to Brentano speaking there . Again, intent was keep giving them more and more dopamine in the springboard for a prolific researcher in the order for them to stay awake, and he reaches phenomenology of mind . a certain toxic level of dopamine where he There was yet one other very illustrious becomes kind of like Faust: if I give them more I student of Franz Brentano: Rudolf Steiner . kill them, but I also heal them . Yes, Steiner was a student of Franz Brentano, In the movie there was a kind of conclusion and if you want to read about his work with ÑI donÕt want to give the whole thing away, Brentano, read Riddles of the Soul . Brentano but there was a segment dealing with a woman taught Rudolf Steiner about percept, concept, who, when she starts to come back from this duality, epistemology, and what today would catatonic state, sheÕs in a wheelchair, and be called theory of mind . every day at a certain time, she stands up and walks towards what the hospital staff thinks

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 10 • Neurology and Education is the water fountain . SheÕs been catatonic for this question because I keep having the feeling years . But as she is awakening every day, she that something in anthroposophy is very vital walks towards the water fountain, and each to understanding this . So please look at your time she stops in her walking at a certain place . handout .2 Eventually the whole staff watched this happen IÕd like to use this diagram to give you a and wondered what was going on . And then picture of the insights that are possible today Sacks made a discovery: every day they parked due to the development of functional magnetic her wheelchair in such a way that when she resonance imaging (fMRI) . This is really quite stood up, she would walk along the black tiles remarkable . With this technology, we can that were arranged in a line to get halfway watch how this super-sensible being that lives across the room . And at halfway across the around the brain enters into the brain in very room, the black and white tiles stopped and a specific circumstances . And we can do that by monochrome-colored floor began . Dr . Sacks watching the metabolic oxygen-assimilating noticed that she stopped where blood flow in the various the line of tiles stopped . Then The [brain] structures parts of the brain while a overnight the staff completed person is engaged in some the pattern on the floor of that have been created sort of cognitive task . The the black and white tiles and are imaginations in the therapist will give a task formed a line all the way to minds of the hierarchies and then watch where the the water cooler . And the blood flows in the brain: next morning she got up and that created them . the blood, the carrier of walked, and when she reached enthusiasm and warmth of the spot where the separation had been, she the ego, moves into the dead instrument of the stopped . And then she continued and walked brain and animates it . And we can film these towards the water cooler, and walked past the movements . Quite remarkable! It used to be cooler, and looked out of the window . that if you wanted to study the brain, you had What Sacks concluded from that was that to chop a dogÕs cerebrum off and then watch these people receive their will from the outside . it walk around . ThatÕs true! Or, you had to do They receive their will from what comes to autopsies or frontal lobotomies . But today we them . TheyÕre present in their mind, but they can actually watch the Òeurythmy of the soulÓ have no will of their own . They canÕt mentalize . Ñwe can sayÑas it engages the architecture But they do perceive and they are in their mind, that has fallen out of its cosmic intent . That but have lost this capacity for initiating will . is the neuro-architecture of the brain . So the This is an amazing picture . creative movements revealed in fMRI have So, in order to try to understand these resulted in a temple, a building that the spirits issues, IÕve spent the past two years reading can inhabit sometimes and then pull away, books about autism and AspergerÕs syndrome, then come in, and pull away . And the structures trying to form pictures of whatÕs happening . that have been created are imaginations in the My contact with Aonghus Gordon in the UK minds of the hierarchies that created them . over the years has helped me in this work . IÕve TheyÕre pictures . And, what IÕd like to do is use seen the work that they do in the UK engaging ÒmythosÓ as a way to describe these functions students in the crafts and the healing that for you, so that you can experience them at a happens in these processes . It is impressive whole other level . work, but I keep searching for a bigger picture . The first one IÕd like to share with you is a How can we understand these learning process called encephalization . It means Òto get difficulties from an esoteric perspective? I have a headÓ or Òto create a head .Ó Encephalization

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Dennis Klocek • 11 is the process of how But simultaneous to the heart going in and neurology develops rotating down is a movement in the neurology through the phyla, (a kind of inflammation of the neurology) that starting with the expands and goes up and rotates . At that time ganglia of a worm, the brain stem explodes upward and starts going up and up curling in on itself as the heart moves in and and up, until we get down and starts curling in on itself . Those two to the neurology of a movements are simultaneous in the fourth week . human being where a head The heart comes in and meets resistance in the with a brain has been created . tissues of the body, then curls in on itself in a So on your chart there is a process Figure 1 kind of folding gesture similar to the meander of encephalization . Look down here of a river meeting the resistance of the banks . at the brain stem . That brain stem is the result One gesture is a force coming in and of a momentous event that happens about the then suddenly there is a curling in on itself, fourth week in the embryo . And if youÕd like to creating an inner kind of space . We could call see a depiction of that, thatÕs in figure 1 .3 the forming of an inner space like this the And thatÕs the beginning of encephalization . process of astralization . In the embryo one The embryo starts out as a three-layered disk . force coming from the outside and forming a At about the second week, thereÕs a groove that hollow within is the essential gesture of organ is formed in the disk . And this groove is actually formation . In the form of the heart in the fourth like a hole that gets punched down into the week, this gesture of coming back on itself as a middle layer, the mesoderm, and travels from meandering stream is mirrored by a hollowing the tail end up to the head end . And this groove that takes place on the surface of the brain . As that gets punched in eventually becomes whatÕs the cortex grows, the surface of the limbic brain known as the notochord . beneath it maintains itself Now, I did some surfing We could call the forming in position on the lateral around on that word of an inner space like this portions of the embryonic Ògroove,Ó and in Greek, the the process of astralization . brain . This gesture of word is psorat . That means holding onto its space Òa groove .Ó So, there is an That (process) links the heart eventually creates a groove engraving into creation to memory and makes it in the sides of the brain in the second week . And possible for human beings to as the cortex and related that kind of irritation gets organs expand beyond engraved in there . Out of eventually experience their the groove on both sides . that irritation comes, then, True Self or ÒIÓ Being . Eventually the groove is in the fourth week, a kind submerged in brain tissue of inflammatory reaction . As that grooving of and is folded in on itself as the cortex expands that notochord goes into that little disk, just around it . At term this submerged spiral groove after that happens, the heart actually starts is called the hippocampus, the site of our out outside the embryonic disk as a hollow . long-term memory . It is significant that both And as soon as that groove happens, the heart the hippocampus and the heart are astralized begins to move into that place; itÕs called a at the same time . ThatÕs a very significant stomodeum: the mouth or ÒholeÓ of God . The coincidence that links the heart to memory heart that starts outside of the head goes in and makes it possible for human beings to through the mouth of God and then travels eventually experience their True Self or ÒIÓ down through the body and rotates . Being .

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When the heart comes in and starts in this encephalization, because the formation pushing down, there is an organ already there of the cerebellum and the hippocampus (see in the back of the brain area in the place where figure 2) is just the first kind of astralization or the cerebellum will eventually arise . That in-rolling wave organ is the pronephros or primal kidney . The that comes kidneys get pushed down, out of paradise to off the brain be recovered late and slow . Adam and Eve get stem as the pushed out of the higher realms and fall to embryo the bottom of the pelvis . They make a short matures . upward comeback to settle just above the The upward diaphragm but at the level of the digestive moving wave of organs . And forever and a day they are wishing in-rolling neural to be back in Paradise again . So, that first tissues creates the limbic gesture of the grooving and then the hollowing structures linked to feelings, Figure 2 of the organs at the top of the brain stem and finally the neo-cortex linked creates neurological organs that then receive to higher cognitive functions . The development sensory impulses from the metabolic regions . of these waves of encephalization is a bottom- The brain itself begins out of that upward to-top process that I like to call Jacob’s ladder . surge and inward roll . In it, there is a whole If you look on your diagram here, you have series of lobes that are formed out of that the cerebellum in the back, and then we go up hollowing or rolling-inward gesture . One early to the middle where there is the hippocampus lobe that forms out of that hollowing gesture is of the limbic structure . What happens is that a little model of what the big brain is going to the cerebellum forms off of the fourth ventricle be, thatÕs the cerebellum . So on your diagram and at the same time the limbic structure forms itÕs the one on the right that says cerebellum; in the floor of the third ventricle . itÕs in the sensory motor pole . The limbic structure is a whole ensemble These organs are in the back of your head . of organs that are brought to a very fine The function of the cerebellum and its core, the resolution in mammals . And itÕs in the limbic vermis, is known as sensory-motor . Sensory- structure of the brain where the soul life motor impulses arise when we are engaged in activates feelings, emotions, memory, and finding our limbs in space . These impulses are learning . So, in the JacobÕs ladder imagination automatic when weÕre engaged in movements we start out with the brain stem down below, related to sense experiences . The sensory- then we go up to the cerebellum . Here the motor areas in the brain allow the human organism can have its senses and its motor soul to rely on the genius of the body as weÕre responses connected to each other; then we moving a limb . The automatic functioning of move up to the limbic structure where there these lobes allows us to know where a limb is are feelings integrated into the sensory-motor in space without having to bring that position responses . From the limbic structures we then into focus . If you look at a picture of the brain, move up into the neo-cortex, or new brain . The the sensory motor cerebellum is like a little structure of the new brain is not included in brain, but itÕs wedged under the back of the figure 3 except for the frontal lobe of the cortex, posterior cortex . In that position the cerebellum known as the prefrontal cortex (see the left side receives direct impulses from the body via of the diagram) . This area is an important link the brain stem . These are impulses from the to the limbic structures . metabolic areas that stream upwards towards Actually the human brain is like a donut . the head . Now there is a curious picture here The center of the brain is hollow . And that

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Dennis Klocek • 13 hollow is known as a ventricle . In Rudolf cortex is actually an evolution of the olfactory SteinerÕs work with physiology, the ventricles bulb, and if you check that out in physiology, are very important because they donÕt have youÕll see that itÕs true . The prefrontal cortex is anything in them in terms of tissue . He felt a metamorphosis in a human of the olfactory that the ventricles were the actual places bulb, your smell organ in the brain . He says where human beings form inner images . This that morality is a fragrance . That opens the is interesting because in the ancient world the door to things like aromatherapy . third ventricle was known as the Òwomb of the A lot of the inner life of lower mammals immaculate conception .Ó WeÕll take a look at is designated for smell: for identification and that in a moment . all kinds of stimulus response patterns, and The ventricles are formed as the cortex for finding out who is the top dog and, you goes up and mushrooms in a form similar to know, the social order is based on smells . Even the mushrooming or in-rolling of the other in humans the role of smell is very powerful . lobes . ThereÕs a continual unfolding of larger So here in your diagram, this little bulb on the and larger layers that just keep mushrooming left under the prefrontal cortexÑthatÕs the up out of the brainstem and in-rolling to form olfactory bulb in a human brain . In a possum a donut shape . As I mentioned earlier, as the brain two thirds of the cortex is devoted to heart starts to move down and to send out processing smells and the prefrontal cortex is blood vessels, the same type of blossoming not present . In humans the prefrontal cortex and flowering is happening up above in the is this large outgrowth that has come out of neurology . So finally we have the ventricles the olfactory sense . The actual olfaction in arising as the cortex forms, and the last part of a human has been reduced, but in its place the cortex that forms is called prefrontal cortex . the expanded prefrontal cortex is active That is the area right behind your forehead . when humans are engaged in making moral So in the ladder we have brain stem, decisions . To make a moral decision a human cerebellum, limbic structure, ventricles as the must exert what are known as executive cortex is formed, and then the last part of the forces . A human making an executive decision cortex is the prefrontal cortex . Rudolf Steiner activates the prefrontal cortex . gives an interesting picture that the prefrontal

Figure 3

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Executive decisions that lead to moral or ADD or ADHD or any other acronym? When actions require reasoning, and thatÕs the issue . we go into this little diagram, I hope you will Reasoning is a unique blend of memory and see why itÕs a mix-and-match, neurologically creativity and has to do with mentalizing . speaking . Any scrambled linkages in these Mentalizing means that I ask myself if I have delicate lobes lead to one or another set of a mind, that is: can I recognize mind? First I symptoms . This is why the healers who work need to remember that I have a mind and then with these people have constructed a spectrum I spend the rest of my time looking for it . ThatÕs of dysfunctions . What theyÕre finding today the search for meaning: looking for mind . is that brain function is not a single activity . Because thatÕs who I am as a human being . ItÕs the action of neurological ensembles that We could say that Òlooking for is critical . ItÕs chamber music . my mindÓ is the job description Looking for my mind And I have to understand which of the archetypal human . If is the job description instruments are playing to I recognize mind in me, I can be able to do that, and thatÕs recognize mind in you . And of the archetypal where fMRI methodology this is just what is challenged human . comes in because with it we in the minds of people who are can pinpoint a particular on the autistic spectrum . To be clear, research organ linkage thatÕs not really working . When has shown that people who are on the autistic a person makes a particular decision, that spectrum are in contact with their own mind . requires him to activate a functional linkage, The challenge for them is to recognize the an emotional linkage, a reasoning linkage, activity of mind in the words, gestures, and an abstract linkage, a spatial orientation, a thoughts of others . In psychology studying the contextual orientation, a sensory deprivation ability to recognize these qualities in another thing, or a sensory motor pattern, et cetera, person is known as theory of mind . et cetera . Much research is devoted to So this is encephalization, what I am calling pinpointing these specific linkages and the JacobÕs ladder . We start down here in the neurotransmitters that activate them . But if basement, and we come up, and we build and we look at these linkages as a whole, there are we build, and finally, we end with this organ other pictures that emerge . And thatÕs where I that can tell ÒrightÓ from Òwrong,Ó good from want to go . bad . Then we get into this: is it a thought that So JacobÕs ladder is the first neurological allows me to be moral or is it a feeling? Or is it myth I want to present to you . The key to a will impulse? JacobÕs ladder, if you remember the story Today there is an epidemic of people who from the Bible, is that the angels donÕt just are challenged in theory of mind . People who go up, they also come down . And Jacob has are challenged in this way are said to be on the his dream by putting his head on a stone . autistic spectrum . And IÕve heard that one in ThereÕs a picture here of what a therapeutic a hundred persons is challenged in this way, approach can be . In order to heal, I have to and recently IÕve heard one in thirty are on the come back down the ladder out of the cortex spectrum in some countries . One in a hundred and find out why I have a couple of rungs that is a clinical, low-functioning autistic person who are cut out . If I just keep going up, I get up to needs care and support in order to stay alive . right hemisphere, left hemisphere, prefrontal One in thirty is somewhere on the spectrum cortex, and thereÕs nothing left, because weÕve from low functioning to high functioning people reached the end of our biological development who are challenged with theory of mind . And for that organ . Why? Because weÕre now in the the question is: what is the spectrum? Is it PTSD apocalypse . WeÕre in it . So no new neurological

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Dennis Klocek • 15 lobe will spring up in your head that can give production of memory and learning . In the you some other unrecognized capacity such diagram there are two dashed arrows . One as we find in the developmental stages of the comes from the top of the amygdala that is brain . In order to develop new capacity we linked to fearful memories . This can be seen in must use the organ that has reached perfection the upper part of the diagram . The arrow goes (the brain) in a different way . from there to the fear center in the amygdala There is a great secret in this process called and back to the dopamine center (star D) in the neurogenesis . Ten years ago, twelve years ago, back of the brain . This circuit of dopamine is it was commonly believed that adults no longer connected to short-term rewards for activities made new neurons . They could mess around that allow me to soothe fear . That is why the with synapses, but not neurons . arrows go from the fear center But since science has been able Brain function is not to the dopamine center and to do this very delicate fMRI one organ; it’s the back again . This circuit is the research, it has been discovered basis for unconscious, habitual, that there are three areas where action of neurological and sometimes addictive new neurons develop in the ensembles that is behaviors . adult brain . critical . It’s chamber The other dashed arrow So, on your chart, weÕre goes from the hippocampus going to do a little drama of music . through the lower, arousal how the immaculate conception portion of the amygdala to works . In the center is the third ventricle . the reward center in the executive portion In the development of encephalization, the of the prefrontal cortex . This circuit involves hollow of the third ventricle is the fountain-like dopamine and reward, but the impulses have to area whence all the new neurons for further pass through the hippocampus where short- development come in the embryo . ItÕs the term, unconscious reward strategies, based on fountain of who you can become . The neurons fear, are transformed into long-term memories come out as amoebic forms and they migrate of my self as a person who has learned things to other places . So, indeed, the third ventricle about controlling fear instead of just looking is a womb for neurons . The gray areas in the for an instant reward . This circuit builds new diagram show the sites in the brain where adult memories that can replace the old memories neurogenesis takes place . based on fear and reward seeking . The new In the lower part of the diagram there is a neurons are generated to change old memories . dashed arrow from the dopamine center (star As an adult I can actually do things to create D) through the hippocampus at the bottom new neural passageways: exercises, activities, of the third ventricle towards the olfactory and art (all things that stimulate novelty) create bulb . Because the olfactory bulb, as weÕve just new neuronal patterns so I can learn and re- heard, is functionally linked to our prefrontal plasticize my old patterns of behaviors . This is cortex in which is the dopamine-utilizing area incredible . Incredibly hopeful! of the reward center . The area around the So an unconscious pathway is based on olfactory bulb is one of the areas in the brain short-term unconscious risk/reward memory that even in adulthood retains the ability to patterns in the upper amygdala that are make new neurons . And the reason is that in linked to sensory motor responses near the embryological time there is a huge migration cerebellum that result in the production of of neurons from the third ventricle into that dopamine . Together they constitute a habitual, area . Why do we need new neurons? The sites non-contextual source of what is known as of neurogenesis are functionally linked to the procedural memory . That is memory that

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 16 • Neurology and Education happens automatically on the basis of past he or she does not need to consciously give stimulus/response patterns based on fear and commands to parts of the body . In contrast to reward reactions . this sensory-motor pathway, the contextual But in the embryo the largest group of pathway is through the hippocampus in the neurons migrates to the bottom of the third lower side of the limbic structures . This flow is ventricle to make the basis of what will later be from the back towards the front of the brain . the limbic structure or the sub- The hippocampus is the center for ventricular zone . And itÕs in that As an adult I contextual memory, and in that sub-ventricular zone here that can create new area, the dentate-gyrus (wrinkled we find the picture of the womb neuronal patterns section above the hippocampus) of the immaculate conception . In is a continual fountain of new the embryo the sub-ventricular, and re-plasticize neurons for neurogenesis . hippocampal, lower amygdala my old patterns of Complex cellular reactions govern areas are the sites of new neurons behaviors . the shift of neuronal structures that allow us to learn and grow . between the dentate gyrus and These areas of the brain are currently the the hippocampus . The new neurons allow for focus of intense research since many of the memories to be changed . The flow of impulses most widespread neurological challenges for from the hippocampus then moves to the humans come out of these relationships . lower portion of the amygdala and on into To be clear, this diagram is really a strange the prefrontal cortex which becomes active juxtaposition of parts of the brain that exist when a person is making decisions based on side by side . I just put one over the other to conscious or focused memories . This circuit be able to illustrate them clearly . They are changes the nature of the will in the human symmetrical and located in the center of your from the automatic reward-centered will of the brain . The upper part is the right side of your sensory-motor circuits to the more benevolent, brain and the lower part is the left side of your conscious will based on biographical experiences . brain . These organs are symmetrically split to Rudolf Steiner says that the will of the right and left . You have a right amygdala, and physical body is geared to maximize pleasure . a right hippocampus, and a right prefrontal So the upper pathway, through the sensory- cortex; and you have a left of all of those . But motor circuits, is focused on the dopamine you have one cerebellum that kind of brings it center and is part of a feedback dopamine all together in the back . looping called the nigro-striatal linkage . That area is the base of emotional life This just means that the unconscious gets a for a human; feelings are the focus of the dopamine reward when actions are repeated . limbic structure . The right side of the limbic In the lower circuit the hippocampus links structure has to do with orientation in space to the lower portion of the amygdala that and unconscious inner imaging of the body . then activates the reward center that utilizes All the experiments show that spatial memory dopamine when good choices are made or is more connected to the right side of the feelings of compassion are generated in the limbic area, while memory of events in time soul . This circuit then links to the prefrontal is more connected to the left side . The more cortex, a site of higher cognitive functioning . unconscious memories of both space and time The result is that dopamine is administered flow back from the amygdala to the back of the in both circuits . The upper circuit fires when brain on the upper side of the limbic structure . impulses are being played out below the level These sensory motor impulses are active when of consciousness . This leads to impulse control a person is doing actions like running where issues and repetitive habitual impulses when

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Dennis Klocek • 17 the limbic connections for the lower circuits to get rewards that lead to cognition based are not secure . The consciousness is dominated on social exchanges (biography) . When this by impulsive behaviors . Passage through the happens, the person has difficulty reading hippocampus allows impulses in the lower subtle body-language cues from others . Subtle contextual circuit to utilize conscious or facial gestures that inform the listener about biographical memories to control impulses . inner states of others are overwhelmed by In the literature the learning strategy for the literal immediacy of sensory inputs . As a the upper circuit is called Òrisk/reward .Ó If I result the inferences or metaphorical aspects do this, will I get the reward? How much am of communication are out of reach . This then is I going to get back from this? Risk/reward is the challenge of theory of mind . The person is the primary learning mode of the child up to in touch with the activity of his/her own mind, eighteen months of age . The irony is that this but the sensory universe that he inhabits with very effective learning mode is based on fear his own form of communication is challenged impulses that form the developing neurology by the nuanced inner life of another human . around survival traits . In the diagram you can So, on the right side, that experience in the see that the upper portion of the amygdala amygdala is a kind of Òfear of space .Ó And this is designated as a fear-driven impulse . Early includes: alienation, not getting what I want, sensory input in the infant lacks contextual unease in the body due to too much sensory memories and is primarily a fear-based stimulation . This can lead to the feeling that learning that is just organized around getting Òmaybe I should just shut down here, because rewards . Later learning is capable of modifying itÕs too much stimulus to the spatial feelings of early fear-based learning of sense-motor my body .Ó ThatÕs the right side . experiences . The adult must bring the fears The fear impulse on the left side is not to awareness and place them into context space, but time or context . People challenged with biographical or declarative memory with time issues can obsess over time experiences . However, for many reasons it is commitments, such as being responsible for possible that the linkages that allow for these planning to pay bills, or being surprised by modifications are not present in the life of unexpected events that disrupt the schedule, the infant and young child . This then leads to or issues around leave-taking and reentering learning difficulties . Researchers have found relationships, or even obsessive daily rituals . that, in the autistic child, the amygdalas have When the hippocampus links to the amygdala, a huge development in the first two years and the lower portion of that organ fires off and then stop . The child is very good at fear-based the consciousness of the person can experience learning but is challenged with contextual or a tempering of fear by becoming aware of biographical learning modalities . In autism, as thresholds of arousal . The lower circuit puts the rest of the neurology grows around this the brakes on the obsessive or compulsive impacted hippocampus / amygdala linkage, impulse control issues in the soul . Conscious the amygdala gets compromised . Meaning memories make it possible to monitor the onset that when that soul comes into that brain of fear states and modify them into states of to use that amygdala to say, ÒIs this okay, is heightened awareness . That kind of influence this not okay?Ó the only language available then links to the dopamine-utilizing function is the more literal sensory driven risk/reward of the reward center in the prefrontal cortex . language of the upper circuit . The more subtle, The result is impulse control that is directed by contextual memory patterns of the lower the conscious soul life of the person . This is the circuit are challenged in this soul, making it source of moral impulses of compassion and difficult for the lower portions of the amygdala self-awareness .

