Anthroposophical Medicine the Experiences of Robert Smith Hald
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What Is Craniosacral Therapy?
INTEGRATIVE APPROACH TO CRANIOSACRAL THERAPY I –FAS CIAL CONNECTION What is Craniosacral (crane-e-o-sacral) Therapy? What is Craniosacral Therapy? Craniosacral Therapy started in the osteopathic community in the early 1900’s as a way to feel restrictions in the cranial bones and fascia. By freeing the cranial bones and the fascia, the practitioner is able to assist the body in regaining normal function in the nervous, lymph, hormonal, myofascial, and gastrointestinal system. Craniosacral Therapy is a whole person therapy focusing on physical, mental, emotional and spiritual health. Craniosacral therapy is founded on the belief that the body knows exactly how to heal. The role of the physician is to help you heal yourself and facilitate the healing process. The primary goal in a Craniosacral session is to not only treat your condition, but maximize your health overall. What is involved in a Craniosacral Session? Craniosacral therapy is a gentle non-invasive hands-on therapy that follows the subtle movement of your fascia or connective tissue. The physician will lightly place (less than a nickel weight of pressure) his/her hands on areas of restriction that facilitates the body to gently release fixations. During the session the person is fully clothed and the therapist evaluates restrictions in movement from different parts of the body. A session usually lasts one hour but that can vary depending on the condition. What do people usually experience with Craniosacral Therapy? Most people feel very relaxed and some even fall asleep. Many people can feel the movement inside their bodies and describe it like they are floating on water. -
PDF Download Waldorf Education: Rudolf Steiners Ideas in Practice
WALDORF EDUCATION: RUDOLF STEINERS IDEAS IN PRACTICE PDF, EPUB, EBOOK Christopher Clouder,Martyn Rawson | 160 pages | 30 Mar 2004 | FLORIS BOOKS | 9780863153969 | English | Edinburgh, United Kingdom Waldorf Education: Rudolf Steiners Ideas in Practice PDF Book And Do Parents Care? He studied science and the classics, and tutored pupils in the humanities. Retrieved 1 February About the Book. They rake leaves, tend compost and water the plants. Damrell, Jr. The Steiner Education Approach. Educationalist Sandra Chistolini suggests that parents offer their children Waldorf-inspired homeschooling because "the frustration and boredom some children feel in school are eliminated and replaced with constant attention to the needs of childhood [and] connections between content and the real world". The kindergarten day Each kindergarten group usually has children. British Journal of Educational Psychology. The Steiner Waldorf approach to the care and education of young children encompasses birth to seven years. Download the PDF of this article. Noting that there is a danger of any authority figure limiting students enthusiasm for inquiry and assertion of autonomy , he emphasized the need for teachers to encourage independent thought and explanatory discussion in these years, and cited approvingly a number of schools where the class teacher accompanies the class for six years, after which specialist teachers play a significantly greater role. In most Waldorf schools, pupils enter secondary education when they are about fourteen years old. The Steiner Waldorf kindergarten strives to be a haven from the stresses of the outside world. Steiner considered children's cognitive, emotional and behavioral development to be interlinked. The children themselves are this book. -
Waldorf Education & Anthroposophy 2
WALDORF EDUCATION AND ANTHROPOSOPHY 2 [XIV] FOU NDAT IONS OF WALDORF EDUCAT ION R U D O L F S T E I N E R Waldorf Education and Anthroposophy 2 Twelve Public Lectures NOVEMBER 19,1922 – AUGUST 30,1924 Anthroposophic Press The publisher wishes to acknowledge the inspiration and support of Connie and Robert Dulaney ❖ ❖ ❖ Introduction © René Querido 1996 Text © Anthroposophic Press 1996 The first two lectures of this edition are translated by Nancy Parsons Whittaker and Robert F. Lathe from Geistige Zusammenhänge in der Gestaltung des Menschlichen Organismus, vol. 218 of the Complete Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1976. The ten remaining lectures are a translation by Roland Everett of Anthroposophische Menschenkunde und Pädagogik, vol. 304a of the Complete Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1979. Published by Anthroposophic Press RR 4, Box 94 A-1, Hudson, N.Y. 12534 Library of Congress Cataloging-in-Publication Data Steiner, Rudolf, 1861–1925. [Anthroposophische Menschenkunde und Pädagogik. English] Waldorf education and anthroposophy 2 : twelve public lectures. November 19, 1922–August 30, 1924 / Rudolf Steiner. p. cm. — (Foundations of Waldorf education ;14) Includes bibliographical references and index. ISBN 0-88010-388-4 (pbk.) 1. Waldorf method of education. 2. Anthroposophy. I. Title. II. Series. LB1029.W34S7213 1996 96-2364 371.3'9— dc20 CIP 10 9 8 7 6 5 4 3 2 1 All rights reserved. No part of this book may be reproduced in any form without the written permission of the publisher, except for brief quotations embodied in critical reviews and articles. -
Academic and Social Effects of Waldorf Education on Elementary School Students
