UNDERSTANDING AND APPLYING The Fourfold Approach to the Human Being Published by: Camphill School Aberdeen Murtle Estate Bieldside Aberdeen – UK AB15 9EP © The respective authors, 2015 Table of Contents Chapter Page General Introduction Annelies Brüll 1 Part 1 I The Four Physical Elements of the Fourfold Human Being Nick Blitz 5 1. Introduction 2. The solid element 3. The fluid element 4. The gaseous element 5. The warmth element 6. Possible Points of Observation 11 7. Sources 8. Bibliography 12 II The Etheric Body Annelies Brüll 13 1. The Concept of the Etheric Body 14 1.1. The Etheric body as the Body of Formative Forces 1.2. The Etheric body as the Life Body 15 1.2.1. Breathing (Taking-in) 1.2.2. Warming (Adapting) 1.2.3. Nourishing (Breaking down) 1.2.4. Secreting (Sorting) 1.2.5. Sustaining (Maintaining) 1.2.6. Growing 1.2.7. Reproducing (Bringing into being) 1.2.8. Wider Application of the life processes 1.3. The Etheric body as the Habit Body 18 1.4 . The Etheric body as the Thought Body 19 1.5. The Etheric body as the Time Body 20 2. The Interrelationship of the Four ‘Bodies’ with Special Reference to the Etheric Body 20 2.1. The Birth of the Etheric Body 21 2.2. The Etheric Body in Sleep and Death. 22 3. Possible Points of Observation 23 3.1. Explanation of Physical Aspects: watery-growth-sleeping 24 3.2. Explanation of Non-Physical Aspects 24 3.2.1. Memory 3.2.2. Habit Forming 3.2.3. Rhythm 3.2.4. Resilience 4. Practical Examples of Dysfunction of the Etheric Body 26 5. Imitation and the Etheric Body 27 6. Bibliography 28 Appendix 1 The Life Process of Sustaining 30 Appendix 2 Changes in the task of the etheric body 30 Appendix 3 The development of memory in childhood 31 III Recent Scientific Interest in the Etheric John Ralph 32 IV The Sentient Body Annelies Brüll 35 1. Terminology 35 2. Interlude – A different approach to the sentient body. 36 3. The Sentient Body between the Physical/Etheric and the ‘I’ 37 4. Descriptions of the Sentient Body 37 5. Characteristics of the Sentient Body 38 5.1 Movement 5.2 Consciousness 5.2.1 Physical Phenomena as a result of feelings 5.2.2 Observable behaviour as a result of inner bodily experiences. 6. Possible points of observation 42 7. The Sentient Body in the Course of Life 42 8. Examples of How the Four Members Interact with Special Reference to the Sentient Body 45 9. Bibliography 48 V Aspects of the Ego/’I’ Angelika Monteux 50 1. Introduction 50 2. Terminology 50 2.1. Clarifying terminology 2.2. Understanding the ‘I’ 2.3. The Ego and ’I’ in context of fourfoldness 2.3.1. ‘I’ activities, qualities, attributes 2.3.2. Some helpful images. 3. Development in biography 56 3.1. ‘I’ Integration in Biography – ‘I’ Incarnation 3.1.1.The ‘Birth of the Ego’ 3.1.2.The Ego as tool of the ‘I’ and the True Self 3.1.3.Awakening the ‘I’ 3.1.4. ‘I’ and Identity 3.1.5.The loss of Identity 4. Relevance in Curative Education and Social Pedagogy 60 4.1. Approaches to strengthen aspects of Ego and ‘I’ 4.2. ‘I’ and Ego in Autism 5. Points of Observation 62 6. Bibliography 63 7. Glossary 64 Part II: The Individualising Processes of Four-fold Integration Contents Part II..................................................................................................................................................... 65 The Individualising Processes of Four-fold Integration: John Ralph 65 1. Introduction .............................................................................................................................. 65 2. The Progressive Development of Individual Human Capacities ............................................. 66 2.1. The Individualising Process ............................................................................................... 66 2.2. Boundaries and Interpenetration ..................................................................................... 69 2.3. The Guiding Forces of Individual Development ................................................................ 72 3. Significant Indicators of Developmental Integration .............................................................. 75 3.1. Physical and Etheric Configuration ................................................................................... 75 3.2. Etheric and Sentient Configuration ................................................................................... 77 3.3. Sentient Configuration and I-being ................................................................................... 80 3.4. The I-being and the Environment ..................................................................................... 81 3.5. Development in Early Adulthood ...................................................................................... 84 3.6. Development in Old Age ................................................................................................... 85 4. The Integration of Self .............................................................................................................. 86 4.1. A Sense of Self, Identity and Trauma ................................................................................ 86 4.2. The Development of Memory ........................................................................................... 88 4.3. Traumatic Memories ......................................................................................................... 90 4.4. Resilience and Moral Development .................................................................................. 91 4.5. Early Sensory and Motor Development ............................................................................ 96 5. Making a Difference ................................................................................................................. 99 5.1. The Pedagogical Law and Self-Development .................................................................... 99 5.2. Individual Integration: a Path to Social Integration ........................................................ 100 5.3. Sustainable growth for all, or sustainable development of all? ..................................... 101 6. Points of Observation ............................................................................................................. 103 7. Bibliography ............................................................................................................................ 104 1 General Introduction Annelies Brüll Introduction One of the key approaches to assessing individuals in Social Pedagogy and Curative Education is based on the understanding of the fourfold nature of the human being, as presented by Steiner. This approach has proved a valuable tool for engaging in finely tuned, phenomenological observation, inspiring carers, teachers, pedagogues, therapists and doctors to find individual responses to the constitutional situation of individuals. The purpose of this collection of articles is to support students and interested readers in understanding and applying the fourfold approach to the human being and also to act as a guide for finding literature for further study. One hurdle for those studying the fourfold approach is the inconsistent use of terminology. The available literature uses a great variety of terms - partly because Steiner himself used different terms. The confusion is often aggravated in translations and can prove to be an obstacle for students and interested readers. The authors have attempted a process of collecting and ordering what Steiner and other authors have said on the subject of the fourfold approach to the human being. The book consists of two parts, preceded by a brief basic outline of the fourfold approach. In Part One different authors give detailed descriptions of the four different principles, how to recognise them, pointing out changes in their function during the course of development. Part Two takes up the developmental aspect and describes the changing integration of the four fold organism in the normal course of life and when development is impaired. One could liken the first part to learning the notes on the piano, the second part to playing tunes, sometimes quite complex. Most contributors of this publication have intentionally used many quotations in order to encourage students and other readers to extend their understanding by further reading. Aberdeen, 2012 1 A Basic Sketch The Fourfold Approach towards an Understanding of the Human Being One way of acquainting oneself with this fourfold approach is to start observing the 4 elements: solid, fluid, gaseous and warmth in the human body and then lead on from there. Each element is the basis, the tool for a specific organisation. As the elements interpenetrate each other, so do the organisations anchored in these elements, which in literature are usually called: physical body, etheric or life body, soul or sentient field and ego organisation. solid substances → physical body fluid substances → etheric or life body air or gaseous substances → astral, soul or sentient body warmth → Ego or ‘I’ organisation a) The Physical Body We can observe the human body, its shape and texture. The most solid parts are the bones and the teeth; cartilage and muscles are softer; the smooth skin and hair are finest. All this we can observe with our senses. We can recognise the human body as a closed solid system. (See chapter I: The Four Physical Elements by N. Blitz) Camps et al (2009: 19) The physical body: this concept refers to what can be perceived by the senses, what can be weighed and measured. Steiner