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Harry T . Reis, psychologist at the University the lumber truck coming at you from the of Rochester, speaks about three vital functions opposite direction becomes too close . Basically for harmonious human relationships: the need youÕre triangulating that space as itÕs changing, for autonomy, the need for connectedness, and and thatÕs your right side doing that . the need for feeling competent .4 So in the right In the same situation the left side is also prefrontal cortex, I express my autonomy by active . I have a left prefrontal cortex, a left monitoring . This is very good if I have problems amygdala, and a left hippocampus . On the left with impulse . I need to have that right cortex the fear in the amygdala is not triggered by go, ÒI donÕt think you should do this .Ó It allows space but by relationships of time . Time in the me to hold back on an impulse that is based soul manifests as the experience of context . on fear of space or body integrity in my right Shape recognition gives humans hints as to amygdala . If my amygdala says, ÒAttack this how events are unfolding . This is a subtle or run away,Ó I need to have a prefrontal cortex realm, but it has to do with the shapes that monitor this so that I can say, ÒWhat have I make up the faces of other people as well as learned about this in the past?Ó the cues given by a series of eye movements In reality this activity in the front goes accompanying speech . These seemingly into the back also . And in the center of the unrelated tasks can be gathered together cerebellum is an organ known as the vermis . under the rubric pattern recognition . Patterns Vermis means ÒwormÓ and the vermis is that display figure/ground relationships to humans . worm-like part of the cerebellum on the right . Distinguishing a figure against a ground is a The vermis is the white matter inside the fundamental pattern- or context-recognition grey matter of the cerebellum, and the term faculty . The left amygdala is the place thatÕs sometimes used is the ocular-motor where people who have issues with pattern vermis . Ocular-motor refers to the the muscles recognition or contextual recognition often that move the eyes . So in the center of your have neurological complications . This can result cerebellum you have a very deep nucleus that in such complaints as schizophrenia or high is connected to the movements that your eyes functioning AspergerÕs syndrome . make when youÕre going through the world . We Shape recognition in the soul creates could call it Òeye eurythmy .Ó As your eyes move context . So, if I take this paper and I rotate in the act of looking at forms in the world, the it in front of you, youÕre seeing a shape that forms that you perceive create maps in space is changing, but in time you can see that it is in your neurology . ThatÕs the function of the the same paper that is turning . Context . The right side of the brain, to create spatial maps context is: ÒHeÕs turning the paperÓ instead so you can say, ÒThis person is too close to me; of ÒThatÕs a different paper than the one you that person is at the right distance from me .Ó had before .Ó If it were otherwise, welcome to ThatÕs a sense-motor memory . Spatial mapping the world of neurological challenges: ÒThatÕs a and fear about space activate the right side different paper than the one before .Ó of the brain . When that impulse gets sent to ThereÕs a thing called the Dick and Jane the cerebellum, the neurons in the vermis are test . Dick and Jane are sitting at a table, and active and my pupils expand and contract and thereÕs a box on the table . And in the box Dick my eyes start tracking the changes in the forms puts a donut . And then the phone rings, and and shapes of the things around me in space . Dick gets up and goes out to answer the phone . The vermis is active when IÕm monitoring the Jane opens the box, eats the donut, and puts space . This comes into play as you are driving a pen in there and closes the box . Dick comes and watching whether or not youÕll be able to back . The question is: what does Dick think is pass the slow RV on the mountain road before in the box? If youÕre autistic you say Òa pen .Ó

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Because thatÕs literally the last thing that neurological organs, rather than a drug that happened . ThatÕs called not having the context targets a specific organ . You can take a drug to form a theory of mind about what Dick that targets a specific organ, that allows that might be thinking . organ to kick in with the secretion it needs, WeÕre talking about a deep soul dilemma . the neurotransmitter it needs, but youÕre When I can only experience the fear gesture only just putting a band-aid on that link . in the left amygdala, dorsal striato-nigral What research is understanding now is that pathway, I canÕt bring biographical or itÕs possible to stimulate new neurological contextual memories forward to put together structures to actually rebuild the lobes that are events in time . Everything either lesioned or compromised is a snapshot . All my inner An activity like knitting in some way . This happens pictures are like snapshots, when I have to do an activity and I have to struggle to make in the Waldorf school where the finer motor controls a movie out of them . And that sets the stage for of my eye and hand have happens in this area of the eventual connections to to engage an idea that I am hippocampus where I have to trying to work out, and that take the short-term snapshot a moral imagination . includes, then, input from my memory and collate it into feelings . I need to have the long-term contextual memories; itÕs difficult fine motor control connected especially to my for me to do that when I have a problem in the sensory input . I have to get the sensory motor left side . inputs of the upper unconscious pathway When I can exert impulse control on the to link consciously through subtle eye/hand left, I can sense that I am being aroused . So on relationships to the vermis . So, an activity like the left-hand side, this contextual side, I read knitting in the Waldorf school sets the stage for situations where I begin to sense stimuli that eventual connections to a moral imagination . will arouse me, and that quality of arousal That then has to be worked through by my can actually start to flow into this dopamine- feelings . We could put that requirement in a utilizing area where I begin to be able to nutshell and say Òaesthetic experience .Ó So, IÕm monitor habituated arousal . Then IÕm in the bringing very fine motor control linked to my realm of trying to deal with an addiction . ItÕs feelings when IÕm working with a paintbrush or an inability in the emotional life to make a when I manipulate a chisel so that I can make distinction between a short-term and a long- that curve in the wood just so . IÕm exercising all term memory that essentially creates both of these areas to have a flow; go back and forth the challenge and the method of healing for and stimulate neurogenesis in all of them . learning difficulties . Working through the So artistic or aesthetic experiences engage lower circuit I can consciously get access to not only the finer motor controls of the the prefrontal cortex . In that area I can find cerebellum . They engage the ocular-motor the great gifts of compassion and the ability to and auditory centers in the back, but also my monitor my own consciousness . feeling life based on biographical or contextual The people who work with the idea of memories in the hippocampus . This is now neurogenesis as a healing modality understand in the realm of skill development or, in the that the mapping of space, the creating of professional language today, praxis . (Praxis context, the overcoming of fear, the ability means I do something that is skilled .) So here to limit arousal symptoms, control them, I have praxis when I bring sensory motor and integrate them into creative activity impulses linked to feelings that I then control all require the integration of ensembles of through evaluative functions of the prefrontal

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 20 • Neurology and Education cortex . These impulses are generated when I epidemic of autism in Silicon Valley . People evaluate: is this good? is this not good? But are wondering: whatÕs going on? The largest then I have to include my feelings about this, concentration of autistic people in the general about the way the form goes, and how does population is in Silicon Valley and in Redmond, this color fit that, is this the right color for that WA, home of Microsoft . Well, these clusters space, is this the right word for that poem? occur in centers where people can spend their This creates what is known in psychology as a lives in cubicles, doing very complex thought lateral integration . patterns without having to relate to other As an exercise we can create a collage, people emotionally . And thatÕs rewarded in our for which we spend three days ripping pages society by earning them $150K because they out of National Geographic and putting them can write code for twenty hours a day . These in an envelope . And then we take a piece of situations raise very deep questions about cardboard about the shape of a face, and each human consciousness and the children and one has to take scissors and cut out pictures of adults who will be coming to us for education dolphins and bears and volcanoes and other in the future . things and make a face out of those pictures . I want to read a quote from Goethe, just to And then we have a dialogue with that face: finish . ÒThe ancients said that the animals are ÒWhat are you telling me?Ó We do this as a taught through their organs . Let me add this, symbolic activity in which my feelings begin so are men . But men have the advantage of to enter into the image of a face that is made teaching their organs in return .Ó of symbols of other things in the world . This is a kind of visual alchemy . Yesterday, someone told me that this kind of activity is an exercise Endnotes: thatÕs given to autistic children to help them 1 . This article was originally given as a lecture at come out . This symbolic activity stimulates Rudolf Steiner College, CA in 2011 to a conference on Psychosophy and Psychology . neurogenesis . 2 . New York Review of Books, Vol . 37 No . 18, Nov . 22, So, neurogenesis is this great force that 1990 . humans have that allows them to actually 3 . All illustrations in this article are by the author . restructure their own neurology . And itÕs 4 . For more on Reis: http://reis .socialpsychology .org . better than a drug . ItÕs better than surgery . 5 . Wired Magazine, Vol . 9 No . 12, Dec . 2001 . ItÕs actually a resurrection of the neurology, a reforming of the pictures that have been there . And my question now, that I put to you, is: Dennis Klocek lectures internationally on topics in what is the cosmic soul significance that one the natural sciences and on self development through in a hundred children is coming back with this inner work. He has taught adults for thirty-five years kind of neurological structure? What does that in a wide variety of subjects and has written seven mean for society that their souls donÕt have books, the latest of which, Climate: Soul of the access to the full aspect of their architecture? Earth, presents his thirty years of climate research What does that mean, and what is it saying based on planetary motion. He is the Director of the about computer use? What is it saying about Consciousness Studies program at Rudolf Steiner College menu consciousness, where I can only use my in Fair Oaks, CA, and the founder of the Coros Institute executive function if somebody has already for the promotion of inner work as a path of self figured out the menu that I need to choose development. His website dennisklocek.com is a source from? Which is where weÕre going . of downloadable audio lectures on many topics. There is an article in Wired magazine5 in which Steve Silberman speaks about the

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 The Philosophical Roots of Waldorf Education1 Part Two: FichteÕs Primordial Intuition

Frederick Amrine

Toppling the Ancien Régime of Rationalism Kant . (Even Kant himself saw that need and Another of the deep roots of said at the end of his life that, had he not been anthroposophy, and hence of Waldorf so old, he would have started all over again! education, is Johann Gottlieb Fichte’s We will have more to say about this in the next philosophy of the self . FichteÕs dates are installmentÑon Schiller .) 1762Ð1814, which makes him younger than Fichte was a key playerÑarguably the Goethe, roughly the same age as Schiller, and key playerÑin that second revolution . We just a bit older than Hegel . The great have seen how Goethe sought to temptation to avoid in discussing What Fichte transcend Kant but save the spirit Fichte is retelling his biography, accomplishes of his philosophy by turning one which is much stranger and more of KantÕs limits into a threshold, wonderful than any fiction . It is is a complete and then crossing it . LetÕs call hard to imagine a biography more transformation that the ÒouterÓ threshold, the transparently karmic than FichteÕs . of the old seeming limit one reaches within But we will just have to resist that sensory perception . Fichte also temptation . rationalist sought to turn one of KantÕs Fichte is perhaps the least project . limits into a threshold and then understood and the most cross it, but he was working at a undervalued philosopher of all time . There place one might call the ÒinnerÓ threshold . are many reasons for that: Fichte is extremely In the process, what Fichte accomplishes is difficult in multiple ways . His philosophy a complete transformation not of the old is dense, original, highly unconventional, empiricism, as Goethe had done, but rather of andÑunfortunatelyÑopaque in its the old rationalist project . Fichte transforms terminology and language generally . Capturing and thereby overthrows that ancien rŽgime of the spirit of his work succinctly is an even rationality . He transforms it in the most radical greater challenge than it was in the case of way possible and thereby creates something Goethe and Hegel, but letÕs just see what we entirely new within philosophy, something can do in a short space . of which even Kant had only the vaguest In the first installment of this article, I premonitions . That is my contention . argued that Kant had inaugurated a great The younger generation all became revolution in philosophy, but then found himself Fichteans in some sense . And thatÕs what makes trapped in a fundamental dualism because he Fichte the Romantic philosopher par excellence . felt he had to set limits to human knowledge . Without Fichte, no Schelling, arguably no Goethe, Hegel, Fichte, and Schiller were all Hegel . Schiller’s most important philosophical swept up in that great revolution, each in his treatise (which influenced Steiner profoundly) own way, and their attempts to overcome turns on a concept taken from Fichte . Without KantÕs dualism together amounted to a kind Schelling and Fichte, no Friedrich Schlegel, of inner revolution within the greater Kantian no Novalis . No philosophical Romanticism in revolution . Each sought in his own way to save the form that we know it . Coleridge went off the spirit of Kant by overcoming the letter of to Gšttingen and studied Schelling, who had

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 22 • The Philosophical Roots of Waldorf Education studied and promoted Fichte, so both British than Goethe . And even more so than Goethe, Romanticism on the philosophical side and its heÕs committed to the Kantian project; Fichte echoes in American Transcendentalism can be calls himself a Kantian outright in a way traced back to Fichte . Hegel said he wanted to Goethe didnÕt, but says of Kant that he just be buried next to Fichte, and he was . So Fichte wasnÕt Kantian enough . ItÕs very important is all-important . But who reads Fichte today? to understand that . And Fichte understands, Almost nobody! And, of the few who read him, rightly I think, that the problems in KantÕs who understands Fichte? Almost nobody! HeÕs philosophy can be solved only at the pole of very hard, but we must try to understand him the thinking subject, because that was KantÕs as best we can, because he was such a great fundamental epistemological gesture: he philosopher and one of the most important tried to account for the possibility of human stepping-stones to anthroposophy . knowledge from the inside out . Now, one of the things thatÕs hard about Thinking about Thinking Fichte is that his great masterpiece, The Science Fichte read Kant and caught fire . The of Knowledge,2 was actually the first thing spirit of KantÕs great revolution burned inside he wrote, but it was so dense and written so him . But he was also deeply troubled by its quickly, that he then had to spend the rest shortcomings . What excited Fichte above of his life popularizing it and rewriting it all about Kant was the possibility of radical and elaborating it . So there are some other autonomy, radical freedom within thinking . writings, published after the fact as it were, But what bothered him about it was that that help to clarify his arguments . For example, the foundations, the pillars on which KantÕs thereÕs something called ÒThe First Introduction philosophy ultimately rested, were things-in- to the Science of Knowledge,Ó and then thereÕs themselves . They were unknowable because another called ÒThe Second Introduction to the they resided on the other side of a limit Kant Science of Knowledge .Ó3 The first one is quite had set to human knowledge . short and non-technical; the second is longer, Now in particular, Fichte grapples with the and it is written for people who already have problem of KantÕs synthesizing agent within some grounding in Kantian philosophy . One cognition . You will recall that Kant doesnÕt can read both of these essays without too much even try to say what it is . He merely describes difficulty . In those works, Fichte makes clear the results of its activity in words, calling it why he wants to solve the problem at the pole Òthe transcendental unity of apperception .Ó of thought: itÕs because thereÕs an asymmetry Our inner experience is not atomistic: we between the two poles . His popular way of donÕt live in a kaleidoscopic array of disparate explaining it is to say that on the one side, on impressions, but rather in a world that is the empirical side, thereÕs a single thread of unified in various spatial and temporal ways . causality; one event gives rise to another event Sense-data arrive helter-skelter, but that is not and so on . Only on the side of thought is there our experience of the world . Something must a doubled, parallel structure that maps onto the synthesize our experience, but we canÕt see that structure of the problem, which is the general agent . There must be some faculty at work, problem of epistemology: how are we going some unknowable faculty . to account for a subject knowing the world of In his book On the Metamorphosis of Plants, objects? And thereÕs a further asymmetry in the Goethe is working at the empirical pole . Fichte situation in that, within this doubling, thereÕs a sets to work at the other pole, the pole of potential reflexivity that isnÕt available on the thinking, and there are some good reasons other side . A table cannot table itself, and a for that . Fichte is a more systematic thinker rock cannot rock itself, but thinking can think

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Frederick Amrine • 23 itself . ItÕs possible to reflect upon oneÕs own Fichte starts with that fundamental axiom, and thinking . So, on the side of thinking you have then makes an unprecedented move; not even the doubled structure of reflection, which maps Kant had thought to try it . Fichte says boldly, onto the structure of the problem . And then now letÕs step behind that axiom . you can also find an exceptional moment within We recognize that A = A is transparent; we thinking in which itÕs possibleÑor at least it see immediately that it is true . But then if you seems to be possibleÑto make the subject the look hard enough at that Ò=Ó in the middle, object . The subject, the thinking subject, can you become puzzled, because it has not been make its own thinking the object of its thinking . accounted for . Minimally, that Ò=Ó is a relation, That possibility is intriguing: it suggests that but Fichte goes further: he decides that it is thereÕs a game to be played really the sign for an activity . there, as some philosophers Fichte argues strongly For what is it that we mean would say; you might get when we say ÒequalsÓ? If we somewhere that way . But that if you try to explain say ÒA = A,Ó weÕre not saying Fichte argues strongly that if the world in terms of that Òsome A existsÓ; itÕs not you try to explain the world in things, you lose the ÒisÓ in the sense of Òexists as a terms of things, you lose the fact in the world,Ó but rather, game immediately, because game immediately . itÕs a statement of a relation: the structure is wrong in ÒA stands in a transparent principle . That just canÕt be the right place relation to itself .Ó But how do we account to look for the solution . So he has very good for that? In this way Fichte steps behind that reasons for proceeding in the way he does . enigmatic sign, and he says, well, actually, since weÕre not describing a state of affairs in Stepping behind Logic the world, that relation needs to be something In specifically Kantian terms, Fichte is trying that was actively posited, actively put in place to find his way to that inaccessible thing-in- as a judgment, by a perceiving subject . That itself that Kant had called Òthe transcendental Ò=Ó has to be the sign for an activity of setzen unity of apperception .Ó HeÕs trying to get a or Òpositing,Ó which means etymologically in glimpse of the secret Masonic handshakes English also a Òsetting in place .Ó behind the curtain, as it were . FichteÕs approach But why is it that any relation must is thoroughly Kantian in spirit: he starts with necessarily be an activity rather than a thing? thinking, and then, as Kant had done in his Perhaps the best way to illuminate this key philosophy, tries to step behind the structures assertion on FichteÕs part is to go back to a and see which constitutive activities must great moment in ancient philosophy . This is necessarily be in place in order to account for not in Fichte now, but IÕll give you a different the structures . ThatÕs what we mean when we way of understanding what heÕs getting at . talk about KantÕs Òtranscendental method .Ó4 IÕm referring to an aporia, a philosophical You take a structure, and then you look behind difficulty or puzzle that was solved by Aristotle it and ask: what activity of mind is presupposed in a way that remains profound and incisive in that structure? That way, you can begin and relevant to this day . Say that one wants to talk about the constitutive activities of the to explain the relationship between any two mind . Fichte says, letÕs start with the most things . One posits some third thing that universal and fundamental and abstract and explains the relationship between them . Has indubitable things we can think of, which are one solved the problem? No! ItÕs like the myth the fundamental axioms of logic . The first of the Hydra: you cut off one head and two axiom of logic is the principle of identity: A = A . grow back in its place, because now you have