California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 5-2018 Academic and Social Effects of Waldorf Education on Elementary School Students Christian Zepeda California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, International and Comparative Education Commons, Liberal Studies Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Zepeda, Christian, "Academic and Social Effects of Waldorf Education on Elementary School Students" (2018). Capstone Projects and Master's Theses. 272. https://digitalcommons.csumb.edu/caps_thes_all/272 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Running Head: EFFECTS OF WALDORF EDUCATION 1 Academic and Social Effects of Waldorf Education on Elementary School Students Christian Zepeda Liberal Studies Department College of Education California State University Monterey Bay EFFECTS OF WALDORF EDUCATION 2 Abstract As society becomes more critical of public education, alternative education systems are becoming more popular. The Waldorf education system, based on the philosophy of Rudolf Steiner, has increased in popularity and commonality each decade. Currently, 23 Waldorf institutions exist in California. -
Table of Contents Introduction
Young School’s Guide 2018 Table of Contents Introduction .............................................................................................................................................................. 2 How to Use this Guide...................................................................................................................................... 2 Establishing a Community .............................................................................................................................. 3 AWSNA Principles for Waldorf Schools ........................................................................................................ 4 AWSNA Policies & Practices ............................................................................................................................. 6 Establishing a Healthy School in Light of AWSNA Principles ................................................................ 9 Independence and Self Reflection ................................................................................................................. 9 Articulated Decision-Making ......................................................................................................................... 9 Support for Faculty & Staff............................................................................................................................. 9 Articulated Educational Program ............................................................................................................... 10 Support -
Chapter Three a Call to Mindful Action
Chapter Three A seed is planted … A Call to Mindful Action In this chapter I will trace the origins of Steiner Education in Europe, its context and its emergence in Australia. From out of the ash destructive fires, sprouting seeds and green shoots emerge. (Korobacz 1988:1) I gaze out onto the street. It is unusually empty and quiet. Nothing is happening. Not even the dogs are barking. I am in Ubud and its Nyepi day on the Balinese religious calendar. On Nyepi the world expected to be clean and everything starts anew, with human beings demonstrating their symbolic control over themselves and the life force of the world. I had arrived on the eve of the festival unprepared. Even the automatic tellers were closed and there was nothing to eat. Fortunately food had been prepared the previous day and a simple nasi goreng (fried rice) was brought up to me for breakfast. What to do? I organise my writing table, I may as well commence work. I look out over the straw-coloured rice fields. Not a working duck in sight! A breeze ripples over the stooped and heavy-laden heads of rice. Over and against this peaceful scene I contemplate the chaos and turmoil in the Europe at the time my parents were born. Following the Armistice of November 11 1918 and the ensuing collapse of the Central Powers and with the Allied blockade still in effect, economic and social chaos ensued. In Germany, the growing ranks of the unemployed were swelled by the return of disgruntled soldiers from the Western Front and because of hunger and destitution, 114 many were driven to join active revolutionaries of many persuasions, of the right and left. -
Anthroposophic Craniosacral Therapy
Anthroposophic Craniosacral Therapy International Anthroposophic Network for CST 12 co-workers from Europe, UK, USA, Russia and Australia Craniosacral Therapy (CST) - cerebrospinal fluid (CSF) Introduction: The last 50 years has seen a growing appreciation of the therapeutic potential of both Cranial Osteopathy (as practiced by Osteopaths) and Craniosacral Therapy (as practiced by non - Osteopaths). There are now a number of branches and streams of this therapeutic bodywork in the world. A good number of anthroposophic physicians and therapists have been drawn to and trained in this work, which is deeply connected to rhythm and the etheric body. This article describes the connection between Anthroposophic Medicine and cranio-sacral theory and practice. History The origin of cranio-sacral research can be traced as far back as 1744, to writings on occult physiology by Emmanuel Swedenborg. In his text “The Brain” Swedenborg describes a “…pulsating spirituous fluid animating the cerebrospinal fluid that in turn animates the entire body”, 1744 So one could say that Craniosacral Therapy (CST) has a root in the traditions of European Christian mysticism. In America the two grandfathers of Osteopathy Dr. Andrew Taylor Still (1828-1917) and William Garner Sutherland (1873-1954) developed the therapeutic forms from which this modern practice has evolved. They were both deeply spiritual men who often spoke of the divine realm in metaphors - ‘the great architect’ and ‘the breath of life’. The movement of the cranial bones was first studied by Sutherland. It is likely that he had read Swedenborg. The work was then developed and held in a small circle emerging out of a spiritual stream of the osteopathic profession around 1930-50. -
