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The Spirit in Waldorf Education

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The Spirit in Waldorf Education January/February 2018 The Spirit in Waldorf Education Letter from the Administrator TreeAnne McEnery, Administrator A Publication of appy New Year to all! I am always grateful for the peaceful stillness the Green Meadow Waldorf School Winter season offers; it is one of my favorite times of the year. The quiet We invite readers to submit inherent in this season provides an inward space, and time to deeply articles for consideration that H relate to school activities and reflect on one of our community’s foundational gifts: the spirit of Waldorf events. Green Meadow reserves Education. Our educational philosophy cultivates the individual’s inner strength editorial rights, including the right and conscientiousness to meet the world in all of its diversity, both the moral to reject any material it deems and the immoral. unsuitable for publication. I’ve been reflecting on how fortunate I am to be part of a community that is The Green Meadow Bulletin Committee is composed of Raoul continuously striving to recognize and integrate into all we do the three moral Cansino, Harlan Gilbert, Winnie virtues of truth, beauty, and goodness. These ideals are the golden threads of Jamieson, Melissa McDonagh, Waldorf Education, the moral tools that weave the tapestry of human integrity. Hiromi Niwa, and Vanessa Lee, Editor. Meetings are open; please Green Meadow intentionally and consistently aims to create a sacred and safe contact the Bulletin Coordinator environment for children to develop and learn, and we strive to model how at [email protected] they can create these spaces themselves. As we continue to fortify our gifts if you wish to attend. and privileges as a community, I ask that we pause for a moment, to reflect on Guidelines for how many of our fellow citizens, including many in our community, have been Bulletin submissions afflicted by some type of loss. It is a grace that we can pause and connect to All submissions are due by the deadline, emailed to the essence of truth, beauty, and goodness; it is that which helps us to soften [email protected]. our hearts in humility, and allows us to empathize with others, out of our We will do our best to include your common humanity. submission; however, due to space constraints, we may not always be As we continue through the season’s darkness, let us be a source of warmth and able to include all items. light for ourselves, our community, and for humanity. This is what the spirit of Advertising Waldorf Education asks of us. (width x height) 1/2 pg (7.375” x 4.725”) ......$125 All the best, 1/3 sq (4.875” x 4.725”) ......$110 1/3 vert/1 col (2.25” x 9.65”) ...$90 1/2 col (2.25” x 4.725”) ........$60 1/6 horiz (4.875” x 2.275”) .....$60 Insert (8.5” x 11”, live area: 8” x 10.5”) ......... $165 TreeAnne McEnery Classified (per word) .........$ .70 GMWS Administrator n nl Ad sizes are approximate and are sometimes modified to fit in the layout. To advertise, please contact the Bulletin Coordinator at [email protected]. Come Support Our The next issue of The Bulletin is the March/April 2018 issue GMWS Warriors at the and will be distributed: Monday, March 5 Following Basketball All submissions are due by 3pm: Friday, February 2 Tournaments! 8 Printed on 100% recycled paper Alumni Games: Friday, 1/12 6 – 9pm (GMWS Gym) Friendship Games: (MS Tournament) 1/26 – 1/27 (GMWS Gym) HS Tournament: 307 Hungry Hollow Road Chestnut Ridge, NY 10977 2/9 – 2/10 845.356.2514 (Kimberton, PA) www.gmws.org 2 • The Bulletin • Jan/FebJanuary/February 2017 2018 What enables this healthy, balanced three-fold picture of the human being? A fourth perspective—the Spirit in spirit. While I do not presume to offer the final truth on the eternal mystery of body, soul, and spirit, I would like Waldorf to share some thoughts about what has become increasingly real to me during almost 50 years of experienc- Education ing them in Waldorf Education. Much of our modern culture has long John Wulsin, forgotten the clear distinction between retired Green Meadow Waldorf High School English Teacher soul and spirit. The ancient Greeks named the soul psyche, as in psychol- Chalkboard drawing by ogy, psychiatry. The ancient Greeks Mellie Mae Lonnemann. Image courtesy of Lynne Wu. named spirit pneuma, one word which meant breath (as in pneumonia), air (as in pneumatic), and spirit, what is eternal, immortal. One word meant what gives us life from birth to death inside us (breath), what gives our world life outside us (air), and what is eternally alive, beyond space and time (spirit). Classical Rome left us with the Latin root for spirit in the words inspire, respiration, and expire. One way to think of body, soul, and spirit is to imagine