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 24 • The Philosophical Roots of Waldorf Education created two gaps that need to be bridged . If I amÓ; the only indubitable thing is that I think, in the middle is a thing, now youÕve got two because you canÕt think that you donÕt think, problems to solve! Do the same thing again, which would be a logical self-contradiction . So and youÕve got four problems! This is called an the self-knowledge of the cogito, of the ÒI know,Ó Òinfinite regressÓ: the more you try to solve the was one of the pillars for the ancien rŽgime problem this way, the faster it runs away from of modern rationalism before Kant, but thatÕs you . Aristotle concluded, with characteristic not what FichteÕs doing here . And, according profundity: the relationship between things can to Henrich, FichteÕs great insight is actually never be explained in terms of things; only a that this model doesnÕt work . This model of process can explain structure . Quoting Aristotle the self knowing itself doesnÕt work . And hereÕs might seem anachronistic, but really thatÕs why . You can schematize the problem in a the heart of philosophical Romanticism, and way that is very abstract but simple once you that takes us right back home . Philosophical understand it . ÒThe selfÓÑletÕs call the agent Romanticism seeks to explain structure out of cognition Òthe selfÓÑas subject goes looking of an underlying, living process . And that is for the self (as object), and finds the self (now what Fichte discovers: this most fundamental as subject and object simultaneously) . And so structure of self-knowledge is something that the circle is closed . ThatÕs the model . But step is actually an activity of pure positing . He back from that and ask: does it really work? says, ÒA = AÓ implies ÒI = IÓ; whatÕs implied After all, either you donÕt have what you went is that thereÕs a unity within the subject, the looking for when you started, in which case agent, who is doing this pure positing within you find something different, so youÕre not in thinkingÑindeed, as the fundamental act the place where you started; or, you find what of a sense-free thinking independent of and you had originally, but that means you didnÕt preceding all sensory perception . go looking . You canÕt go looking for something So we see that Fichte is working with a that you already have . This starts to be kind model thatÕs trying to solve the problems of Zen-like, doesnÕt it? ItÕs really a puzzle . But of philosophy through the structure of self- thatÕs one of the things that makes Fichte so consciousness . And that might seem very admirable: he follows thinking wherever it attractive as a solution, very liberating . But, leads, no matter how difficult it gets; heÕs very alas, itÕs not so straightforward . Here comes bold in that way . And so he says to himself, the wrinkle, a problem and FichteÕs solution to here are the two possibilities: either we go that problem, which are both really arcane as out looking for ourselves and find something laid out on FichteÕs pages, but beautiful once different, in which case we donÕt find ourselves, you catch on . A very great scholar of German which means that the model fails; or, Idealism, Dieter Henrich, wrote a brilliant paradoxically, the thing we were looking for article about this called ÒFichteÕs Original was already there before we started looking . Insight,Ó and now IÕm just going to follow him ThatÕs very hard to ÒsayÓ in propositional form; in my discussion for a while .5 His article is truly itÕs like a Zen koan . From the perspective of brilliant, and I recommend it highly to anyone everyday consciousness, it makes no sense . who wants a good challenge . And wasnÕt that exactly what Wittgenstein had But precisely because Fichte is trying to asserted so surprisingly at the end of his own found philosophy upon self-consciousness, treatise on logic?6 If you understand me rightly, his project can easily be mistaken for the you realize everything that IÕve said makes ancien rŽgime of rationalism. As you will no sense . It makes no sense, but Fichte tells recall, Descartes (one of the great founders of himself: that has to be the answer, because the modern rationalism) argued, ÒI think therefore other possibility fails . I go looking for the self

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Frederick Amrine • 25 and I donÕt find the selfÑat least not as a thing for then the problem simply runs away from to be discovered . you . So itÕs not a state of affairs, itÕs not an existing structure, which could be captured in Intellectual Intuition propositional language; it cannot be said, but So where is the self right before itÕs spoken? rather, itÕs an action thatÕs complete at the Ñand I mean ÒspokenÓ in the Wittgensteinian moment that itÕs begun . So Fichte makes up sense, right before itÕs put a rather strange new German in place as a structure . ItÕs I go looking for the word, by analogy to the German actually impossible to capture self and I don’t find word for Òfact,Ó or Tatsache . the pure experience in a fixed the selfÑat least Fichte makes up a new word, conceptual structure, because the Tathandlung, which translates moment the self is ÒspokenÓ as a not as a thing to be roughly as Òdone doing .Ó One structure, as a thing even within discovered . experiences a Òdone doing .Ó consciousness, it immediately ItÕs a pure activity of positing calls forth its opposite . To conceive and say thatÕs done the moment that you look at it . ÒselfÓ immediately defines a Ònot-self .Ó And And then through introspection, through an then weÕre already inside the problem we were inner empiricism of something thatÕs beyond trying to solve . The moment you say ÒI,Ó youÕre the threshold, you can watch the very first inside the problem, because it has already structure of thinking being set into place by become an object among other objects . We the will . know that the ÒIÓ must be there before we go That is FichteÕs Òoriginal insightÓÑoriginal looking for it; the ÒIÓ must be there before we in both senses, ÒnovelÓ and Òfoundational .Ó say it . So where is it? WeÕre at the top rung And that insight gives birth to the first of WittgensteinÕs ladder, and thereÕs nothing sentence of FichteÕs Science of Knowledge: ÒThe that can be ÒsaidÓ anymore . But I posits itself absolutely .Ó Very Fichte looks beyond, across the [The Self] is a pure cryptic! What does that word threshold, and sees something activity of positing ÒabsolutelyÓ mean? It means that he then describes, in a kind that’s done the not contingent, not dependent of inner, introspective empiricism . on anything outside of itself . ItÕs Here you have to imagine looking moment that you a pure activityÑraw, radical, at me rather than reading and look at it . self-creative autonomy: in every thinking my words because I act of knowledge, we call not canÕt say it; I am acting it out for you, and you just the world of our knowing into being; we are watching me act it out 7. Where is the ÒIÓ call ourselves as knowers into being . Every before itÕs ÒsaidÓ? [strong gesture of Òpositing,Ó time we know something, even the most of setting something in place, followed by the fundamental things we can know, we first call spoken word: ÒI .Ó] ItÕs a deed . ItÕs an act of ourselves into being, and then immediately will . ItÕs pure Òpositing,Ó meaning Òplacing,Ó we call the thing that is known into being Òsetting in place .Ó Because heÕs in this new simultaneously with it . And so weÕre on the space, because thereÕs no language in which top rung of a ladder looking across a threshold you can say this, you can only ÒshowÓ it in into a realm thatÕs beyond the distinction WittgensteinÕs sense, Fichte has to come up between subject and object . ItÕs a realm out with new terms . So he comes up with two of which the very distinction between subject new terms to describe this inward experience . and object is precipitated . You stand on the Remember, itÕs impossible in principle to top rung of the ladder, kick it away, stop understand relations by mapping a structure, looking at the structure of thought, and look

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 26 • The Philosophical Roots of Waldorf Education at the process underlying the structure . YouÕre its own emergence, something that perpetually having an intuition, youÕre seeing something calls itself into being . And so this Kantian (from the Latin verb intueri, Òto seeÓ), but itÕs dualism is overcome again, now at that inner not a sensory seeing . ItÕs an intellectual seeing . pole . The dualistic picture we received from Fichte calls this Òintellectual intuition .Ó Kant Kant resolves itself into an organic unity, an had used this word ÒintuitionÓ integral kind of thinking . KantÕs for the construction of sensory We become the Òdual citizenship,Ó as he called it, experience, but now Fichte creators who call our has been overcome . uses the term to refer to an intellectualÑi .e ., a purely knowledge freely into A Tragic Fate spiritualÑexperience . being in an act of All of philosophical Look what has happened! pure freedom . Romanticism is implicit in That ancien rŽgime of FichteÕs Òoriginal insightÓ and rationality has been utterly flows from it directly . Again, transformed . We have stepped behind logic, Hegel got it: he saw the importance of FichteÕs as it were . The thought structure that was discovery, and thatÕs why he wanted to be meant to capture the shape of the worldÑits buried next to Fichte . But as you can imagine, supposedly pre-existing qualities and attributes itÕs very easy to misunderstand what Fichte was that we would just mirror or mapÑhas been up to . ItÕs so easy to look at his treatiseÑwhich transformed, and we become the geniuses; we is using logic as a ladder, then kicking the become the creators who call our knowledge ladder awayÑand think: this is the strangest, freely into being in an act of pure freedom, at most incompetent logic IÕve ever seen . But logic every moment . It is a sublime and profoundly is the last thing Fichte is doing: itÕs much closer liberating vision . Enough to set your hair on fire to the antithesis of logic . Fichte is using the all over again . structures of logic like the rungs of a ladder And so we arrive at something that is to climb up to a threshold, where he invites the source of all knowing, in the way that I us to have a fundamentally different kind of described . But because it is an utterly free experience that cannot be captured in a logical causality, it is also potentially the source of framework . Here insight cannot be expressed in ethics, which is about free action in the world . propositional form, because itÕs a pure, creative Kant had wanted to preserve freedom by activity rather than a thing or a state of affairs . putting the ethical self on the other side of the But someone with conventional training, boundary of knowledge . If you could know the someone schooled in the ancien rŽgime of ethical self, it would become rationalism, will look at FichteÕs determinate; to know something The dualistic picture treatise and be tempted to say: is to Òsay,Ó in WittgensteinÕs we received from this is the worst logic textbook sense, its structure, to determine Kant resolves itself IÕve ever encountered in my it, and then itÕs no longer life . And thatÕs what happened free . If it has a determinate into an organic unity . basically in the 19th century structure, itÕs not free, and so reception of Fichte: most people Kant protected it by saying: you canÕt know it . didnÕt understand at all what he had done . His Then you canÕt touch it with knowledge, and it fate was genuinely tragic . remains indeterminate . But Fichte finds a way To this day, surprisingly few people to know this ethical self while preserving its understand Fichte at all . If you want to freedom . One knows it intuitively as a freely see a particularly amusingÑthough from creative activity, as the primordial subject of another perspective, sadÑexample, open the

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Frederick Amrine • 27 pages of Bertrand RussellÕs History of Western the Metamorphosis of Plants is working at the Philosophy,8 where Fichte rates merely a latter threshold, at the threshold of sense and couple of paragraphs, nothing is said about empiricism, and in finding a way to cross that his philosophical masterpiece, and Russell threshold he discovers, paradoxically, pure wonders aloud whether Fichte might have been thinking . Fichte, working at the threshold insane . Russell had no clue . But of pure thought, finds a way again, I submit to you that Rudolf So at the pole of to get across that threshold Steiner understood Fichte deeply, thinking, we find and, paradoxically, finds pure especially in his later writings . perception . So at the pole of Later in life, Steiner said of FichteÕs pure perception; thinking, we find pure perception; Science of Knowledge, ÒDas ist ein and at the pole of and at the pole of perceiving, we Einweihungsbuch!ÓÑÒThatÕs perceiving, we find find pure thinking . Each of these an initiation-book!Ó Steiner thinkers has solved the problem understood that Fichte had pure thinking . of dualism at either pole . Goethe delivered a powerful meditation penetrates the threshold of sense that was meant to lead us to a direct experience and finds intuitive, pure, synthetic, formative of freedom . Freedom in this philosophical sense activity . Fichte penetrates the threshold of is sheer self-creativity; itÕs not something that rationality, of logic, and finds intuitive, pure, can be ÒsaidÓ in WittgensteinÕs sense; itÕs not synthetic, formative activity . ItÕs like a math something that you can do for someone else; equation that balances . The problem of itÕs not something that you can capture for epistemology is solved . them . All you can do is show them the way, Taken together, Goethe and Fichte and then they have to get there themselves . managed to overcome KantÕs dualism . Many Fichte was exasperated that his philosophy met of their contemporaries felt one needed both with so little understanding, and approaches simultaneously . he went to extraordinary lengths Taken together, Goethe and Fichte were each one- to explain and recast and convey sided in themselves, but together somehow to a broader public an Goethe and Fichte they saved the philosophical insight that was so completely managed to revolution by rewriting the letter revolutionary, so resistant to the overcome Kant’s of Kant in the spirit of Kant . structures of ordinary language, Some of their contemporaries and so counterintuitive relative dualism . tried to put Goethe and Fichte to established philosophical together intellectually, but traditions . It didnÕt help that Fichte was the most successful synthesis by far was an extreme choleric, but he just couldnÕt accomplished a century later, in the 1880s understand why people would work so hard at and 1890s, by Rudolf Steiner . In his early thinking about themselves as passive objects commentaries on GoetheÕs scientific writings, rather than as free, creative subjects, and their and especially his book GoetheÕs Theory of self-imposed limitation totally exasperated him . Knowledge,9 Steiner was the first to appreciate and elaborate fully the most important The Balanced Equation philosophical implications latent in GoetheÕs So, where have we arrived? We have scientific work . Steiner then went on to make climbed up to two different thresholds: FichteÕs epistemology the centerpiece of his own the threshold of rationality or the self on doctoral dissertation, Truth and Knowledge,10 the one side, and the threshold of sense or and then he folded FichteÕs fundamental empiricism on the other . GoetheÕs book On insight about transformed, sense-free thinking

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 28 • The Philosophical Roots of Waldorf Education as pure process into the first half of his own 10 . Rudolf Steiner, Truth and Knowledge: Introduction of philosophical masterpiece, Die Philosophie der Philosophy of Spiritual Activity, Great Barrington, MA: Freiheit .11 It was Rudolf Steiner who finally SteinerBooks, 2007 . 11 . Variously translated as The Philosophy of Freedom, put these two thinkers together in a way The Philosophy of Spiritual Activity, and most recently, that reconciles and secures and cements as Intuitive Thinking as a Spiritual Path (Hudson, the tremendously revolutionary aspects of NY: Anthroposophic Press, 1995) . SteinerÕs own their philosophy that had been so badly philosophy will be discussed in part four of this series . misunderstood over the intervening decades . 12 . I am referring of course to Owen BarfieldÕs collection Hence one might say, paraphrasing Owen of essays entitled Anthroposophy Comes of Age, Oxford: Barfield Press UK, 2012 . Barfield, that German Idealism comes of age in anthroposophy 12. to be continuedÉ Frederick Amrine is Arthur F. Thurnau Professor in the field of German Studies at the University of Endnotes Michigan, where he teaches literature, philosophy, 1 . The first two articles in this four-part series are based on lectures originally presented at Esalen and and intellectual history. He is a lifelong student of the California Institute of Integral Studies . In many anthroposophy and, with his wife Margot, is deeply places, the original, oral style has been retained . involved in Waldorf education at a variety of levels. 2 . J .G . Fichte, The Science of Knowledge: With the First and Second Introductions, Cambridge: Cambridge UP, 1982 . 3 . Both are included in the Cambridge UP edition of The Science of Knowledge . 4 . Unfortunately, the American ÒtranscendentalistsÓ changed the meaning of this term fundamentally . Indeed, one can argue that ÒtranscendentalÓ means for Emerson and Thoreau and company precisely the opposite of what Kant meant by the term . But that is too long a story to tell here . 5 . Dieter Henrich, ÒFichteÕs Original Insight,Ó in Contemporary German Philosophy: Volume 1: University Park: Pennsylvania States UP, 1982, pp . 15Ð54 . 6 . See the beginning of the previous installment . 7 . Needless to say, this is exactly what I did when presenting this material originally as lectures . 8 . Bertrand Russell, A History of Western Philosophy, New York: Simon & Schuster, 1967 . 9 . Rudolf Steiner, Goethe’s Theory of Knowledge: An Outline of the Epistemology of His Worldview, vol . 2 of his Collected Works, Great Barrington, MA: SteinerBooks, 2008 .

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 From Un-bornness to ÒIÓ-Consciousness1 The Three Great Steps of Incarnation

Michaela Glöckler

hree steps are needed for ÒIÓ-consciousness for ourselves and for others too, so that we awareness to find its place in the physical humanize and do not dehumanize? When we Tbody . How does this happen? We constantly can do this, we will be able to solve the social experience ÒIÓ-awareness as a point [a large dot question . We can also advance possibilities as ÒpointÓ was drawn on the blackboard]; and for others . This is the possibility surrounding if we donÕt succeed in focusing, concentrating a young child . The young child is obviously in so that we become totally present with need of support, and the whole surroundings ourselves, we are not really become centered on the child and on there . We have to Òbe thereÓ Healthy is his need for development . We want to look at the complexity of being master of to please the little child and make him this world and make it clear to possibilities . happy . Sometimes we do this with ourselves, the world of thoughts, sweets, but it is better to do it through feelings, of our striving, of what a smile . we want to do and are not able to do because But we need a concept of what is healthy of something in our way . There is all this self-awareness, self-consciousness­ . Everything richness, this wealth . On the other hand there around me, the world in which I am, finds are the complex conditions of our lifeÑone itself within me and finds a point in me from billion people are starving; they live with the which I can relate to the outer world without minimum . Someone else has too much to eat, losing myself . With all this wealth of feelings and those in between ask what planet we are and thoughts, it is amazing that we do not on here where this can be tolerated . Rudolf lose ourselves . All this is the gift of the physical Steiner said calmly that the body . In the physical body self- social question is a pedagogical In the physical body awareness awakens; the whole question . And the pedagogical self-awareness world of wisdom finds itself . question is a medical question . awakens; I have my I have my balance point, my If you donÕt know what is center of gravity . And it is on that healthy and what is sick, how balance point, my balance point that my spiritual can you recognize the healthful center of gravity . center of gravity forms, so that aims of education? I can sense myself in one point . In another statement, Rudolf Steiner said Then around this point there is my destiny [a that in the future, people will not ask what large circle was drawn with the point as its is true or false but about what is healthy or center] . sick . What is healthy? What is unhealthy? Rudolf Steiner stated in his lectures on Physicians can define that well . Healthy is being occult investigations into the life between death master of possibilities . Sick is not being master and rebirth2 that an incarnating soul knows and being unable to unfold oneÕs possibilities . that, for the next earth life, he needs a certain Health is being able to serve . Sickness is being kind of education . The soul needs a certain limited, restricted from serving . And that is kind of knowledge that he can absorb early on . a question of education . How do we have to But often this education is needed at a time of incarnate so that we become instruments childhood when we do not have the parents­

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 30 • From Un-bornness to “I”-Consciousness who would offer us a happy life . And if we go education, the easier it will be for the unborn to parents who might not give us a happy life, souls to find the right incarnating possibilities when we would prefer different parents, then for themselves­ . this education which we may not be able to [Returning to the chalk drawing] This circle reach becomes the most important thing . One is our destiny . It has a wide aspect as well . We cannot imagine all the different situations that are constantly in conversation with our destiny, incarnating souls experience in which is our partner, the spiritual life . Destiny is the horizon sphere with which we have to One finds souls who, before with which we are converse . birth, had the most terrible Destiny is the horizon struggles in themselves because always in dialogue . with which we are always in they saw that they might be dialogue . The more we have abused in youth by a horrible set of parents . this dialogue about its meaning, about the We see many souls who go through terrible positive side of what we can learn from it, struggles in the spiritual world as they prepare especially in very difficult destiny situations, for their births . This is not only an inner the better it will be for our ÒIÓ-consciousness . struggle but is also projected to the outside and There is a wonderful statement from medieval one has the struggles outside oneself as well . mysticismÑÒI do not know who I am, I do not The souls go to their next incarnation feeling know what I know .Ó I am a strange thing, a dot a deep split within . Rudolf Steiner described and a circle . I unfold a healthy ÒIÓ-awareness a situation of looking ahead to preview the only when I am point and circle, becoming coming incarnation­ . We know that the soul aware of myself in my body and developing prepares for a particular generation, country,­ the ability to have this conversation with my language, parents, and so on . But now, because destiny, the developmental chance I have when of interference with birth (through I bring point and circle so together abortion), hundreds of thousands Something always that attention is brought together of girls, especially, are murdered . radiates through for the unfolding of my biography . These souls then have to reorient There are three great steps themselves, to decide if they want of the essence of into incarnation . The third step to come . Souls are constantly a person . What does not have to do with our rejected and sent back . dialogue partner of destiny . It Then there is the additional radiates through has to do with our true essence, struggle to decide between a is love . our true persona, the being that happy family life and educational resounds through the body and constellation or a horrible one . Therefore one through the soulÑhow we feel, think, and of the messages of this lecture is to encourage act . Always some­thing radiates through of the the founding of new kinder­gartens . New care essence of a person, the radiation of persona . centers must be founded in our towns so What radiates through is love . Our destiny that the right education will be available to is tied to the astral body, ether body, and these children who will not get to come in to physical body . Everything is inscribed into the proper situation in their families . I once them, depending on what we have done that encountered a beautiful founding of a Waldorf is good or difficult . All these consequences are school: parents put an ad in the local paper drawn onto the paper or sand of these bodies . saying that they wanted to found a Waldorf Our ÒI,Ó however, did not experience the fall school in their community . ÒCome to the pub .Ó from paradise, and remains innocent, pure . It Thirty people came and then ten founded the is pure love, pure light, the Way, the Truth, and school . The more places there are for a good the Life . Our ÒIÓ holds within it the goddesses

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Michaela Glöckler • 31 we are seeing each morning of this conference the solid, the rational, the mathematical . Of in eurythmy 3. If we look at the male virtues of course we cannot­ live without these; all this is vigor and courage and add these as well, there his work . But Ahriman wants us to use these are expressions of ÒIÓ that are neither­ male nor powers to dominate and control others . Lucifer female . The ÒIÓ can bring different properties to and Ahriman cannot understand development, expression­ through a male body than through which is a Christian, human, humane motif . a female one, which also depends upon what Therefore the third aspect of incarnation the world around us allows us to do, what is is that the persona is always in dialogue with possible for our gender, as for example in China these two powers . Ahriman works with hatred or Peru . If there are no partners to share our and envy . Lucifer works with enjoyment, des­tiny with, we reserve our possibilities for pleasure, and vanity . If we keep this in mind, another incarnation . we can understand what is essential . The true Radiating and holding back are the persona, the human principle, works with love, two sides . The body is a carrier of the dignity, and freedom . If I am not constantly ÒIÓ-consciousness and it is a carrier of in danger of doing something wrong, I cannot developmental possibilities . Both are there . find out for myself what is right . We learn There are two beings, Lucifer and Ahriman, from mistakes, and doing so is always a victory who do not like these components at all . over Lucifer and Ahriman . There is nothing Lucifer does not want us to have awareness more Christian than making mistakes . If we of the world around us . He wants us to enjoy feel stupid because we have made a mistake ourselves, mirror ourselves, and develop and resolve to do better, then feelings of inner aberrations from healthy self-awareness that strength come . We practice and practice­ and go toward egoism­ . Like Lilith, we are not so overcome Ahriman when we devote our time to nice as women if Lucifer tempts us . Men do this improving ourselves and do not try to dominate too, in their own way . This is where Luciferic others . Then what arises is an at­mosphere temptation comes in . Lucifer is a microcosm around children where they experience that the interested in small things . Lucifer is happy with world is good . vanity . Life has to be fun and joyful, where we I was so pleased last night when Louise can take pride in ourselves and show off . One deForest spoke of kindergartens that are time when Rudolf Steiner came onto the school too perfect . But there are also Òoh dear!Ó play­ground in Stuttgart, he said there were two kindergartens where the educators do not ladies sitting in front of the school who should understand the requirements of sensory not be allowed in . A teacher who went to look develop­ment . It is important that we know why saw no one . But Rudolf Steiner explained that we do what we do, why the walls are a certain the two he saw sitting there were vanity and color, for example . When each experience that the craving for power . greets the children is consciously chosen, we Ahriman, on the other hand, has a deep can feel joy each morning that what surrounds hatred and lack of understand­ing for destiny . us is good for the children . We radiate our joy People are only numbers to him; everyone is in know­ing what is good . We must add to the interchangeable­ . Schiller described this through outer experience an understand­ing of what it the Inquisitor in Don CarlosÑpeople are just stands for, with a commitment to thoroughly numbers . Rudolf Steiner told physicians that know what we are doing . We combine light, air, Ahriman wants to kill karma . We cannot use color, form, and enough space to be flexible . a more accurate concept; we must listen to it We also allow moments of intentional chaos, and ponder on it . Ahriman wants to kill destiny so that we can all find our way back to form . because it makes development possible . Grand Then the children will be able to feel the process Ahrimanic powers focus on the earth, on toward development .

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Taking hold of the body, looking toward The image of a solar eclipse looks very destiny from pre-earthly life, and developing similar . Here we have the microcosm­ and ÒIÓ-awareness are all things that we need to the macrocosm . Only the sizes are different . do . Taking hold of the body is the first step of But the move­ments of the stars up in the incarnating . The second step addresses our heavens are the same rhythms, the same karmic surroundings . As much as we can, we movements active in the physical evolution of have to form the childÕs environment so that the body . [To further illustrate this reflection he feels addressed, accepted, and taken into of the macrocosm/microcosm, the image of a world where people communicate with one a developing sun out in some galaxy, with its another . swirling, spiraling shape, was shown alongside Then with the third step of incarnation that of the de­veloping tissue fibers of the can come the flash of ÒI am .Ó Here comes the heart .] The developing heart organ is similar first shining experience of ÒI am .Ó I have a because the fibers move in the same kind of body; I have a destiny . But I am not just these . vortex pattern as the developing sun . This I am more . I am a being . The more my body cosmic swirling pattern is also shown in human becomes an instrument of my development, fingerprints . We see these motifs again in and my destiny the development of childrenÕs drawings . [The the arena of my spiraling condenses to a point that becomes development, the enclosed by a circle .] better my ÒIÓ can After fertilization, there is the tiny hovering find itself . of a point forming within the liquid of the In the human amnion, surrounded by the circle of the ovum we see a trophoblast . The play between the inner and point surrounded the outer continues with the development­ by a circle . The of the ear and eye . The ear is a wonderful image of the spiral that goes entirely inside; when we ovum looks hear we internalize . The eye goes out and as though it becomes global . Rudolf Steiner observed these has a subtly similarities and polarities . A human egg cell (Image from glowing corolla There is dramatic play of forces from week Gertrude Lux Flanagan, The First around the to week that creates the organ systems in Nine Months of Life) circumference . such a way that they work well together . The

Two stages of hand development in utero (The First Nine Months of Life)

A developing sun

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Michaela Glöckler • 33 organs develop first . Only then do the limbs not the same . The teeth and the jaw change begin to take shape . The limbs are inserted into with growth . [A slide showed how a baby the physical body from the outside . The head chimpanzeeÕs face and jaw are similar in profile evolves from the center . The ÒdestinyÓ person, to a human child . But as the chimp matures, the person of action, comes from the periphery . the jaw becomes much more prominent and [The forming of the limbs from the periphery thrusts forward .] was demonstrated by a series of photos that The more specialized something becomes, show just the little buds that will develop into the less it is free . There is less freedom for the hands and feet . By gradual steps indentations being to meet the world with . Animals grow appear in the buds which begin to differentiate apart from the human being and specialize into fingers and toes . The shape of the fingers themselves . With our arms we cannot fly like and toes appears to be impressed upon the birds, but we can do so many other things . hands and feet from the outside .] Waldorf education wants to educate toward Then the child is born and enters freedom . That means that, as much as possible independently into the physical world . The in early childhood, the first years of school child is freed from the motherÕs narrow body . should be without specialization . Then the This first liberation opens the doorway to human instrument has more possibilities . Then more freedom . Every learning process is a bit there is no one-sidedness and the more human of liberation . Learning something new gives and less animal-like we will be . us more freedom for the future because we When we speak, the glottis is closed . When have learned something new to use . Aborigines we breathe, it opens . We stop breathing when say that initiation is always when we learn we speak . Parallel to this is brain development . something new . In the Shinto tradition, a new It is a stormy activity . Everything we bring initiation occurs every two-and-two-thirds to the child from the outside stimulates years, just as Rudolf Steiner saw . [Something development . [A slide illustrated this stormy unique to human beings was demonstrated picture of development . Pictures of nerve fibers in a slide showing the arrangement of human in the brain were shown from the newborn teeth .] The child and adult have the same size through the ages of 3, 15, and 24 months .] and shape of gum and positioning for the first The brain becomes increasingly complex and ten teeth . This does not change with the loss chaotic-looking in this pattern of complexity . and replacement of the baby teeth . This allows What is happening within the brain is the human being to speak . In animals, it is caused by the experience of out­side stimuli meeting the child . This is all unconscious preparation for the persona . This physical instrument will be the physical home of the ÒIÓ that can meet others . [This thought ended with a photo of a little child walking along behind two adults . The child is walking with head bowed and hands clasped behind his Microscopic sections of the human cerebrum showing synapses between brain back in exact imitation of cells (From M . Glšckler, S . Langhammer, C . Wiechert: Education – Health for Life) the two men .]

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We carry the laws of the cosmos within healthy body and a more harmonious destiny . us, which direct how we form ourselves . But Then we can become citizens of two worlds . there is also an aspect of our higher being that With the children we can give them a helm in is always in communication spirit, soul, and body . We all with the hierarchies . This There is also an aspect keep Natasha [mentioned by can express itself in dif­ferent Louise deForest in her opening ways . How can we meet our of our higher being lecture as the child she has different children in their that is always in learned most from because she different developments of self- communication with feels that she failed her] in our awareness? If we take seriously minds as the potential for our these three steps, we can the hierarchies . learning . become masters of the physical body, of physical development . But we can also Endnotes: be experts of destiny . For ten to fifteen minutes 1 . This article is from a lecture delivered at the in each faculty meeting we should read lectures World Kindergarten Conference 2012 in Dornach, Switzerland . Originally published in The Journey of on reincarnation and karma and lectures about the “I” Into Life: A Final Destination or a Path Towards life between death and new birth . Freedom? Nancy Blanning, ed ., Spring Valley, NY: Why? This is the world where the ÒIÓ WECAN Publishing, 2012, with permission . decides to come back to the earth . This is the 2 . Rudolf Steiner, Life Between Death and Rebirth world where beings communicate with other (selections from GA 140) . beings, where our ÒIÓ is connected with the 3 . A eurythmy performance representing a series of goddesses going from Isis (Egyptian),­ Layla (Iranian/ dead, with the elemental beings, with the Sufi), Lakshmi (Indian), Kore (Greek), Lilith (Hebrew), angelic hierarchies, the divinity, the trinity that Banshee (Celtic), to Sophia (Russian) . forms our body in its image, differentiating it into three parts . We are images of the divine essence . If we study lectures on destiny we Michaela Glöckler lives in Dornach, Switzerland, understand that whatever we do in one life where she is the leader of the Medical Section at to improve radiates in our next life in a more the Goetheanum. A former pediatrician and school doctor, she is actively involved with the Waldorf school movement worldwide as a lecturer and is the author of many books on child development.

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Teacher Education for Educational Wisdom1

Gert Biesta

Introduction actions that can be taken at the Member State In recent years policy makers and level and how the European Union might politicians have become increasingly interested support these .Ó As part of this process the in teacher education . In the UK the government European Commission also produced a set has published a new policy framework for of ÒCommon European Principles for Teacher school education in EnglandÑa paper called Competences and Qualifications .Ó7 While none ÒThe Importance of TeachingÓ2Ñwhich not of these documents has any legal power, they only sets out the parameters for a significant do tend to exert a strong influence on policy transformation of state funded school development within the member states of the education but also contains specific proposals European UnionÑa point to which I will return for the education of teachers . In Scotland the below . government commissioned a review of Scottish One could see the attention from policy teacher education . The report, with the title makers and politicians for teacher education as ÒTeaching ScotlandÕs Future,Ó3 also makes the expression of a real concern for the quality very specific recommendations about teacher of education at all levels and as recognition education and the further of the fact that the quality professional development of Now that governments of teacher education is an teachers . in many countries have important element in the In many countries overall picture . But one could discussions about teacher established a strong also read it more negatively education are being influenced grip on schools, they are by observing that, now by developments at the turning their attention that governments in many European level, particularly countries have established a in the context of the Lisbon to teacher education strong grip on schools through strategy (2002) which in order to establish a combination of curriculum sets the aim of making total control over the prescription, testing, the European Union into inspection, measurement, Òthe most competitive and educational system . and league tables, they are dynamic knowledge-based turning their attention to economy in the world,Ó4 and the Bologna teacher education in order to establish total Process, aimed at the creation of a European control over the educational system . Much, of Higher Education Area . In the wake of the course, depends on how, in concrete situations, 2005 Organization for Economic Cooperation discourse and policy will unfold or have and Development (OECD) report on the unfolded already . In this regard it is interesting state of teacher educationÑa report called that, whereas in the English situation teaching Teachers Matter: Attracting, Developing and is being depicted as a skill which can be picked Retaining Effective Teachers5Ñ the European up in practice (with the implication that teacher Commission produced a document in 2007 education can be shifted from universities called Improving the Quality of Teacher Education6 to so-called Òtraining schoolsÓ), the Scottish which proposed Òshared reflection about discussion positions teaching as a profession

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 36 • Teacher Education for Educational Wisdom which requires proper teacher education and Crick, 2008, p .313), are so broad that it may be further professional development . difficult to see what is not included . While there are, therefore, still important What is worrying, however, is not so much differences Òon the ground,Ó we are, at the very the notion of competence itself but, first and same time, seeing an increasing convergence in foremost, the fact that the idea of competence discourse and policy with regard to teaching is beginning to monopolize the discourse which, in turn, is leading to a convergence in about teaching and teacher education . After discourse and policy with regard to teacher all, if there is no alternative discourse, if a education . The main concept particular idea is simply seen as that is emerging is the If there is no Òcommon sense,Ó then there is notion of ÒcompetenceÓ (see, a risk that it stops people from for example, Deakin Crick, alternative discourse, thinking at all . While European 2008; Mulder, Weigel & Éthen there is a risk documents about teaching and Collins, 2007) . The notion of that it stops people teacher education have no legal competence is interesting for powerÑdecisions about education at least two reasons . Firstly, from thinking at all . remain located at the level of the it has a certain rhetorical member statesÑthey do have appealÑwho, after all, would want to argue important symbolic and rhetorical power in that that teachers should not be competent? they often become a reference point many Secondly, competence focuses the discussion on want to orientate themselves towards, perhaps the question of what teachers should be able to on the assumption that if they donÕt adjust, do rather than only on what teachers need to they run the risk of being left behind . We can know . One could say, therefore, that the idea of see a similar logic at work in the problematic competence is more practical and, in a sense, impact that PISA (OECDÕs Programme for also more holistic in that it seems to encompass International Student Assessment) has had on knowledge, skills, and action as an integrated education throughout Europe . What I have in whole, rather than to see action as the mind here is not the fact that PISA is interested application of knowledge or the implementation only in particular ÒoutcomesÓÑalthough there of skills . Whether this is indeed so also depends are important questions to be asked about on the particular approach to and conception that as wellÑbut first of all the fact that PISA of competence one favors . Mulder, Weigel & and similar systems create the illusion that a Collins (2007) show, for example, that within wide range of different educational practices the literature there are three distinctive is comparable and that, by implication, these traditionsÑthe behaviorist, the generic, and practices therefore ought to be comparable . the cognitiveÑwhich put different emphases Out of a fear of being left behind, out of a fear on the ÒmixÓ between action, cognition, and of ending up at the bottom end of the league values . While some definitions of competence table, we can see schools and school systems are very brief and succinctÑsuch as ErautÕs transforming themselves into a definition of definition of competence as Ò[t]he ability to education that ÒcountsÓ in systems like PISA, perform the tasks and roles required to the the result being that more and more schools expected standardsÓ (Eraut 2003, p .117, cited and school systems begin to become the same . in Mulder, Weigel & Collins, 2007)Ñothers, It is, however, not only the tendency such as Deakin CrickÕs definition of competence towards uniformity that is problematic . It as Òa complex combination of knowledge, skills, is also that through the discourse about understanding, values, attitudes, and desire competence a very particular view about which lead to effective, embodied human action education is being repeated, promoted, and in the world, in a particular domainÓ (Deakin multiplied . This is often not how ideas about

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Gert Biesta • 37 the competences that teachers need are with others . They need to be able to work being presented . Such competences are often with learners as individuals and support them presented as general, as relatively open to to develop into fully participating and active different views about education, as relatively members of society . They should also be able neutral with regard to such views, and also to work in ways which increase the collective as relatively uncontested . They are, in other intelligence of learners and cooperate and words, presented as Òcommon sense .Ó One collaborate with colleagues to enhance their thing that is important, therefore, is to open up own learning and teaching . this common sense by showing Work with knowledge, that it is possible to think The Òcommon senseÓ technology and information. differently about education and They need to be able to work about what teachers should be about education has a with a variety of types of able to do, at least in order to tendency to promote a knowledge . Their education move away from an unreflected rather un-educational and professional development and unreflective common should equip them to access, sense about education . But way of thinking about analyze, validate, reflect on, I also wish to argue that the education . and transmit knowledge, particular common sense making effective use of about education that is being multiplied is technology where this is appropriate . Their problematic in itself, because it has a tendency pedagogic skills should allow them to build to promote what I would see as a rather un- and manage learning environments and retain educational way of thinking about education . the intellectual freedom to make choices over And this is the deeper problem that needs to the delivery of education . Their confidence in be addressed in order to have a better starting the use of information and communications point for our discussion about the future of technology (ICT) should allow them to integrate teacher education . it effectively into learning and teaching . They should be able to guide and support learners The “learnification” of education in the networks in which information can be I invite you to take a brief look at the key found and built . They should have a good competences enlisted in the document from the understanding of subject knowledge and view Directorate-General for Education and Culture learning as a lifelong journey . Their practical of the European Commission, called ÒCommon and theoretical skills should also allow them to European Principles for Teacher Competences learn from their own experiences and match a and Qualifications .Ó wide range of teaching and learning strategies to the needs of learners . Making it work: the key competences Work with and in society. They contribute to Teaching and education add to the preparing learners to be globally responsible economic and cultural aspects of the knowledge in their role as EU citizens . Teachers should be society and should therefore be seen in their able to promote mobility and cooperation in societal context . Teachers should be able to: Europe and encourage intercultural respect Work with others. They work in a profession and understanding . They should have an which should be based on the values of social understanding of the balance between inclusion and nurturing the potential of respecting and being aware of the diversity every learner . They need to have knowledge of learnersÕ cultures and identifying common of human growth and development and values . They also need to understand the demonstrate self-confidence when engaging factors that create social cohesion and

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 38 • Teacher Education for Educational Wisdom exclusion in society and be aware of the interestsÑperhaps its own interests (I return ethical dimensions of the knowledge society . to this below)Ñbut predominantly thinks of They should be able to work effectively with the school as the institution that needs to solve the local community and with partners and Òother peopleÕs problems .Ó stakeholders in education: parents, teacher My second observation concerns the fact education institutions, and representative that in this text, education is predominantly groups . Their experience and expertise should described in terms of learning . We read that also enable them to contribute to systems of teachers are supposed to nurture the potential quality assurance . TeachersÕ work in all these of every learner, that they need to be able areas should be embedded in a professional to work with learners as individuals, that continuum of lifelong learning which includes they should aim at increasing the collective initial teacher education, induction, and intelligence of learners, that they should be able continuing professional development, as they to build and manage learning environments, cannot be expected to possess integrate ICT effectively into all the necessary competences This functionalist learning and teaching, provide on completing their initial guidance and support to learners teacher education 8. view of education in information networks, and view I would like to make two predominantly learning as a lifelong journey . observations . The first is that thinks of school as For me this document is another in this text, school education example of what elsewhere (see is very much positioned as an an institution that particularly Biesta 2004; 2006) instrument that needs to deliver needs to solve Òother I have referred to as the rise of all kinds of societal goods . peopleÕs problems .Ó a Ònew language of learningÓ in Education needs to produce education . This rise is manifest such things as social cohesion, in a number of ÒtranslationsÓ social inclusion, a knowledge society, lifelong that have taken place in the language used learning, a knowledge economy, EU citizens, in educational practice, policy, and research . intercultural respect and understanding, a We can see it in the tendency to refer to sense of common values, and so on . This is students, pupils, children, and even adults as a very functionalist view of education and Òlearners .Ó We can see it in the tendency to a very functionalist view of what is core to refer to teaching as the facilitation of learning what teachers need to be able to do . It paints or the creation and management of learning a picture in which societyÑand there is, of environments . We can see it in the tendency course, always the question who ÒsocietyÓ to refer to schools as places for learning or as actually ÒisÓÑsets the agenda, and in which learning environments . And we can see it in education is seen as an instrument for the the tendency no longer to speak about adult delivery of this agenda . In this text the only education but rather to talk about lifelong Òintellectual freedomÓ granted to teachers is learning . about how to ÒdeliverÓ this agenda, not about Now one could argue that there is no what it is that is supposed to be Òdelivered .Ó problem with this . IsnÕt it, after all, the purpose (I put ÒdeliveryÓ in quotation marks to highlight of education that children and students learn? that it is a very unfortunate and unhelpful IsnÕt it therefore reasonable to think of the task metaphor to talk about education in the first of teachers as that of supporting such learning? place .) This functionalist or instrumentalist And doesnÕt that mean that schools are and view of education does not seem to consider should be understood as learning environments the idea that education may have other or places of learning? Perhaps the quickest

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Gert Biesta • 39 way to make my point is to say that for me the 2010a) . I have deliberately constructed an ugly point of education is not that students learn, word for this because, from the standpoint of but that they learn something, that they learn education, I think that this is a very worrying this for particular purposes, and that they learn trend . This means that if we wish to say this from someone .9 A main problem with the anything educational about teacher education, language of learning is that it is a language if, in other words, we wish to move beyond of process, but not a language of content and the language of learning, we need to engage purpose . Yet education is never just about any with a way of speaking and thinking that learning, but always about the learning of is more properly educational . Once we do something for particular purposes . In addition this we may findÑand this is what I will be education is always about learning from arguing belowÑthat the idea of competences someone . Whereas the language of learning is becomes less attractive and less appropriate an individualistic languageÑlearning is, after when thinking about teacher education and all, something you can do its future . Let me move, on your ownÑthe language The problem with the rise then, to the next step in of education is a relational my argument, which has language, where there is of the language of learning to do with the nature of always the idea of someone in education is threefold; educational practices . educating somebody else . it makes it more difficult The problem with the rise What is education for? of the language of learning to ask questions about I have suggested that in education is therefore content, purpose, and the the language of learning is threefold: it is a language role and responsibility unhelpful as an educational that makes it more difficult language because if we just to ask questions about of the teacher in the say that students should content; it is a language educational relationship . learnÑor that teachers that makes it more difficult should support or promote to ask questions of purpose; studentsÕ learningÑbut and it is a language that makes it more difficult do not specify what the learning is supposed to ask questions about the specific role and to achieve or result in, we are actually saying responsibility of the teacher in the educational nothing at all . This shows something particular relationship . about educational practices, namely that they All this is not to say that learning is a are teleological practicesÑthe Greek word telos meaningless idea, or that learning has no place meaning ÒaimÓ or ÒpurposeÓÑthat is, practices in education . But it is to highlight the fact that that are constituted by certain aims, which the language of learning is not an educational means that, if you take away the orientation language, so that when discussions about towards aims, you take away the very thing education become entirely framed in terms of that makes a practice into an educational learning, some of the most central educational practice . In my workÑparticularly the book questions and issuesÑabout purpose, content, Good Education in an Age of Measurement and relationshipsÑbegin to disappear from (Biesta 2010a)ÑI have therefore argued that the conversation and, subsequently, run if we want to move back from ÒlearningÓ to the risk of beginning to disappear from the ÒeducationÓ we need to engage explicitly practice of education too . In my own work with the question of purpose in education . I I have referred to this development as the have referred to this as the question of good ÒlearnificationÓ of education (see Biesta education in order to highlight that when