the body as equivalent to darkness, the soul as equivalent to colors, and the spirit as equivalent to light (not morally or judgmentally, just in terms of percep- tion). The colors live as an interplay between the poles of dark and light. The soul lives in interplay between physical and spiritual experiences. Another way to try to understand body, soul, and spirit is that during life the physical body is the vessel, the instrument for experiences of soul and spirit. The soul experiences hat difference (sthen-strength, Greek) them. The both darkness and light, both physical does it make German word for school, Gymnasium, and spiritual, in all their beauty, pain, for a school to may reflect such emphasis. and dimensions. The physical body work with an dies at the end of life. The soul has image of the The Waldorf Schools have always experienced the beauties, the organic human being as (for almost 100 years) worked with a cycles, and the limitations of the Wcomposed of body, soul, and spirit? picture of the three-fold human being, physical body. The soul experiences Most schools do their best to edu- in which hands (limbs), heart, and also the illumination of the spirit, from cate students, to strengthen both head are of equal value, in which the its eternal perspective. When the body and mind as fully and as early as Platonic virtues of Goodness, Beauty, body dies, the soul’s concerns with possible. Typically such schools have and Truth are of equal value, in which the physical world also fade away, focused on soul faculties of will and the experience of Religions, the prac- like old clothes. When the body dies, thought. Such a view of the human tice of Arts, and the understanding of whatever in the soul has been illu- being can lead to a mental equivalent Sciences are of equal value, in which mined with spiritual insight becomes of calisthenics, a rigorous exercis- the soul faculties of willing, feeling, distilled into spirit. ing of body and mind, to strengthen and thinking are of equal value. continues on page 5 The Bulletin • January/February 2018 • 3 Celebrating 50 Years of Inspiring Education REGISTER NOW for Upcoming Events January 26-27 Waldorf Weekend January 27 Understanding Classroom Management February 14 Open Day April 6-7 Project Management April 6-7 Waldorf Subject Teachers Conference APPLY NOW for Summer 2018 Programs *Early Childhood Teacher Education *Elementary Teacher Education Grades 1-8 Music Teacher Education Suchitra Swift, Sunbridge ‘13 Financial Aid Available / *Accredited SUNY M.Ed Option Available GMWS Grade Two Teacher See Website for Summer Series 2018 Course & Workshop Listings www.sunbridge.edu 285 Hungry Hollow Road / Chestnut Ridge, NY 10977 [email protected] / 845.425.0055 x20 E-MAIL: [email protected] • TELEPHONE: 845-263-7290 Jill Bieber MA, MHC Individual & couples counseling 817 CHESTNUT RIDGE ROAD, CHESTNUT RIDGE, NY 10977 4 • The Bulletin • January/February 2018 continues on page 5 Spirit in Waldorf continues from page 3 Our physical bodies have matter, like the mineral kingdom. The physical body is enlivened by what Rudolf Steiner calls the life-body, or life- form (also called the etheric body), which we share with the plant king- dom. Our soul-life we share with the animal kingdom in ways; hence the predominance of animal figures in the constellations of the zodiac (what the Germans call Tier–kreise, or animal circle), which so affects human experi- ence. Hence also the term “astral” body, related to the soul. Whereas the physical body is like the roots of a plant, and the life-body is like the trunk and leaves of a plant, the soul is like the flower of a plant, with its strong and delicate variety of colors, often offering inner spaces in the outer world. What in the human being is like the fruit and seed of the plant? Chalkboard drawings. Images courtesy of The most mysterious, the most quint- Fernando Lopez. Candle from Spiral of Light. essential part of the human being is Image courtesy of Dyana Van Campen. the spirit-seed, the unique individual- ity of each human being, which exists appropriately as possible. The spirit Do we want our children to under- before birth, which continues after quickens our interest in everything, stand everything in our contemporary death, the “I”, the ego in the truest every plant, every creature, every world? Absolutely. But we don’t want sense, the highest self, of which every color, every sound, every activity, their thinking to be limited to what the human being has his or her own ver- every subject, every person, every poets and philosophers sometimes call sion. In life on earth, the “I” inhabits moment, inexhaustibly. No wonder “understanding,” grasping the laws the physical body, the life-body, and college professors repeatedly experi- of what exists.
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