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 40 • Teacher Education for Educational Wisdom we engage with the question of purpose in function has become an explicit dimension education we are always involved in value of discussions about what schools are for . judgments, that is, in judgments about what is We can see this specifically in the range of educationally desirable 10. societal ÒagendasÓ that have been added to By arguing that there is a need to engage the school curriculum, such as environmental with the question of educational purpose, I education, citizenship education, social and am not trying to define what the purpose of moral education, sex education, and so on . education should be . But I do wish to make two The idea here is that education not only exerts points about how I think we should engage a socializing force on children and students, with the question of purpose . The first point is but that it is actually desirable that education that educational practices always serve more should do this . than one purposeÑand do so at the very same While some would argue that these are the time . The multi-dimensionality of educational only two proper and legitimate dimensions that purpose is precisely what makes education school education should be concerned about, interesting . It is also, secondly, why a particular I wish to argue that there is a third dimension kind of judgment is needed in education . in relation to which education operates and By saying that this question of educational should operate . This has to do with the way purpose is multi-dimensional, I am trying to in which education impacts the person as a say that education ÒfunctionsÓ or ÒworksÓ in subject of action and responsibility . This is a number of different dimensions and that the subjectification dimension of education . It in each of these dimensions the question of is important to see that subjectification and purpose needs to be raised . In my own work I socialization are not the sameÑand one of have suggested that we can distinguish three the important challenges for contemporary dimensions in which the question of purpose education is how we can actually articulate the needs to be raisedÑor to put it in more simple distinction between the two (for more on this language: I have suggested that educational see Biesta 2006) . Socialization has to do with processes and practices tend to function in how we become part of existing orders, how three different domains . I have referred to we identify with such orders and thus obtain these domains as qualification, socialization, an identity; subjectification, on the other hand, and subjectification (see Biesta 2010a, and for is always about how we can exist ÒoutsideÓ a Swedish version Biesta 2011; see also Biesta of such orders . With a relatively ÒoldÓ but still 2009) . Qualification has to do with the ways crucially important concept, we can say that in which education qualifies people for doing subjectification has to do with the question thingsÑin the broad sense of the wordÑby of human freedomÑwhich, of course, then equipping them with knowledge, skills, and raises further questions about how we should dispositions . However, education is not only understand human freedom . (For my ideas on about knowledge, skills, and dispositions but this see, again, Biesta 2006; also chapter 4 in also has to do with the ways in which, through Biesta 2010a .) education, we become part of existing social, To engage with the question of purpose in cultural, and political practices and traditions . education requires that we engage with this This is the socialization dimension of education . question in relation to all three domains . The While some take a very strict and narrow reason why engagement with the question view of education and would argue that the of purpose requires that we ÒcoverÓ all three only task of schools is to be concerned about domains, lies in the fact that anything we knowledge and skills and dispositions, we can do in education potentially has ÒimpactÓ in see that over the past decades the socialization any of these three domains . It is important to

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Judgment and wisdom in education If I try to bring together the lines of my argument so far, the point that is emerging is that the question is not so much whether teachers should be competent to do thingsÑone could say that, of course, they should be competentÑbut that competence, the ability to do things, is in itself never enough . To put it bluntly: a teacher who possesses all the competences teachers need but who is unable to judge which competence needs to be deployed when, is a useless teacher . Judgments about what needs to be done always need acknowledge that the three domains are not to be made with reference to the purposes separate, which is why they can be depicted as a of educationÑwhich is why the language of Venn diagram of three overlapping areas . learning is unhelpful as it is not a language The overlap is important because, on the one in which the question of purpose can easily hand this indicates opportunities for synergy, be raised, articulated, and addressed . And whereas on the other hand it can also help us since the question of purpose of education is a to see potential conflict between the different multidimensional question, judgment needs to dimensions . be multidimensional, taking into consideration Given the possibilities of synergy and that a gain with regard to one dimension may conflict, and given the fact that our educational be a loss with regard to another dimensionÑ activities almost always ÒworkÓ in the three so that there is a need to make judgment about domains at the very same time, looking at the right balance and the right trade off between education through these dimensions begins gains and losses, so to speak . Exerting such to make visible something that, in my view, judgments is not something that is done at the is absolutely central about the work of level of school policy documents, but lies at the teachers, which is the need for making situated very heart of what goes on in the classroom judgments about what is educationally and in the relationships between teachers and desirable in relation to these three dimensions . studentsÑand this goes on again, and again, What is central to the work of teachers is not and again . simply that they set aims and implement them . The idea that education cannot do without Teachers constantly need to make judgments judgment about what is educationally desirable about how to balance the different dimensions; stands in sharp contrast to another recent they need to set priorities and they need to be trend in discussions about teaching and able to handle tensions, conflicts, and Òtrade teacher education, which is the suggestion offsÓÑas gains in relation to one dimension that teaching should become an Òevidence- often imply losses in relation to another . basedÓ profession, totally driven by scientific What is beginning to emerge from this knowledge about Òwhat works .Ó This idea line of thinking is that, because education is a is problematic for a number of reasons, a teleological practice and because the question discussion of which partly lies beyond the of the telos of education is a multi-dimensional scope of this paper (for more on this see Biesta question, judgment about what is educationally 2007; 2010b; and in German Biesta 2010c), desirable is an absolutely crucial element of albeit that the main problem here is not what teachers do . dissimilar from what I have said about the idea

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 42 • Teacher Education for Educational Wisdom of competences, which is that, while insights While James provides a convincing from research may give us an indication of argument as to why teaching should not and what might be possible (albeit that the extent cannot be understood as a scienceÑand to which research can say anything about actually needs tact, ingenuity and, so I wish to this is far more limited than the proponents add, judgmentÑhe has less to say about the of evidence-based education tend to assume), positive side of the argument, that is, the idea whether what is possible is educationally that education should therefore be understood desirable remains a question that such research as an art . A thinker who has something very cannot answer but that requires the judgment helpful and important to say with regard to of teachers and others involved in this question is Aristotle (384Ð322 bc), and the the educational process . interesting question he allows us to ask is not Discussions about the role of scientific whether teaching is an art or not, but what kind evidence in teaching do relate to a much older of art teaching is (see Aristotle 1980) . question in the educational discussion, which AristotleÕs argument starts from the is the question of whether teaching should be distinction between the theoretical life and understood as an art or a science . One person the practical life . While the theoretical life has who has very concisely and very convincingly to do with Òthe necessary and the eternalÓ argued against the idea of teaching as a science (Aristotle 1980, p .140) and thus with a kind is the American psychologist William James of knowledge to which Aristotle refers as (1842Ð1910) . He writes: science (episteme), the practical life has to do with what is ÒvariableÓ (ibid ., p .142), that is, Psychology is a science, and teaching with the world of change . This is the world in is an art; and sciences never generate which we act and in which our actions make arts directly out of themselves . An a difference . With regard to our engagement intermediary inventive mind must make with the world of change, Aristotle makes a the application, by using its originality . distinction between two modes of acting, poiesis The most such sciences can do is to and praxis or, in CarrÕs (1987) translation, help us to catch ourselves up and check Òmaking actionÓ and Òdoing action .Ó Both ourselves, if we start to reason or to ÒmodesÓ of action require judgment, but behave wrongly, and to criticize ourselves the kind of judgment (and hence the kind of more articulately after we have made knowledge needed to make such judgments) mistakes . is different . Poiesis is about the production or To know psychology, therefore, is fabrication of thingsÑsuch as, for example, a absolutely no guarantee that we shall be saddle or a ship . It is, as Aristotle puts it, about good teachers . To advance to that result, Òhow something may come into being which we must have an additional endowment is capable of either being or not beingÓ and altogether, a happy tact and ingenuity about things Òwhose origin is in the maker and to tell us what definite things to say and not in the thing madeÓ (which distinguishes do when the pupil is before us . That poiesis from biological phenomena such as ingenuity in meeting and pursuing the growth and development) (Aristotle 1980, pupil, that tact for the concrete situation, p .141) . In short, poiesis is about the creation though they are the alpha and omega of something that did not exist before . The of the teacherÕs art, are things to which kind of knowledge we need for poiesis is techne psychology cannot help us in the least . (usually translated as ÒartÓ) . It is, in more (James 1899, pp .14Ð15) contemporary vocabulary, technological or instrumental knowledge, Òknowledge of how to

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Gert Biesta • 43 make thingsÓ (ibid ., p .141) . Aristotle comments (which is not to say that they are entirely that the end of poiesis is external to the means, separate) . This does not mean that we should which means that techne, the knowledge of exclude the idea of poiesis from our educational how to make things, is about finding the means thinking . After all, we do want our teaching and that will produce the thing one wants to make . our curricula to have effect and be effective; we Techne therefore encompasses knowledge about do want our students to become good citizens, the materials we work with and about the skillful professionals, knowledgeable human techniques we can apply to work with those beings; and for that we do need to think about materials . But making a saddle is never about educational processes in terms of poiesis, that simply following a recipe . It is, in terms of bringing about involves making judgments Educational judgments something . But that should about the application of are Énot ÒtechnicalÓ never be the be all and end our general knowledge to judgments but value all of education . Education this piece of leather, for this is always more than just horse, and for this person judgmentsÑand perhaps production, and ultimately riding the horse . we can even call them education is precisely what But the domain of the moral judgments . production/poiesis is not, variable is not confined because at the end of the to the world of things; it also includes the day we, as educators, cannot claim that we social world: the world of human action and produce our students; instead we educate interaction . This is the domain of praxis . The (Latin, e ducere, to lead out) them, and we orientation here is not towards the production educate them in freedom and for freedom . of things but towards bringing about That is why what matters in education lies ÒgoodnessÓ or human flourishing (eudamonia) . in the domain of praxis . Praxis is Òabout what sort of things conduce The second point is that the idea of to the good life in generalÓ (ibid ., p .142) . It is Òpractical wisdomÓ captures quite well about good action, but good action is not seen what I have been saying about educational as a means for the achievement of something judgment . Educational judgments are, after else . Ò(G)ood action itself is its endÓ (ibid ., all, judgments about what needs to be done, p .143) . The kind of judgment we need here not with the aim to produce something in is Òabout what is to be doneÓ (ibid ., emphasis the technical sense, but with the aim to bring added) . Aristotle refers to this kind of judgment about what is considered to be educationally as phronesis, which is usually translated as desirable (in the threeÑoverlappingÑdomains Òpractical wisdom .Ó I have identified) . Such judgments are, Two points follow from this . The first has therefore, not ÒtechnicalÓ judgments but to do with the nature of education . Here I value judgmentsÑand perhaps we can even would argue, with Aristotle, that we should call them moral judgments . What Aristotle never think of education only as a process of adds to the pictureÑand this is important production, that is, of poiesis . While education for developing these views about education is clearly located in the domain of the variable, into views about teacher educationÑis that it is concerned with the interaction between practical wisdom is not to be understood as a human beings, not the interaction between set of skills or dispositions or competencies, but human beings and the material world . denotes a certain quality or excellence of the Education, in other words, is a social art, and person . The Greek term here is αρετh, arete, the aesthetics of the social is in important ways and the English translation is Òvirtue .Ó The different from the aesthetics of the material ability to make wise educational judgments

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 44 • Teacher Education for Educational Wisdom should therefore not be seen as some kind of of certain traits or qualities, but actually Òadd on,Ó that is, something that does not comes with examplesÑand one main example affect us as a person, but rather denotes what in AristotleÕs writings is Pericles . Pericles we might call a holistic quality, something appears in the argument as someone who that permeates and characterizes the whole exemplifies phronesis; he exemplifies what a personÑand we can take ÒcharacterizeÓ practically wise person looks like . It is as if here quite literally, as ÒvirtueÓ is often also Aristotle is saying: If you want to know what translated as Òcharacter .Ó practical wisdom is, if you want to know The question for teacher education is what a practically wise person looks like, therefore not how can we learn phronesis . The look at him, look at her, because they are question rather is, how we can excellent examples . If this makes become a phronimos; how can The question for sense, it suggests three things we become a practically wise teacher education for the education of teachers, person . And more specifically the and we could see this as three question is: how can we become is therefore: how ÒparametersÓ for our thinking educationally wise . This is the can we become about the future of teacher question of teacher education, educationally wise? education . and in the final step I will present First of all it means that some suggestions for what all this might mean teacher education is about the formation of for the future of teacher education . the person (not, I wish to emphasize, as a private individual, but as a professional) . It Virtuosity: Becoming educationally wise starts, to use the terms I introduced earlier, The main idea emerging from the discussion in the domain of subjectification . Teacher so far is that teachers need to develop the education is not about the acquisition of ÒabilityÓ to make wise educational judgments . knowledge, skills, and dispositions per se This ÒabilityÓ should not be seen as a skill or (qualification), nor about just doing as other competence (which is why I put it in quotation teachers do (socialization), but starts from the marks), but should be understood as a quality formation and transformation of the person- of the person . This means that the overarching as-educational-professional, and it is only from orientation of teacher education should be there that questions about knowledge, skills, the question of how teachers can become and dispositions, about values and traditions, educationally wise . How can we become about competence and evidence come in, so educationally wise? to speakÑnever the other way around . What One interesting observation Aristotle we are after in the formation of the person is makes in relation to this is Òthat a young educational wisdom, the ÒabilityÓ to make wise man of practical wisdom cannot be foundÓ educational judgments . Following Aristotle we (ibid ., p .148) . This suggests that practical can call this a virtue-based approach to teacher wisdom is something that comes with ageÑ education . While we could say that what or perhaps itÕs better to say that wisdom we are after here is for student-teachers to comes with experience . This is one important become virtuous professionals, I prefer to play point for teacher education, to which I will differently with the idea of ÒvirtueÓ and would return below . The second point of relevance like to suggest that what we should be after here is that when Aristotle comes to points in teacher education is a kind of virtuosity in in his writing where one would expect a making wise educational judgments . The idea definition of what a practically wise person of virtuosity might help us to appreciate the looks like, he doesnÕt come with a description other two ÒparametersÓ of my thinking about

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Gert Biesta • 45 teacher education, because if we ask how we can also learn important things from studying can develop virtuosityÑand here we can think, the virtuosity of others, particularly those for example, about how musicians develop we deem to have reached a certain level of virtuosityÑwe do it through practice, that virtuosity 11. This is not to be understood as is, by doing the very thing we are supposed a process of collaborative learning or peer- to be doing (after all, it is impossible to gain learning . The whole idea of learning from virtuosity in piano playing by studying the studying the virtuosity of others is that we flute), and we do it through careful study of learn from those who exemplify the very the virtuosity of others . And these are precisely thing we aspire to, so to speak . The process the two other ÒparametersÓ of the approach is, in other words, asymmetrical rather than to teacher education I wish to symmetrical . The study of the propose . Each educational virtuosity of other teachers The second component, moment in which can take many different therefore, is the idea that we can forms . It is something that develop our virtuosity for wise judgment is called can be done in the classroom educational judgment only by for, is in some through observation of the practicing judgment, that is, by respect radically new ways in which teachers make being engaged in making such embodied and situated wise judgments in the widest range of and radically unique . educational judgmentsÑor educational situations possible . at least try to do so . We have It is not, in other words, that we can become to bear in mind, though, that such judgments good at making judgments by reading books are not always ÒvisibleÓÑalso because they about it; we have to do it, and we have to partly belong to the domain of what is known learn from doing it . At one level one may argue as tacit knowledgeÑso there is also need for that this is not a very original idea, i .e ., that conversation, for talking to teachers to find out we can only really learn the art of teaching by why they did what they did . This can be done doing it . But I do think there is an important on a small scaleÑstudent-teachers interviewing difference between, say, learning on the job teachers about their judgments and their (the picking-skills-up-on-the-job-approach the educational virtuosityÑbut it can also be English government seems to be returning to) done on a bigger scale, for example through and reflective practice, or even problem-based life-history work with experienced teachers, so learning and what I am after here . What I am that we not only get a sense of their virtuosity after is what we might call judgment-based but perhaps also of the trajectory through professional learning, or judgment-focused which they developed their educational professional learning . It is not just about any virtuosity . (We should also bear in mind that, kind of experiential or practical learning, as with musicianship, in order to keep up oneÕs but one that constantly takes the ÒabilityÓ virtuosity, one needs to continue practicing for making wise educational judgments as it .) And we can also go outside of educational its reference point and center (which means practices and study images of teachers in that, from day one, student-teachers should literature, film, popular culture, and the like . be engaging with the question as to what is We will, of course, encounter both successes educationally desirable) . and failures, and The third component has to do with we can, of course, learn important things learning from examples . While on the one about the virtuosity of educational wisdom hand we can develop virtuosity only through from both . practicing judgment ourselves, I think that we

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 46 • Teacher Education for Educational Wisdom

Conclusion 7 . http://ec .europa .eu/education/policies/2010/doc/ These, then, are three reference points or principles_en .pdf [Retrieved 27 Feb . 2011] . parameters for thinking about the future of 8 . From http://ec .europa .eu/education/policies/2010/ doc/principles_en .pdf [Retrieved 27 Feb . 2011] . teacher education: a focus on the formation 9 . This is a rather “quick” way of putting it . Elsewhere and transformation of the person towards I have argued for the importance of the distinction educational wisdom; a focus on learning between “learning from” and “being taught by,” through the practicing of educational suggesting that it is the latter notion that really judgments; and a focus on allows us to engage with what is distinctive about the study of the educational education (see Biesta, in press) . Good teaching 10 . The idea of Ògood educationÓ is virtuosity of others . It is what also meant to provide an alternative follows when we approach the means good crisis for the ideas of Òeffective educationÓ task of teacher education in an management, which and Òexcellent educationÓ which both, educational way rather than in my view, are highly problematic with reference to a language of involves teaching notions . learning, and if we take the role students how to cope 11 . An interesting question here is whether we should focus only on those of the teacher seriously rather with the struggles and who exemplify educational virtuosity than letting this be replaced by or whether we can also learn from evidence and competence, also crises of learning . studying those who do not exemplify in order to capture that wise this virtuosity . The more general educational judgment is never the repetition of question here is whether we can learn most from what was in the past, but is always a creative good examples or from bad examples . With regard to educational virtuosity, I am inclined to argue that process that is open towards the future for the it is only when we have developed a sense of what very reason that each educational situation, virtuosity looks like that we can begin to learn from each moment in the practice of education those cases where such virtuosity is absent . in which judgment is called for, is in some respect radically new and radically unique . If we recognize this as being at the very heart References Aristotle (1980) . The Nicomachean ethics. Oxford: Oxford of educational processes and practices then, I University Press . wish to conclude, we need teacher education Biesta, G .J .J . (2004) . Against learning . Reclaiming a that is orientated not towards evidence language for education in an age of learning . Nordisk nor towards competence, but towards the Pedagogik, 23 (1), 70Ð82 . promotion of educational wisdom . ______. (2006) . Beyond learning. Democratic education for a human future. Boulder, CO: Paradigm Publishers . Endnotes ______. (2007) . Why Òwhat worksÓ wonÕt work . 1 . This is a shortened and slightly edited version of Evidence-based practice and the democratic deficit of a paper originally published in Research on Steiner educational research . Educational Theory, 57 (1), 1Ð22 . Education, Volume 3, Issue 1 . ______. (2009) . Good education in an age of 2 . http://www .education .gov .uk/b0068570/the- measurement: On the need to reconnect with importance-of-teaching/ [Retrieved 27 Feb . 2011] . the question of purpose in education . Educational 3 . http://www .reviewofteachereducationinscotland .org . Assessment, Evaluation and Accountability, 21 (1), uk/teachingscotlandsfuture/index .asp [Retrieved 27 33Ð46 . Feb . 2011] . ______. (2010a) . Good education in an age of 4 .http://www .consilium .europa .eu/uedocs/cms_data/ measurement: Ethics, politics, democracy . Boulder, docs/pressdata/en/ec/00100-r1 .en0 .htm [Retrieved CO: Paradigm Publishers . 27 Feb . 2011] . ______. (2010b) . Why Òwhat worksÓ still wonÕt 5 . www .oecd/edu/teacherpolicy [Retrieved 27 Feb, 2011] work . From evidence-based education to value-based 6 . http://ec .europa .eu/education/com392_en .pdf education . Studies in Philosophy and Education, 29 (5), [Retrieved 27 Feb . 2011] . 491Ð503 .

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Gert Biesta • 47

______. (2010c) . Evidenz und Werte in Erziehung und Bildung . Drei weitere Defizite evidenzbasierter Praxis . In H .-U . Otto, a . Polutta & H . Ziegler (Hrsg .) What WorksÐWelches Wissen braucht die Soziale Arbeit? Opladen: Barbara Burdich, 99Ð115 . ______. (2011) . God utbildning i mätningens tidevarv. Stockholm: Liber . ______. (in press) . Receiving the gift of teaching: From Òlearning fromÓ to Òbeing taught by .Ó Studies in Philosophy and Education . Carr, W . (1987) . What is an educational practice? Journal of Philosophy of Education, 21 (2), 163Ð175 . Deakin Crick, R . (2008) . Key competencies for education in a European context . European Educational Research Journal, 7 (3), 311Ð318 . James, W . (1899) . Talks to Teachers on Psychology: And to Students on Some of Life’s Ideals. New York: Henry Holt and Company . Mulder, M ., T . Weigel & K . Collins (2007) .The concept of competence in the development of vocational education and training in selected EU member states . A critical analysis . Journal of Vocational Education and Training, 59 (1), 65Ð85 .

Gert Biesta is Professor of Educational Theory and Policy at the University of Luxembourg. He is editor- in-chief of Studies in Philosophy and Education and founding co-director of Other Education: Journal of Educational Alternatives . For more about him: gertbiesta.com.

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Independent or Charter? Study of Teacher Choice: Part One

Liz Beaven

n 1991, the Milwaukee Urban School in opportunities and challenges . The study Wisconsin opened its doors, bringing the process was illuminated by the thoughtfulness, Ipossibility of Waldorf education to inner city depth, and open and generous sharing of a children . This marked the first venture of group of ten teachers as they reflected on Waldorf education in North America outside their varied experience, their values, their the territory of independent schooling . Since motivation, and their sincere care for Waldorf then, there has been considerable interest in education and for the needs of children . the potential of Waldorf education in the public This article offers a summary of the study sphere, with the development of a number process and key results . A discussion of their of schools inspired by Waldorf education 1. possible implications for further research or Public sector growth has been particularly practice will follow as Part Two in the next concentrated in Northern California but edition of the Research Bulletin . is growing in other states . Expansion into the public realm has provoked discussions Study Context on principles of practice and philosophy, From its 1919 beginnings in post-war fundamentally reflecting two major questions: Stuttgart, Waldorf education has possessed In North America, can Waldorf education a strong social mission . Steiner stipulated exist and thrive in the public that the first school should be sector? What are the immediate I was interested in open to all those who sought and long-term impacts for the exploring differences it and should operate free of Waldorf school movement of government control . The social development in the public sector? through the voices mission of Waldorf education Seeking to take a fresh look of teachers who can be seen throughout its at the dynamics at play between history as it spread across the charter and independent have moved from an world . In the United States, a schools, I undertook a study of independent school wider social mission was less a group of teachers who have to a charter and visible for much of the twentieth had experience in both settings . century; in 1991 a change Rumors abound regarding vice versa . occurred with the opening of differences in compensation, the Milwaukee Urban School approaches to teaching, school organization, and its express intent of bringing the gifts of freedom and regulations, teacher training, and Waldorf education to under-resourced inner similar topics; I was interested in exploring city children . The 1990s were marked by an any differences through the voices of teachers explosion of growth in both independent who have moved from an independent school schools and public ventures . After sixty- to a charter and vice versa, hearing what five years of quiet, relatively unnoticed they experienced when they made this move . development, it could be argued that expansion What emerged was a multi-layered picture into the public sphere dramatically heightened of individual biographies, schools, strengths the overall profile of Waldorf education . and weaknesses, ideals, practical life, and

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Liz Beaven • 49

Development in the public sphere has not They have greater freedom from rules and been without obstaclesÑmost notably in the regulations than regular public schools and form of a lengthy legal challenge brought by can generally define their values, design the People for Legal and Non-Sectarian Schools curriculum, and hire and fire personnel . The (PLANS) .2 Seeking to protect the integrity and level of autonomy and freedom enjoyed by quality of Waldorf education, the Association charter schools varies between states and of Waldorf Schools of North America (AWSNA) schools; there is a wide variety of type of became the holder of use of the terms Waldorf, charter with differences in structure, degree Steiner, and Rudolf Steiner in of autonomy, and salaries . All educational settings .3 Public Development in the must meet federal, state, or schools inspired by Waldorf public sphere has district accountability standards education cannot currently including completion of mandated become members of AWSNA and not been without student assessments . Public are not permitted to use these obstacles, but, funding does not generally meet terms . Despite these challenges, the full charter school budget . growth in the public sphere has despite those, has Unlike some states, California law accelerated . The schools have accelerated . does not allow the conversion of created their own association, the independent schools to charter Alliance for Public Waldorf Education, which status . The charter school movement overall was founded to provide support for these public has seen rapid growth; the number of charter initiatives Òto promote and support high quality school students quadrupled from 1999/2000 to public schools inspired by Waldorf education .Ó 2009/2010 and charters grew from two to five (www .allianceforpublicwaldorfeducation .org) percent of the nationÕs public schools . (National Similar to AWSNA, the Alliance has developed Center for Education Statistics) a path to membership and holds an annual conference . At its January 2013 conference, The Research Project it was reported that Alliance membership has This was a qualitative study based on increased from 14 member schools in 2000 to interviews with ten participants, each of 25 in 2012 and 43 in 2013 (38 full members whom had at least several yearsÕ teaching and 5 new initiatives), a robust 58% growth in both independent Waldorf schools and over a twelve-month period . The majority of public schools inspired by Waldorf education . these schools are in California . The majority had both a California teaching Charter school legislation provided the credential and Waldorf certification . primary framework for the development of Participants were purposively (deliberately) public schools inspired by Waldorf education . selected after conversations with school Charter schools are public institutions administrators and Rudolf Steiner College supported by public funds and operating faculty members and my own knowledge of under a specific agreement (charter) . Charter Northern California schools . I attempted to regulations were first introduced in Minnesota select participants with experience of a range in 1991; California followed in 1992 . Often of schools and to have equal numbers of those referred to as Òpublic schools of choiceÓ (www . who had moved from independent to charter calcharters .org/understanding), charters now school or charter to independent . This proved exist in forty-one states and the District of to be a challenge; it was much easier to locate Columbia . Similar to many of the independent teachers who had moved from an independent schools, they are generally founded out of the to charter setting . Every potential participant interests of a group of parents or teachers . readily agreed to take part . The study was

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 50 • Independent or Charter? primarily located in Northern California due Interviews were semi-structured . I asked to its number of schools; one participant was the same set of open-ended questions at each living and working in Southern California . interview, but interviewees took the lead and Interviews were confidential; neither established their own priorities and flow . At individual nor school names have been times they covered more than one question in disclosed . A profile of key characteristics of the a response . Without exception, interviewees participants is offered to provide context for answered all questions freely and thoughtfully . their perspectives: I conducted eight interviews in person and two by phone . They lasted from fifty minutes to 4 commenced their teaching careers after over two hours . Nine interviews were recorded traditional public school teacher training (audio only) and I took extensive notes . I 8 received their Waldorf teacher training at transcribed the recordings and notes in full Rudolf Steiner College, Sacramento after each interview . 8 hold a California credential (the 2 semi-retired When all interviews had been completed teachers do not) and transcribed, I analyzed the transcripts for 9 have a certificate in Waldorf education (1 did common or repeated themes and significant part of the training but did not complete) differences . This type of research almost 2 had their first teaching experience in inevitably has a subjective element; I attempted traditional public schools to reduce bias by maintaining a standard 5 began their teaching career in an independent framework of interview questions and being as Waldorf school vigilant as possible about any tendency to drop 2 began their teaching career in a charter into discussion, insert my personal opinion, school inspired by Waldorf education (1 had or select transcript material that matched my Waldorf training at this time, 1 did not) expectations . Analysis was initially structured 2 have teaching experience in other private around the interview questions, and responses school systems (Catholic and Montessori; were grouped into major themes as they one began her career in a Catholic school) emerged . These are summarized and discussed 4 currently work in an independent school below . Sample participant quotations have 5 currently work in a charter setting been used to more clearly ÒvoiceÓ and illustrate 2 are primarily mentors and teacher educators the findings . 3 have kindergarten teaching experience 7 are or have been class teachers MAJOR FINDINGS 3 are or have been high school teachers 3 are or have been school administrators Determinants of Choice: Reasons for 2 are Waldorf alumni Moving between Schools 10 are parents of current or former Waldorf Although there were several unique students situations, the major reasons for teachersÕ 2 have also been parents of students in charter decisions to move between independent and schools charter schools could be grouped into three 1 has been a parent in ÒmainstreamÓ public major categories: social mission and access schools to education, financial considerations, and a The total years of teaching experience ranges desire to deepen their work . from 8 to 30+ years Social Mission . Social considerations were Age range is early 40s to late 60s primary in deciding to move between schools: 2 are males, 8 are females every participant had concerns about access to education . Several noted that tuition levels

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Liz Beaven • 51 continue to climb, impacting the demographics deciding factor . Two reported a significant drop of the independent schools . One felt that these in salaryÑin one case, by almost halfÑon increases Òsimply do not seem sustainable .Ó moving from a charter to an independent Another reflected on SteinerÕs intentions, setting . For another, a move from charter to believing he stated that the education independent resulted in an increase . Others would eventually be out in the wider world had realized a significant gain in income when of education, not confined to independent moving from independent to charter . One Waldorf schools . Another expanded on that noted: Ò[In the independent school] the salary is theme: it was time for Waldorf education really only designed for a single person without Òto get out of the monastery and into the dependents,Ó and further reported that the missionaryÓ activity . These teachers had been majority of lower school teachers were married attracted to the pioneering mission of a new women who were not fully dependent on their charter and its social goals, which they saw salaries . Another commented on the difficulty as congruent with this ideal . Several noted in providing for a family on the current salary the greater economic diversity of the charter and the stress that this caused . Both of these population, stating that these children, too, teachers were weighing their choices, juggling were deserving of a Waldorf education but their responsibilities and their ideals . would never have access to an independent Differences in benefits emerged as a school, even with financial aid . significant motivator for change . A retirement Deepening of Work . Ideals also took planÑor lack of oneÑwas most frequently teachers from charters to independent schools . cited . Although many independent schools In this direction, the ideals were a perceived have taken steps in recent years to institute freedom of practice, a search for like-minded or strengthen retirement plans, these tend to colleagues, and a chance to deepen their work . be small and not adequate for full retirement . One recalled a search for greater alignment One teacher, recalling that he had acquired of beliefs about children and her practice, contributions toward state retirement in his remembering that she had found it painful early years at a charter school, realized that to administer standardized tests to second topics such as retirement had not been part of graders . She also spoke of the journey and his thinking as an idealistic young teacher when destiny of the class teacher, of sensing that her he had made the switch to an independent work with her class at a charter school had schoolÑa lack of awareness he now suspects come to an end and that she had been destined is Òstupid .Ó to move, called to the independent school by The benefit of tuition remission was her new class . Another recalled that his charter also discussed: this appeared to help retain school had lacked study, with the majority teachers in the independent schools, most of teachers largely untrained and seemingly particularly at the high school level . Several uninterested in anthroposophical study . He shared stories of colleagues who had stayed wanted his school environment to be in accord at an independent school only for the duration with the ideals and language of his training; of their childrenÕs remission . In one instance, he wanted to be part of a school working a teacher noted that she would not have been strongly with an anthroposophical view of able to afford private high school tuition on the human being . a charter school salary, despite the fact that Financial Considerations . Only one the salary was considerably higher than that teacher named financial considerations as the of the independent school . She had moved primary reason for changing schools . Others to allow her child to complete his education . mentioned finances as an important but not It is important to note also that several

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 52 • Independent or Charter? participants remained in independent schools families . She went on to observe that tuitions long after their children had graduated, and have continued to climb and that attendance at that one participant chose to remain at a an independent school today would be Òout of charter for several years while paying tuition the questionÓ for her family . at an independent school, a decision that Several noted the importance of tuition was a sacrifice but one she felt gave her more remission and, by extension, employment in an professional objectivity . independent school . One recalled the impact In reviewing the why of teacher movement of parenthood on her choices, weighing the between charters and independents, it beauty and richness of an independent setting is noteworthy that for the majority of against a reduction of financial stress in a participants it was a movement towards charter . Ultimately, she concluded, she would something, not a movement away. Most not place her children Òjust anywhere,Ó but retained very positive feelings toward their could imagine a charter setting that was right prior experiences . for themÑa school that was working out of an anthroposophically-inspired understanding of Choices as Parents the human being . Her children For six of the participants, It is noteworthy that are happy in their current parenting had been the doorway for the majority of school, but she noted, wryly, to discovery of Waldorf that other factors needed to education and to becoming ever participants it was a be considered: Ò[Economic] more deeply engaged through movement towards survival trumps a beautiful volunteer work, substitution, something, not a campus .Ó study groups, and then teacher Two participants were now training . Decisions as parents movement away . grandparents, watching their influenced their career paths and alumni children make decisions their choices of school setting . Every participant about education . One stated that it was Òreally is or has been a parent in an independent hard as a grandma to see that my children Waldorf school . Three paid tuition at an canÕt afford a Waldorf school .Ó Another has independent school, separate from employment suggested charters for her grandchildren, or remission . Two had the experience of based on the burden and stress that paying working ÒoppositeÓ their children (children were an independent school tuition would cause . at an independent school, parent at a charter) . Observing another of her children, she noted For five, charter schools had not existed as an that, even with a high income, Òit is a stretchÓ option when their children were of school age . to be at an independent school . Several described being Òhooked on Two participants had had a poor experience Waldorf educationÓ as a non-negotiable reality with one of their childrenÕs teachers (one for their children . One noted: ÒAt one point in a charter school, one in an independent we realized we had spent more than $100,000 school) . Despite this, none expressed doubt or on their education, and agreed that we were regret about their decision to give a Waldorf fully committed to spending whatever it took education to their children . One spoke of the to keep them in Waldorf .Ó (At that time she gift of having a child with learning challenges had not begun teacher training .) Another seen as a spiritual being who was forming a recalled the Òhuge sacrificeÓ that had been destiny rather than as someone with a problem required to provide an independent Waldorf to be Òfixed .Ó Those with current or recent high educationÑthere were no charters available school students did not feel that charters were as an option at that time for either of these a viable option; the independent schools offered

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Liz Beaven • 53 a much richer experience 4. One observed: ÒMy on oneÕs role within a school: class teaching child is who he is because of the opportunities meant working Òmore directly with the children he was afforded as a matter of course .Ó They and the inner work flowed from that,Ó but the agreed that the charter option is becoming teacher had less time: ÒIn my current position I more viable as the high school charter work have more time for inner work and can choose strengthens, and one commented that the to do it or not . For me, this is not a question of absence of independent tuition payments could private or public .Ó free up opportunities for enrichment outside of Several related inner work and collegial school . relations, observing that, overall, in an independent school there was more discussion Collegial and Inner Work of inner work and an anthroposophical Responses to these two topics often framework: ÒMost of the teachers were versed intertwined . Participants commented on faculty in anthroposophy and this was the basis for study, relationships with colleagues, and their discussions .Ó In contrast, said another, in a personal inner work . In general, there was charter oneÕs work was Òmore private, not agreement that the independent an easy conversation piece . É school environment offered more Colleagues in the [that it was] not easy to bring support for inner work and study . charter schools this across [to colleagues] unless Although faculty study, they have backgroundÓ and, at including study of SteinerÕs seemed overall to least for this teacher, therefore works, was described in both be less connected more difficult to maintain on settings, several felt that to anthroposophy . oneÕs own . Another added it is colleagues in the charter Òeasier to do the inner work when schools seemed overall to be you know colleagues are doing less connected to anthroposophy . This varied it too and can share with each other some of depending on the level of training of faculty the struggles, can give tips . É If colleagues are and the number of teachers who had come doing similar work, it is easier .Ó One teacher from a strong independent school environment described an independent schoolÕs Òdepth and (in several schools, many teachers were total commitmentÓ compared to more external currently receiving training) . One reflected support in a charter, but wondered whether that, although she considered her charter this commitment was sustainable Òwith the school to be very strong, there had been more young people coming in .Ó She described time and encouragement for inner work at her mentoring conversations in an independent independent school . She attributed this in part school, during which she Òeasily brought in the to the general ÒethosÓ of the school and in part spiritual part, working with angels, et cetera,Ó to its more rigorous program with significant compared to in a charter setting where she felt demands on teachers . She also felt that the Òa lot of tiptoeing had to be done .Ó However, question of inner work needed to be looked she cautioned from her experiences in many at before and after settlement of the PLANS schools: ÒCollegial work seems to be all over the lawsuit; she had witnessed a greater freedom map between schools . A teacher has to want to to study and discuss these aspects once the do this work .Ó case had been resolved . For others, a feeling of isolation actually Another noted that in an independent strengthened their work: ÒIn some ways school, inner work and practice combine in Òan you have to work harder in a charter open and easy flow .Ó One observed that this schoolÑaligning personal beliefs with what depended not only on school setting, but also is being brought to children, digging deep,

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 54 • Independent or Charter? maintaining consistent study . Here [in an principal is responsible for the quality of the independent school] it is almost easy to teachers and education . One teacher described fall asleepÑstudy is built into the regular a goal of the director model as Òfreeing rhythm and it was tricky to do that in the teachers to teach .Ó Part of the directorÕs charter [during the PLANS case] . You had to work was seen to be Òprotecting teachers work much harder to warm the space in the from cranky parentsÓÑthis was mentioned charter school . É Here there is a long line of repeatedly . Teachers experienced a clear teachers standing behind you; the walls have structure of protection and support, Òa system been worked and you feel this of boundaries; [an issue] goes support .Ó Another observed: ÒIn Most described a through many layers and can often some ways, I am much more aware be figured out . É The teacher can of it, it is a far more useful tool . stronger collegial keep teachingÓ while this takes I see results and the power of it; environment in place . ÒParents know there is a line in the private school everything the independent they cannot cross .Ó was so enmeshed in everything, Independent schools, families were knowledgeable and setting . even those with a strong kids overall came healthy . I see administrative function, practice inner work as homeopathic and powerful .Ó distributed, more horizontal leadership; For her, the impact of study and inner work teachers directly experience ÒcarryingÓ the was more strikingly evident and potentÑÒlike school through participation in a College of kryptoniteÓÑin a charter setting working with Teachers or other core group and work on less advantaged children . many committees . One teacher observed: Most described a stronger collegial ÒI got put into everythingÑthe College, environment in the independent setting where committees, É carrying the schoolÑhiring, it was supported by a much greater amount firing, listening to É parents .Ó The positives of time spent together in meetings and of peer-based administration in a school were events and more opportunities for contact, noted: a supportive and warm atmosphere, communication, and collegial warmthÑ peer mentoring, and a community life that or conflict . is developed through shared work and in meetings . One administrator identified peer- School Structure and Organization based evaluations as a downside of this more Participants were asked to comment on the collegial working: ÒIt can be hard for colleagues impact of school structure and organization . to say the difficult things .Ó Most agreed that They highlighted areas in which the quality and style of the leaders the different model of the charter The quality is hugely important, no matter the or independent school impacted and style of the model . their work . Major topics included Workload . School structure administrative structure and leaders is hugely directly impacts teacher workload . support, workload, and resources . important, no There was general agreement Administrative Structure and matter the model . that, despite comparable or Support . School leadership was greater classroom contact hours identified as the most obvious required in the charter schools, and consistent difference . Charters operate the workload of the independent school is with a director or principal who has significant more demanding . One noted that he had authority and the capacity to make decisions far more classroom hours in a charter, but that impact classrooms, teachers, and students . when he switched to an independent school This includes the evaluation of teachers; the he was recruited for the College of Teachers

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Liz Beaven • 55 and joined numerous committees . There were support, the charters have a Òhuge plusÓ with Òlong, long meetings deciding things for the assessment, access to psychologists, speech whole school .Ó This level of engagement, therapists, resource specialists, student study which he had sought, came at a cost: ÒFaculty teams, and a clear process for the creation of children are often the last to be picked up from an independent learning plan . This contrasted aftercare .Ó Another observed that there was with the independent setting in which it Òfalls Òmuch less of a burdenÓ in the charter school . A to the teacher to create curriculum, main teacher could stop at the end of the day when lesson, assess students, and set goalsÓÑ Òthe business of school is closed .Ó with varying degrees of success . There were Òfar fewer demands The workload of Although they agreed universally outside of school hours .Ó However, that student support was superior another noted that a certain the independent in the charter schools, a note level of demand is inevitable in school is more of caution was sounded . One Waldorf teaching: ÒYou have to be demanding . teacher felt that the accountability constantly learning and studying .Ó requirements of the public She felt that, overall, teachers in system could lead to over-early the charter school were less willing to engage interventions and a tendency to label rather in this way, but wondered if this was more than allow the unique destiny of a child the of a generational influence also impacting time and space to emerge . When it comes to independent schools . This thought was practice Òon the ground,Ó however, there were reinforced by one of the younger participants real and growing challenges to be addressed: ÒI who observed that the workload was heavy get the principle of extra lesson or therapeutic in each setting, but that in the independent eurythmy, but it does not solve the issue that setting, so much time was spent on parent right now, right in front of me, there is a gap work that it went Òover the top .Ó She saw in abilities . This child is at third grade in math colleagues who she felt were giving up their and the class is at fifth grade . What can I do?Ó lives for the school, something she was not willing to do . Working with Students and Parents Student Resources . Teachers described Participants were asked to reflect on differences in physical resources, but there was differences between the parent and student no uniformity of response . Some independent communities . The most common observations schools had larger campuses; others were much centered on socio-economic differences and more cramped . One teacher described finding their impact . a Òtreasure trove of Mercurius Teachers described the suppliesÓ in an independent school Charters were independent school community and the added resource of a better equipped to as much wealthier, with more well-established teacher library . parents with college educations Independent schools tended to support students and professional occupations . have greater human resources in with special needs . Overall, they reported only the form of many years of practice slightly greater ethnic diversity in and an atmosphere that encouraged collegial the charter schools, with one teacher observing sharing . that her city independent school was more There was uniform agreement that the diverse than her suburban charter school had charters were better equipped to support been . students with special needs . Teachers noted Income differences showed in a variety of that, although most independent schools have ways . One teacher reported that families in made great strides in provision of learning the charters were usually larger with more of a

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 56 • Independent or Charter?

Òdown-homeÓ feeling . Families were generally privacy for teachers . In contrast, there were more localÑÒfrom the neighborhood, whereas several comments on the absence of parents at the independent school drew from the entire charter schools; this was particularly noted at county .Ó There were conflicting reports on the high school level, where many homes had the impact of income on ability to support the little culture of schooling or confidence being school: one felt that charter parents were more in a school setting . They were Òmuch more available to volunteer, while others felt that removed . ÉI never see some of the parents .Ó parents were more likely to volunteer in an All teachers stated that they had found parents independent setting where there in both settings to be generally were more two-parent homes Entitlement formed respectful, appreciative, and and more parents at home or supportive . with part-time jobs . a recurrent theme: Discussions of students Entitlement formed a with high tuition also reflected socio-economic recurrent theme: parents in came expectations . differences . One teacher found the independent schools were that there was not the same level paying high tuition and this often of agreement among parents came with expectations . One administrator in her charter school, although she felt that noted that often he heard statements such this was increasingly true in the independent as: ÒI pay, so I should be able to have my schools as well . As a result, children tended child in the advanced orchestra group .Ó Issues to be less protected . One observed Òa certain around payment came up a lot: Òstruggles heartinessÓ in young children in a charter about paying, righteousness, wanting a say in kindergartenÑthey were perhaps less decisions, struggling with a lack of money for protected but also less materialistic, with tuition .Ó Although parents in charter schools fewer worldly possessions and experiences . may have serious financial difficulties, in most Many described the gratitude of charter instances this does not impact their ability to school children . One teacher who had worked have their children in the school . with inner city children commented: ÒThey Several commented on a greater weight of were so openly grateful, so open to new parent expectations in the independent schools: things, anything with the hands excited ÒI find I spend so much time with parents . them, something that they could do on their Their expectations are huge .Ó own .Ó She found it amazing to This teacher found that she was In the public experience this level of gratitude, asked frequently to justify what setting, ÒParents despite an almost overwhelming she was doing, explain herself, know there is a line range of problems [this was a and compromise with parents . very poor inner city venture] and She noted that, from the earliest they cannot cross .Ó contrasted it with her experience grades, these parents had a of independent schools where high end-goal in mind, whereas at the charter Òthe children donÕt expect to be waited on, but school, many parents Òwould be very happy school is nothing out of the ordinary .Ó One with a California State [university] education .Ó teacher found the children at the independent Another commented that she had received school to be Òmore open and trustingÓÑhe more phone calls out of hours in her first two attributed this to an environment that had weeks in an independent school than in the fewer restrictions and regulations and believed previous four years in a charter, and she was that the result was one of greater warmth . relieved when the school ceased publishing Several teachers commented on the impact faculty phone numbers in an effort to provide of admissions criteria: in the charter school

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Liz Beaven • 57 they knew that they had to work with the Endnotes children in front of them; they could not be 1 . The Association of Waldorf Schools of North America turned away . One felt that the independent (AWSNA) holds the service marks for the terms schoolÕs freedom to select children made a Steiner, Rudolf Steiner, and Waldorf in educational settings in the USA . After consultation with AWSNA, significant difference . However, others noted the term Òschool inspired by Waldorf educationÓ has a counterbalance in the independent schoolsÕ been employed in this article . need to maintain enrollment and retain 2 . The PLANS case argued that anthroposophy, the students, a pressure not lost on parents and the philosophy that inspires and informs Waldorf subject of comments from several education, is a religion and that as a result teachers . of this, any use of Waldorf pedagogy in The impact the public sphere violates First Amendment It was interesting to review of admissions separation of church and state . The case comments from high school began in 1998 and went through multiple teachers . Charter high school work criteria: in the appeals, and was finally dismissed without is relatively new and, as such, offers charter school merit in 2011 . a fascinating forum for study . The 3 . AWSNAÕs web site states: ÒWaldorf,Ó high school teachers in this study the children ÒSteinerÓ and ÒRudolf SteinerÓ are internationally registered service marks noted that their students (most could not be in the field of Education . In the United of whom had no prior Waldorf turned away . States, the Association of Waldorf Schools education and many of whom came of North America (AWSNA) holds the from low-income homes) had no rights to these service marks through the experience of artistic activity . They were Ònot U .S . Patent and Trademark Office . Only schools, accustomed to having independent thoughts, institutions or organizations which have received express permission from the Association of Waldorf creating an idea, imagining a different way .Ó Schools of North America may represent themselves The teacher ascribed this to the students as Waldorf schools or use the words ÒWaldorf,Ó having been Òtaught the answerÓ in their earlier ÒSteinerÓ or ÒRudolf SteinerÓ in their names, subtitles, schooling . Many came from homes that lacked and program descriptions . Only independent schools resources; they had no understanding of a affiliated with AWSNA and meeting AWSNAÕs criteria school as a community and did not know that for use have been granted permission to use these service marks . (whywaldorfworks/04_AWSNA/ Òlearning can be fun, exciting, or cool .Ó This documents/PDFKB3 .pdf), revised 04 .09 .2009) contrasted with independent school students 4 . There are currently two charter high schools inspired of the same age where Òyou could ask the by Waldorf education in California: the George students to do anything; they may complain Washington Carver School of Arts and Sciences in but most have the will to do the work . They are Sacramento (opened in 2007) and the Credo School willing to discuss their thoughts; you are very of Arts and Sciences in Sebastopol (opened in 2012) . lucky to get this at the charter .Ó Despite these differences, this teacher Liz Beaven has over twenty-five years’ experience found no real differences in how she related to in Waldorf education as a class teacher, school students: ÒI look at who is in front of me and administrator, and teacher educator. She has worked adjust .Ó The high school charter movement is actively with questions of public and independent relatively new and the school reported on here education for over ten years. The research reported in currently requires its teachers to modify and this article was conducted during a recent sabbatical remediate in many areas . It will be interesting period and reflects one of her major interests: the to see how student responses change as charter expansion and forms of Waldorf education in the schools becomes more established and familiar . modern world.

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Language, Art, and Deep Study

Elan Leibner

n the Spring 2011 Issue of the Research Bulletin understood by persons in a different culture . (Vol . XVI No .1), I published an article titled The meaning is found not in the words (written IÒAn Outline of a Study Methodology .Ó The or spoken) or gestures, but through them . article described a four-step protocol for Words also donÕt have a finite meaning . That is studying demanding texts . In Fall 2012, while why new thoughts can be expressed with ÒoldÓ preparing to describe this protocol to an or familiar words, and also why those familiar organization unfamiliar with SteinerÕs work,1 words can be misunderstood in their new I realized that there is a whole background to arrangement . this approach, a background that I had taken Secondly, for a language exchange to exist, for granted while writing and speaking to we have to have a speaker and a listener to Waldorf colleagues . After a few conversations, the speaking . I use the terms ÒspeakerÓ and the idea that there may be some benefit to an ÒlistenerÓ here in a broad sense; ÒauthorÓ and explicit description of what was assumed in ÒreaderÓ are also applicable . The speaker the original article motivated this second piece . experiences some meaning, produces a set of At the end of this article, I have re-presented a signs, and the listener has to interpret those brief description of the methodology itself . The signs and arrive at the intended meaning of the spoken character of the original presentation speaker . We can speak of miscommunication has been left largely intact . only because the assumption is that proper communication could have taken place, that The Twofold Nature of Language: is, the speaker and the listener could have In every language what is originally a ended up understanding the same thing (the connected and unified whole is broken into same meaning) . An exchange assumes two two parts: signs and meaning . entities capable of producing Written and spoken languages On the one hand and understanding meaningful are only the clearest examples there are perceptible signs . We cannot speak of of meaning-making . Body a miscommunication in the language, facial expressions, signs, and on the conversations that I have with and the use of color, tone, other there are myself in the shower . symbol, clothing, and every Summarizing, then: in other manner through which never-perceptible language we have perceptible we communicate thoughts, meanings . signs, hidden (non-sensory) feelings, and attitudesÑall meaning, a speaker, and a follow the same principle . On the one hand listener . This summary sounds simple, but there are perceptible signs (letters, gestures, it points to fields of study that extend well sounds, and so forth), and on the other there beyond the theme of this article . We will are never-perceptible meanings . No meaning restrict ourselves here to the study of texts, but is ever sense-perceptible . Obviously, words the principles we explore have wide and far- written in a language you do not understand reaching consequences . They point towards a convey no meaning for you, and culture-specific view of the world, including the natural world, gestures (e .g ., Òthumbs upÓ) are not always as having the nature of a text, rather than

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Elan Leibner • 59 being a world of objects, and to a spiritual reveal the full meaning and the meaning readily discipline aimed at reading this text rather than discerned by observing the signs . reducing it to non-meaningful formulations . A 2 . The second level of language is what I text implies both interconnectedness amongst would like to call Discourse . This is the level on the separate ÒwordsÓ and an author . There is which the exchange between the participants a human and natural ecology implied that we is ongoing, the roles of speaker and listener have to leave largely in the background . change at least occasionally, and which is open for new meanings to emerge while The Four Levels of Language: it is ongoing, and perhaps even later . The For simplicity and clarity, I will discuss archetype of this level of language is a good written and oral language here, though other question: even the questioner does not fully forms of speaking in the sense just mentioned know the answer, and there is a common would also apply in most instances . Also, sense that the realm of meaning is fluidly importantly, the levels are not entering the exchange, appearing separated by stiff boundaries . The discourse as signs in the perceptible world . Most uses of language flow The discourse differs from the between levels, and there are differs from the informational level in its quality innumerable midpoints as well . informational level of unfinished-ness . New ideas Think more watercolor wash in its quality of are possible and even welcome . than oil paints . The transitions However, one requirement of this are not sharp . unfinished-ness . level (that distinguishes it from 1 . The first level of language the next level) is that the realm of is what we can call Information . Examples meaning should still emerge as fully expressed of this level are owner manuals, ordinary as possible, so that the participants still end up directions, and road signs . The essential with a common, thinking understanding of the characteristics of informational language meaning . Less of the meaning is conveyed at are that: 1) the meaning is finite, and 2) it is the initial stages of the signs than was the case intended to be comprehended entirely and on the informational level, but we want it, in with as little effort on the part of the listener the end, as fully fleshed out as possible . as possible . In fact, the success of this level Just this once I want to point to an of language is measured by precisely these intermediate level between the four main ones, comprehension-criteria: did the reader fully so the basic fourfold structure is not understood understand how to operate the camera after as being too rigid . For example, an argument looking at the manual? Did the driver find can happen entirely on the informational the destination? Did the soldier understand level, but it can also reach towards the level the command? The aim is to have as little of discourse by becoming a conversation . The ambivalence in the text as possible, with no main difference has to do precisely with the room for opaque language . If the listener does willingness of the participants to consider not understand the communication readily, new possibilities . Inasmuch as they strive only then it has not been a successful exchange . to prove the rightness of their pre-existing Anyone who has ever tried following poorly views, the argument will remain informational given directions knows how unsatisfying in character . But where there is openness, a they can be . Conversely, a well-written set discursive level can be reached . Similarly, when of instructions makes the work simpler to appeal is made to emotions through the use of accomplish and more successful . In short, on charged terms, the next level is woven into the the informational level we want the signs to experience, albeit often in its debased aspect .

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3 . The third level of language is Poetry . all esoteric traditions . Comprehension on this With poetry we are entering a level of level of language is intensely demanding of language in which the meaning is no longer the reader or listener (hence the designation), comprehensible through thinking alone . There and requires an exceedingly mobile level of is always a quality of feeling that is added, inner experiencing . One of its most salient and that has to be experienced by the listener characteristics is that it cannot be understood (or, more commonly, reader) if the poem is to unless the reader is willing to give up the be Òfulfilled .Ó A good poem captures a quality certainty that pervades the simpler realms of of feeling in such a way that the reader can language . By demanding this flexibility, the find it as well . A bad poem is still a set of signs text can lead to comprehension that transforms of the poetÕs experience, but those signs give the reader . When we talk of using art in deep the reader no meaningful experience . With study, it is for texts written at this level that good poetry there are qualities that cannot we are directing our efforts . There are many be expressed in informational- forms of harm that can befall level alternatives . It captures On [the demanding] those who try to understand something that has to be felt, demanding texts on a simpler, and the feeling-comprehension level, the signs are especially the informational, of the reader has to capture but tips of immense level . For example, some religious the feeling-expression of the icebergs (or Òlight- groups try to interpret Scripture poet . We are now dealing with as an informational text, i .e ., a level of meaning-making that bergsÓ) of meaning . literally . Inevitably, the result is a requires what Georg KŸhlewind cocooned and in-bred framework calls cognitive feeling . We will return to this of untenable concepts, such as the idea that shortly, but for now, note that the signs already the world was created in six twenty-four-hour convey the potential meaning less fully than at periods . the level of discourse . We can point to legends and myths as forms of poetic language . Their Art: meaning is multi-layered and requires effort As already mentioned in the case of and inner participation on the part of the poetry, art is also a special case of meaning- reader . A good novel is also poetic in this sense; making . The artist utilizes a medium (color, the distinction between prose and poetry is form, sound, movement, words, and so on) not important here . When signs are used to to clothe in sense-perceptible vestments an manipulate the emotional state of the listener experience from the realm of meaning . This on behalf of the speakerÕs agenda, we meet the experience need not have been fully conscious, debased form of the poetic level . This is how but it must, if it is to be meaningful to others, most forms of propaganda and advertising have some communicable dimension . Great operate . art, said Paul Klee, does not reproduce the 4 . The fourth level of language is visible; rather, it makes visible . We can ask: Demanding/Meditative Texts . On this level, the makes what visible? In the sense of our line of signs are but tips of immense icebergs (or, thought, it is meaning that is made visible (or better perhaps, Òlight-bergsÓ) of meaning . The audible, etc .) . But this Òmaking visibleÓ has the writer or speaker has had a fully conscious special quality I mentioned earlier: perceiving experience of profound spiritual truth, and it requires a kind of feeling . This is not feeling has tried to cloak it in words that, however, in the sense of emotions . It is not a me-feeling, can only be understood as a kind of code . but rather a feeling for the qualities present in There are communications of this nature in the artwork, a feeling of Òthat .Ó This is why art

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Elan Leibner • 61 appreciation can grow over time and even be An Approach to the Study of taught . At first we have me-feelings: I like it, or Deep/Demanding Texts: donÕt like it, and so on . Later, we can put these Writing a summary: Write the passage in emotions aside and contemplate the art on its your own words (10-20% of length) . For a own terms: we can live into the yellow streams longer text, summarize each theme within the and the black lemniscate almost as though text (every 1 to 4 paragraphs, typically) . Groups we were painting them, streaming with our can divide the text into themes and have each consciousness into the work in order to discover person or small group summarize one section . its ineffable qualities . The stories of its creation, Regardless, read the summaries in order, first the technique, the materials, the composition, forwards and then backwards from the end to all of these can add layers of experience that the beginning . enhance our comprehension of what Òit says .Ó Reducing the summary: Reduce each Of course, we can still like it or dislike it, but summarized passage to a phrase, e .g ., as a we can understand, or rather chapter title . Repeat the reading experience directly, its qualities Artistic creations forwards and back . Next, have regardless of our emotional are nearly always a discussion on the movement response . of the themes in the passage or Artistic creations, as with incomplete; they text . Try to Òsee the text from the poetic level of language, are require an audience above .Ó nearly always incomplete; they Artistic engagement: Render require an audience to experience to experience them the summarized segment them in order to become in order to become artistically . This can be in Òfulfilled .Ó Almost all artists will Òfulfilled .Ó poetry, painting, drawing, tell you that the most highly music, movement, sculpture, or valued opinion for them is the any other artistic language . It opinion of their peers . When someone else who is better to try for the gesture of the passage speaks your artistic language finds your work than for specific details from it, since we are good, there is a sense of completion that even now trying to develop the cognitive feeling, selling it for very high prices cannot give . and we are seeking for movement rather than There is an exception to this general Òstuff .Ó When the entire passage or text has principle, and it is an important part of the been rendered artistically, the participants can process I want to describe next . When art is read the summaries and the chapter titles as created in the process of studying demanding they move from section to section of artistic texts, the creator of the art can also be its renderings, even backwards again, and then sit audience, and in that sense it is complete quietly and ponder the artistic rendition and because one person can be both the artist, or what it Òsays .Ó speaker, and then later on, the listener . We Questions leading to meditative verses: can tell ourselves artistic stories . This rarely Each participant tries to find a real question, satisfies artists in other situations . But the some theme from the text that s/he wants to artistic phase of the study does not have contemplate further because it feels pregnant to satisfy others; it is a step in a ladder of with potential meanings that have not yet comprehension that each participant creates become perceptible . Then, the whole meaning for him/herself . We do not have to be good of the passage is brought full circle back painters, eurythmists, or poets to use those arts to a meditative text, only this time it is the meaningfully during the study process . studentÕs own creation . By trying to express the dynamic meaning of the text in a new dynamic,

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 62 • Language, Art, and Deep Study meditative form, the student can attempt a Thinking, which in the ordinary course of level of comprehension that approaches the life has an acquisitive nature, has to become original experience of the author . As lesser intuitive, that is, to merge with the spiritual lights than the authorÕs we follow, we accept realities around it . that our verses will not equal Feeling, which is ordinarily the originals, but, nevertheless, In this way, the study self-directed in the form of we come nearer to the level of demanding texts emotions, has to become that KŸhlewind calls cognitive cognitive and sense the qualities will. This is the level of can become a path of things . cognition in which everything of discovery similar Will, which is ordinarily is movement, willed, but with an outward, forceful element, a ÒsoftÓ will, a receptive and in nature to spiritual has to become the Òsoft willÓ of gentle will that is the essence practice . receptive, meditative knowledge . of every truly creative act . In this way, the study Demanding texts are written through this kind of demanding texts can become a path of of gentle will, and should be approached only discovery similar in nature to spiritual practice . in the same way. We are trying to become receptive, but actively receptive. The artistic Endnote phase served as a stairway to heaven, if you will, 1 . Original lecture given to The Academy for Jewish and now if we are to Òwalk with the angels,Ó Religion, Nov . 11, 2012 . we have to become writers of code, capturing in few signs the wide fields of meaning in which Elan Leibner was a class teacher at the Waldorf our contemplative process has landed us . School of Princeton for eighteen years. He is the If we follow the gestures of the discursive, editor of the Research Bulletin, chaiperson of the the poetic, and the meditative levels of Pedagogical Section Council, and a freelance mentor language through this study sequence, we see and consultant to schools. He can be reached at that the three soul forces have to undergo a [email protected]. kind of inversion:

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Report on the Online Waldorf Library

Marianne Alsop

he Online Waldorf Library, affectionately In our ÒJournalsÓ section you can find all referred to as OWL, is now twelve years old articles in the Pedagogical Section journal Tand continues to offer a wide variety of Rundbrief from 2009 to the present and a resources on Waldorf education . listing by issue of all articles in each issue from Due in part to a remarkable collaboration 1995 . Previous issues of the Research Bulletin between the Research Institute for Waldorf and Gateways are made available online as soon Education, AWSNA (Association for Waldorf as the newest editions are published . Education in North America) Publications, and Questions and research inquiries are always WECAN (Waldorf Early Childhood Association welcome . Feel free to contact me at owlibrary of North America), the eBook project, @sbcglobal.net . Your interest and support are envisioned only four years ago, has brought greatly appreciated . about the online availability of over 130 eBooks dealing with Waldorf education . Each eBook, offered as a pdf file, is free to download to OWL site visitors . Included are all volumes in the Foundations of Waldorf Education series, teacher-education and class-teacher materials, plays for class teachers to adapt and use, North American Pedagogical Section publications, six volumes of articles compiled from the Journal of Visit the Anthroposophical Medicine, and many more . Online Waldorf Library To view a list of all eBooks, from the OWL at Home page click on ÒBooks,Ó then on ÒeBooksÓ which appears at the top of the list . www.waldorflibrary.org In addition to the inclusion of ever more eBooks on Waldorf education, the Research Institute and OWL are arranging for translation into Spanish a number of titles on early childhood and class teaching themes . Our first effort, Sobre el juego del niño by Freya Jaffke, is now one of several translated books available on OWL .

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Indices of Past Research Bulletins

Volume I, Number 1 Volume III, Number 1 Waldorf Education in an Inner City Public School System Schooling and the Post Modern Child Ð Research Report Ð David Elkind Encounters in Waldorf Education Ð A Tribute to Ernst Boyer Developing a Culture of Leadership, Learning, and Service in Ð Eugene Schwartz Waldorf Schools Waldorf Education Research Institute in North America Ð Christopher Schaefer Ð Susan Howard and Douglas Sloan The Third Space Ð Henry Barnes Volume I, Number 2 What Conditions Are There for Taking Responsibility in an Racism and Waldorf Education Independent Culture? Ð Ray McDermott and Ida Oberman Ð Heinz Zimmerman Reflections on the Education of Consciousness Ð Douglas Sloan Volume III, Number 2 Standardized Testing in a Non-Standardized World Educating the Whole Person for the Whole Life Ð Eugene Schwartz Ð Gerald Karnow, M .D . Africa Understanding the Etheric Organization in the Human Being: Ð Betty Staley New Insights through Anthroposophical Research Ð Michaela Glšckler, M .D . Research in the Life Sciences Ð Craig Holdrege Endangered Childhood Ð Joan Almon Volume II, Number 1 Technology Issue including: Volume IV, Number 1 ADHD Ð the Challenge of Our Time Violence and the Electronic Media: Their Impact on Children Ð Eugene Schwartz Ð Joan Almon Helping Children: Where Research and Social Action Meet Building on Shifting Sands: The Impact of Computer Use on Ð Joan Almon Neural and Cognitive Development Ð Donna M . Chirico Computers, Brains, and Children Ð Stephen Talbott Meetings with a Snake Ð Stephen Talbott Movement and Sensory Disorders in TodayÕs Children Ð Peter Stuck, M .D . Volume II, Number 2 Can Waldorf Education Be Practiced in Public Schools? A New Educational Paradigm Ð Patti Smith Ð Michaela Glšckler, M .D . Changes in Brain Formation Volume IV, Number 2 Ð Michael Kneissle Human Biography and Its Genetic Instrument Ð Michaela Glšckler, M .D . Organology and Physiology of Learning Ð Wolfgang Schad Challenges and Opportunities in Evolution Education Ð James Henderson New Health Problems of Children and Youth Ð University of Bielefeld (Germany) The High Stakes of Standardized Testing Ð Edward Miller Rudolf SteinerÕs Efforts to Encourage Cultural Diversity Ð Detlef Hardorp Ecology Ð Coming into Being versus Eco-Data Ð Will Brinton The Middle PassageÑOut of Diversity We Become Whole Ð Cindy Weinberg Genes and Life: The Need for Quantitative Understanding Ð Craig Holdrege

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Indices of Past Research Bulletins • 65

Volume V, Number 1 Phases and Transitions in Waldorf Education The Real Meaning of Hands-On Education Ð Harlan Gilbert Ð Frank Wilson, M .D . Waldorf High School Research Project: Who Is the Teenager AmericaÕs Gold Rush: Can It Be Redeemed? Today? Ð Dorit Winter Ð Douglas Gerwin Atopy in Children of Families with an Anthroposophic Initial Report of the Waldorf ADHD Research Project Lifestyle Ð Kim Payne, Bonnie River-Bento, Anne Skillings Ð Johan S . Alm, M .D ., et al . International Survey of the Status of Waldorf Schools Ð Earl Ogletree Volume V, Number 2 Balance in Teaching, Balance in Working, Balance in Living Case Study Research: The Waldorf Teacher Ð Roberto Trostli Ð Nina Ashur Adult Education in the Light of Anthroposophy Volume VII, Number 2 Ð Michael Howard On Forgetting to Wear Boots Setting Priorities for Research; Attention-Related Disorders Ð Stephen Talbott (ARD) Study Organizations as Living Organisms: Developing a Seven-fold Ð Kim Payne and Bonnie River-Bento View Learning Expectations and Assessment Project (LEAP) Ð Magda Lissau Ð Leap Project Group (Staley, Trostli, K . & B . Anderson, Educating the WillÑPart II: Developing Feeling Will in Eaton) Contrast to Sense/Nerve Will Sexual Abuse in Children: Understanding, Prevention, and Ð Michael Howard Treatment Recapitulation and the Waldorf Curriculum Ð Michaela Glšckler, M .D . Ð Alduino Mazzone

Volume VI, Number 1 Volume VIII, Number 1 Confronting the Culture of Disrespect No Such Thing: Recovering the Quality of Rudolf SteinerÕs Ð Langdon Winner Educational Work Where Is the Waldorf School Movement Going? Ð Stephen Keith Sagarin Ð Johannes Kiersch Beyond Innovation: Education and Ethos in an Era of Computers in Education: Why, When, How Ceaseless Change Ð Lowell Monk and Valdemar Setzer Ð Langdon Winner Low SES Minority Fourth-GradersÕ Achievement How Poems Teach Us to Think Ð Jennifer Schieffer and R .T . Busse Ð Gertrude Reif Hughes Educating the WillÑPart III: Common Will and Volume VI, Number 2 Comprehensive Will Trained to Kill Ð Michael Howard Ð Dave Grossman Whom Are We Teaching? Education of the Will as the Wellspring of Morality Ð Susan Kotansky Ð Michaela Glšckler, M .D . Hand Movements Sculpt Intelligence Volume VIII, Number 2 Ð Arthur Auer The Vital Role of Play in Childhood Ð Joan Almon The Online Waldorf Library Project Ð Dave Alsop In What Respect Are Star Children Different? Ð Georg KŸhlewind Volume VII, Number 1 The Hague Circle Report Creating a Sense of Wonder in Chemistry Ð James Pewtherer and Monique Grund Ð David Mitchell Special Section: The Push for Early Childhood Literacy: Science as Process or Dogma? The Case of the Peppered Taking a Careful Look Moth Ð EditorÕs Introduction Ð Craig Holdrege Moving in Slow Motion Spirit Will and Ethical Individuality Ð Barry Sanders Ð Michael Howard A Risk Factor in Child Psychopathology Did Rudolf Steiner Want a Seven-Grade Elementary School Ð Sharna Olfman Configuration? Ð Mark Riccio Critical Issues and Concerns Ð Nancy Carlsson-Paige

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 66 • Indices of Past Research Bulletins

The Loss of Nature Spiritual Research: Casting Knowledge into Love Ð William Crain Ð David Mitchell and Douglas Gerwin The Push for Early Childhood Literacy: A View from Europe Research on Graduates in North America, Phase I Ð Christopher Clouder Ð Faith Baldwin, Douglas Gerwin, and David Mitchell

Volume IX, Number 1 Volume XI, Number 1 Ruldolf Steiner and the New Educational Paradigm Puberty as the Gateway to Freedom Ð Christof Wiechert Ð Richard Landl Teaching as Learning in a Steiner/Waldorf Setting Soul Hygiene and Longevity for Teachers Ð Christopher Clouder Ð David Mitchell Education Towards Health Is Education Towards Freedom The Emergence of the Idea of Evolution in the Time of Goethe Ð Johannes Denger Ð Frank Teichmann The Stranger in the Mirror: Reflections on Adolescence in the The Seer and the Scientist Light of Movement Education Ð Stephen Keith Sagarin Ð Jaimen McMillan The Four Phases of Research Pulling the Grass DoesnÕt Make It Grown Any Faster Ð adapted from Dennis Klocek Ð Gerald Huether Reports from the Research Fellows: The New Generation of Children Beyond Cognition: Children and Television Viewing Ð Renate Long-Breipohl Ð Eugene Schwartz PISA Study Volume IX, Number 2 Ð Jon McAlice Wellsprings of the Art of Education: Three Reversals in the Work of the Waldorf Teacher State Funds for Waldorf Schools in England Ð Christof Wiechert Ð Douglas Gerwin Discovering the True Nature of Educational Assessment On Looping Ð Paul Zachos Ð David Mitchell The Kindergarten Child The ChildrenÕs Food Bill Ð Peter Lang Ð Christopher Clouder The Teaching of Science Waldorf Senior Survey Ð David Mitchell Ð Waldorf HIgh School Research Project (Gerwin, et al .) Evolution of Consciousness, Rites of Passage, and the Volume XI, Number 2 Waldorf Curriculum Reading in Waldorf Schools Begins in Kindergarten and Ð Alduino Mazzone Avoids Clouding the MindÕs Eye Ð Arthur Auer Volume X, Number 1 Science and the Child Universal Human Nature: The Challenge of the Transition Ð Stephen Talbott from Kindergarten to Elementary School Ð Martyn Rawson Can Meditation Take the Place of Exercise? Ð Michaela Glšckler, M .D . Art: Awakener of Consciousness, Humanizer of Society Ð Van James Non-Verbal Education: A Necessity in the Developmental Stages The Seven Cosmic Artists: An Artistic View of Child Ð Michaela Glšckler, M .D . Development Ð Magda Lissau Organic Functionalism: An Important Principle of the Visual Arts in Waldorf School Crafts and Architecture Education and Healing Ð David Adams Ð Rudolf Steiner The Lowering of School Age and the Changes in Childhood: Nurturing Human Growth: A Research Strategy for Waldorf An Interim Report Schools Ð Aksel Hugo Volume X, Number 2 Work of the Research Fellows The Current Debate about Temperament Nature Deficit Disorder Ð Walter RietmŸller Ð David Mitchell Waldorf Education: Transformation Toward Wholeness On Creativity Ð Vladislav Rozentuller and Stephen Talbott Ð Stephen Keith Sagarin The Art and Science of Classroom Management Ð Trevor Mepham

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Indices of Past Research Bulletins • 67

Allergic Disease and Sensitization in Waldorf/Steiner Reports from the Research Fellows School Children New Research on the Power of Play Ð Philip Incao, M .D . Ð Susan Howard Left-Handedness: A Call for Research High-Stakes Testing Ð Douglas Gerwin Ð Eugene Schwartz Assuming Nothing: Judith Rich Harris on Nature vs . Rethinking the Waldorf High School: Two European Nurture Examples Ð Eugene Schwartz Ð David Mitchell Against Anticulturalism: A Review of Books by Kay Hymowitz Volume XIII, Number 1 Ð Jon McAlice Moral Force: An Anthropology of Moral Education Ð Ernst-Michael Kranich Volume XII, Number 1 The Moral Reasoning of High School Seniors from Diverse Reading in Waldorf Schools, Part II: Beginning in Flow and Educational Settings Warmth Ð Christine Hether Ð Arthur Auer Can Moral Principles Be Taught? Rudolf Steiner on Teaching Left-Handed Children Ð Magda Lissau Ð Daniel Hindes Transformative Education and the Right to an Inviolate The Tricky Triangle: Children, Parents, Teachers Childhood Ð Dorit Winter Ð Christopher Clouder Healing Children Who Have Attentional, Emotional, and The Riddle of Teacher Authority: Its Role and Significance in Learning Challenges Waldorf Education Ð Susan Johnson, M .D . Ð Trevor Mepham What Will TodayÕs Children Need for Financial Success in Religious and Moral Education in the Light of Spiritual TomorrowÕs Economy? Science Ð Judy Lubin Ð Rudolf Steiner The Development of the Hand in the Young Child Reports from the Research Fellows Ð Jane Swain Profits and Paradigms, Morality and Medicine On Spiritual Research Ð Philip Incao, M .D . Ð Rudolf Steiner Visions of Peace Work of the Research Fellows Ð Michael Mancini Do Festivals Have a Future? ÒA Still Small VoiceÓ: Three Tools for Teaching Morality Ð Eugene Schwartz Ð Patrice Maynard Spirituality in Higher Education Blinking, Feeling, and Willing Ð Arthur Zajonc Ð Eugene Schwartz Quicksand and Quagmires of the Soul: From Virtue to Love The Sub-conscious Stimulation of Youth through Media Ð Arthur Zajonc Ð David Mitchell Volume XIII, Number 2 Volume XII, Number 2 Rhythm and Learning Standing Out without Standing Alone: Profile of Waldorf Ð Dirk Cysarz High School Graduates Thinking and the Consciousness of the Young Child Ð Douglas Gerwin and David Mitchell Ð Renate Long-Breipohl Reading in Waldorf Schools, Part III: Beginning in Sound and Assesssment without High-Stakes Testing Form Ð David Mitchell, Douglas Gerwin, Ernst Schuberth, Ð Arthur Auer Michael Mancini, and Hansjšrg Hofrichter Living Language in Waldorf Education The Art of Education as Emergency Aid Ð Helen Lubin Ð Barbara Schiller Anthroposophy and the Riddle of the Soul What Have We Learned? Comparing Studies of German, Ð Rudolf Steiner Swiss, and North American Waldorf School Graduates Playing ÒSteiner SaysÓ: Twenty Myths about Waldorf Ð Jon McAlice Education Cultivating Humanity against a ÒMonoculture of the MindÓ Ð Stephen Keith Sagarin Ð Stephen Keith Sagarin

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 68 • Indices of Past Research Bulletins

Reports from the Research Fellows Social-Emotional Education and Waldorf Education ÒLearning, Arts, and the BrainÓ Ð The Dana Consortium Ð David S . Mitchell Report Television in, and the World of TodayÕs Children Ð Patrice Maynard Ð Richard House Waldorf Around the World RussiaÕs History, Culture, and the Thrust Toward High-Stakes Ð James Pewtherer Testing: Reflections on a Recent Visit The Intercultural Waldorf School of Mannheim, Ð David S . Mitchell Germany Da Valdorvuskii! Finding an Educational Approach for Ð David Mitchell Children with Disabilities in a Siberian Village The Health and Heartiness of Waldorf Graduates Ð Cassandra S . Hartblay Ð Douglas Gerwin Reports from the Research Fellows One Hundred Meters Squared Volume XIV, Number 1 Ð Michael DÕAleo Sleeping on It: The Most Important Activity of a School Day Ð Arthur Auer Basic Schools and the Future of Waldorf Education Ð Peter Guttenhšfer Advantages and Disadvantages of Brain Research for Education When One Plus One Equals Three: Evidence, Logic, and Ð Christian Rittelmeyer Professional Discourse Ð Douglas Gerwin What Makes Waldorf, Waldorf? Ð Stephen Keith Sagarin Volume XV, Number 1 Love and Knowledge Recovering the Heart of Learning What Can Rudolf SteinerÕs Words to the First Waldorf through Contemplation Teachers Tell Us Today? Ð Arthur Zajonc Ð Christof Wiechert TeachersÕ Self-Development as a Mirror of ChildrenÕs Social Emotional Intelligence: The Basis for a New Vision of Incarnation: Part I Education in the United States Ð Renate Long-Breipohl Ð Linda Lantieri Of Seeds and Continents: Reliability, Predictability, and Rudolf SteinerÕs Research Methods for Teachers Scientific Knowing Ð Martyn Rawson Ð Michael DÕAleo Combined Grades in Waldorf Schools: Creating Classrooms Reports from the Research Fellows Teachers Can Feel Good About Honest, Complete Assessment and Social Renewal: Ð Lori L . Freer A Revolution Educating Gifted Students in Waldorf Schools Ð Patrice Maynard Ð Ellen Fjeld KØttker and Balazs Tarnai Crisis in the Kindergarten How Do Teachers Learn with Teachers? Understanding Child Ð Joan Almon and Edward Miller Study as a Case for Professional Learning Communities Henry Barnes and Waldorf Education: A Personal Ð Marisha Plotnik Tribute Does Our Educational System Contribute to Attentional and Ð Douglas Sloan Learning Difficulties in Our Children? Ð Susan R . Johnson, MD, FAAP Volume XIV, Number 2 The Social Mission of Waldorf School Communities Survey on Waldorf School Trustee Education Ð Christopher Schaefer Ð Martin Novom and Jean Jeager Identity and Governance Volume XV, Number 2 Ð Jon McAlice The Inner Life and Work of the Teacher Changing Old Habits: Exploring New Models for Professional Ð Margaret Duberley Development The Human Body as a Resonance Organ: A Sketch of an Ð Thomas Patteson and Laura Birdsall Anthropology of the Senses Developing Coherence: Meditative Practice in Waldorf School Ð Christian Rittelmeyer College of Teachers Aesthetic Knowledge as a Source for the Main Lesson Ð Kevin Avison Ð Peter Guttenhšfer TeachersÕ Self-Development as a Mirror of ChildrenÕs Knitting It All Together Incarnation: Part II Ð Fonda Black Ð Renate Long-Breipohl The Work of Emmi Pikler Ð Susan Weber

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Indices of Past Research Bulletins • 69

Seven Myths of Social Participation of Waldorf Graduates Volume XVII, Number 1 Ð Wanda Ribeiro and Juan Pablo de Jesus Pereira The Task of the College of Teachers: Part 2 Volunteerism, Communication, Social Interaction: A Survey Ð Roberto Trostli of Waldorf School Parents ÒSpirit is Never without Matter, Matter Never without SpiritÓ Ð Martin Novom Ð Liz Beaven A Timeline for the Association of Waldorf Schools of North The Artistic Meeting: Creating Space for Spirit America Ð Holly Koteen-Soule Ð David S . Mitchell Contemplative Practice and Intuition in a Collegial Context Reports from the Research Fellows Ð Martyn Rawson More Online! Contemplative Work in the College Meeting Ð David Blair Ð Elan Leibner Is Technology Producing a Decline in Critical Thinking Work of the Research Fellows and Analysis? Ð David BlairÕs Review of Patricia Greenfield Study Review of The Social Animal by David Brooks Ð Dorit Winter Review of ChazanÕs ChildrenÕs Play Study Ð Renate Long-Breipohl Report on the Online Waldorf Library Ð Marianne Alsop Volume XVI, Number 1 Tending the Flame: The Link Between Education and Volume XVII, Number 2 Medicine in Childhood In Memoriam: David S . Mitchell Ð Philip Incao, M .D . ÐDouglas Gerwin & Patrice Maynard Why Love Matters: How Affection Shapes a BabyÕs Brain The Three Castles and the Esoteric Life of the Teacher Ð Sue Gerhardt Ð Betty Staley Research into Resilience Learning for LifeÐLearning from Life Reading Research Supports the Waldorf Approach Ð Florian Osswald Ð Sebastian Suggate The Philosophical Roots of Waldorf Education, Thinking and the Sense of Thinking: How We Perceive Part One: The Revolution Thoughts Ð Frederick Amrine Ð Detlef Hardrop The Concept of Learning in Waldorf Education Outline of a Study Methodology Ð Jost Schieren Ð Elan Leibner Modeling ClayÐfor all Ages? The Founding Intentions: Spiritual Leadership, Current Work, Ð Arthur Auer and the Goals of the Medical Section Anything but Children's Play: What Play in School Means Ð Michaela Glšckler for Learning Attending to Interconnection: Living the Lesson Ð Irene Jung Ð Arthur Zajonc Higgs Field and a View of the Material World that Makes Sense Volume XVI, Number 2 Ð Michael D'Aleo Science and the Humanities Ð Douglas Sloan What Lies Behind a Waldorf School? Ð David S . Mitchell The Task of the College of Teachers: Part 1 Ð Roberto Trostli The Plight of Early Childhood Education in the U .S . Ð Joan Almon The Art of Knowing Ð Jonathan Code Painting from a Palette Entirely Different Ð Johannes Kiersch Authenticity in Education Ð Elan Leibner Soul Breathing Exercises Ð Dennis Klocek

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 About the Research Institute for Waldorf Education

he Research Institute for Waldorf Education Summary of Activities Supported by (RIWE), founded in 1996 in order to deepen the Research Institute Tand enhance the quality of Waldorf education, PROJECTS engages in sustained dialogue with the wider The following projects are in process or have been educational-cultural community and supports undertaken by the Research Institute: research to serve a wide range of educators in Teaching Sensible Science Seminars their work with children and adolescents . Sexual Education Grades 4Ð12 Survey of Waldorf Seniors The Research Institute supports projects Waldorf High School Research Projects dealing with essential contemporary BOOKS and PAPERS educational issues such as attention-related The following books and papers were printed by disorders, trends in adolescent development the Research Institute and are available from and innovations in the high school curriculum, AWSNA Publications: learning expectations and assessment, • Topics in Mathematics for the 11th Grade computers in education, the role of art in • Tapping the Wellsprings of Health in Adolescence education, and new ways to identify and • New Approaches to Teaching Grammar • Developmental Signatures: Core Values and Practices address different learning styles . in Waldorf Education for Children Ages 3–9 As a sponsor of colloquia and conferences, • Education, Teaching, and Practical Life by Rudolf Steiner the Research Institute brings together • Survey of Waldorf Graduates, Phase I educators, psychologists, doctors, and social • Survey of Waldorf Graduates, Phase II scientists for discussions on current issues • Survey of Waldorf Graduates, Phase III related to education . We publish the Research • Effects of High-Stakes Testing on Children Subject-Specific Colloquia, 2000Ð2010: Bulletin twice a year and prepare and distribute Chemistry educational resources, including a growing Mathematics collection of eBooks and articles to help Computer and Information Technology teachers in all aspects of their work . These English are all available without charge at the Online United States History Waldorf Library (OWL), which is overseen by Life Science and Environmental Studies World History Ð Symptomatology the Research Institute . Physics As an initiative working on behalf of the Proceedings for all of the above are available from Waldorf movement, the Research Institute AWSNA Publications at: www .whywaldorfworks .org . receives support and guidance from the RESOURCE DEVELOPMENT Pedagogical Section of the School of Spiritual Online Waldorf Library, a website of resources for Science and financial support through the Waldorf education Waldorf Schools Fund, the Waldorf Curriculum Themes in Waldorf Education, compilation of Rudolf Fund, and the Association of Waldorf Schools SteinerÕs indications on teaching language arts and mathematics of North America (AWSNA), of which the Education, Teaching, and Practical Life by Rudolf Steiner Research Institute is a daughter organization . Developmental Signatures Ð new source book The Research Institute is a 501(c)(3) tax-exempt Earth Science by Hans-Ulrich Schmutz organization and accepts contributions through Over 200 articles placed on OWL from Steiner Library its annual giving campaign and special appeals . 150+ eBooks created and placed Online for teacher reference

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 About the Research Institute • 71

Board of Directors Santa Fe Waldorf School Arthur Zajonc, President Seattle Waldorf School Virginia Flynn, Treasurer Shining Mountain Waldorf School Susan Howard, Secretary Sound Circle Center for Arts and Anthroposophy Douglas Gerwin, Co-Director Spring Garden Waldorf School Natalie Adams Summerfield Waldorf School & Farm Frederick Amrine Susquehanna Waldorf School Alice Groh Toronto Waldorf School Hansjoerg Hofrichter Vancouver Waldorf School Jost Schieren Waldorf Academy Douglas Sloan Waldorf High School of Massachusetts Bay Waldorf School of Garden City Administrator Waldorf School of Lexington Milan Daler Waldorf School of Orange County Waldorf School of Pittsburgh Supporting Members Waldorf School of Princeton Academe of the Oaks Waldorf School of San Diego Anchorage Waldorf School Waldorf School of the Peninsula AWSNA Washington Waldorf School Camellia Waldorf School Waldorf Teacher Education Eugene Camphill Special School - Beaver Run Cape Ann Waldorf School Center for Anthroposophy Chicago Waldorf School Please visit our website at: City of Lakes Waldorf School Denver Waldorf School www.waldorfresearchinstitute.org East Bay Waldorf School Emerson Waldorf School Eugene Waldorf School Franz E . Winkler Center for Adult Learning Research Bulletin Great Barrington Rudolf Steiner School Editor: Elan Leibner Green Meadow Waldorf School Cover design: David Mitchell Haleakala Waldorf School Copy editing: Douglas Gerwin Hartsbrook School Proofreading: Ann Erwin, Tertia Gale Hawthorne Valley School Production/layout: Ann Erwin High Mowing School Highland Hall Waldorf School The Research Institute for Waldorf Education Honolulu Waldorf School Douglas Gerwin, Co-Director Kimberton Waldorf School P .O . Box 307 Les Enfants de la Terre Wilton, NH 03086 Marin Waldorf School Phone: (603) 654-2566 Merriconeag Waldorf School Fax: (603) 654-5258 Monadnock Waldorf School e-mail: researchinstitute@earthlink .net Pasadena Waldorf School Pine Hill Waldorf School Portland Waldorf School Prairie Hill Waldorf School Rudolf Steiner Centre Toronto Donations Rudolf Steiner College Rudolf Steiner School of Ann Arbor for the continuation of the work of the Rudolf Steiner School, NY Research Institute are tax deductible. Sacramento Waldorf School San Francisco Waldorf School Santa Cruz Waldorf School

Research Bulletin • Spring/Summer 2013 • Volume 18 • #1 Research Institute for Waldorf Education Subscription Form for the Research Bulletin

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