Sergei Prokofieff the Threshold for More Than a Hundred Years
General Anthroposophical Society Annual Report 2001 Contents General Anthroposophical Society The General Anthroposophical Society ................................................................................................... 3 The Society World-wide ........................................................................................................................ 3 The Annual Theme for 2002/03 ............................................................................................................. 4 School of Spiritual Science The Sections General Anthroposophical Section.......................................................................................................... 5 Section for Mathematics and Astronomy ................................................................................................ 6 Medical Section .................................................................................................................................... 6 Science Section and Agriculture Department .......................................................................................... 7 Pedagogical Section.............................................................................................................................. 9 Art Section ..........................................................................................................................................10 Section for the Spiritual Striving of Youth ..............................................................................................11 -
30 Spa Holidays for a Happier, Healthier New Year
30 spa holidays for a happier, healthier new year Banish that work-from-home back: Four Seasons Resort at Landaa Giraavaru CREDIT: DON RIDDLE IMAGES/DON RIDDLE • Suzanne Duckett, SPA EXPERT 1 JANUARY 2021 • 9:00AM After nearly a year of being grounded, trips taken from here on have to count on so many levels – personally, professionally, psychologically and ecologically. Whether you admit it or not, the enforced slow down and more time spent with yourself, your partner or your family has unearthed some home truths. Lack of routine has led, for many, to comfort eating, sporadic exercise, wine being cracked open most evenings and an increased dependency on digital technology. This will be the year to reset and redress the meaning of “well-travelled” in every sense when the world finally reopens to us. The options to reset, reflect and restore are endless and deeply personal. What floats one person’s boat (fasting and detoxing to lighten the load?) creates a sinking feeling in others (who might prefer a retreat in Mexico to mend a broken heart). Some seek a retreat on their own, others – when rules allow – want to take the whole brood for a reboot. Though the children haven’t left their sight for more than a few school hours during the past year, they have never felt more disconnected from them. Then there are fitness breaks, from Spain to the Caribbean, which may spark a new love of exercise; and retreats ensconced in nature that might just change your life altogether. Wellness travel and traditional travel are not separate; they are one and the same. -
Integrative Oncology — Strong Science Worthy a Goal As Shrinking the Tumour
CORRESPONDENCE LINK TO ORIGINAL ARTICLE LINK TO AUTHOR’S REPLY oncology programmes is to ease the suf- fering of patients with cancer, which is as Integrative oncology — strong science worthy a goal as shrinking the tumour. The SIO breast cancer clinical guidelines6 pro- is needed for better patient care vide evidence that there is a large enough body of literature to systematically evaluate Heather Greenlee, Suzanna M. Zick, David Rosenthal, Lorenzo Cohen, what works, what does not work, and where more research is needed; the evidence can Barrie Cassileth and Debu Tripathy then help guide clinical decisions. In the cases where there is an absence of clear We read David Gorski’s Opinion article on patients to control chemotherapy-induced clinical research data providing guidance, integrative oncology (Integrative oncology: nausea and vomiting. More than 30 interven- patients and clinicians need to engage in really the best of both worlds? Nature Rev. tions received a Grade C recommendation shared decision-making when assessing the Cancer 14, 692–700 (2014))1 with both inter- that suggested weaker evidence of benefit due risk–benefit ratio for each therapy. est and dismay. We firmly agree with Gorski to either conflicting study results or small Heather Greenlee is at the Department of that all forms of medical practice should be sample sizes. Seven therapies are not recom- Epidemiology, Mailman School of Public Health, based on evidence supporting safety and mended due to lack of effect, and one was Columbia University, New York, New York 10032, USA. efficacy. In addition, we concur that the field found to be harmful. -
100 Years of Anthroposophic Medicine
We cordially invite all health professionals to the World Conference Celebrating 100 Years of Anthroposophic Medicine! 100 Years of A young, multidisciplinary group in the Medical Section has been preparing this Anthroposophic conference since the summer of 2017. We want to build bridges between body, soul Medicine and spirit, between natural science and spiritual science, between generations, countries and professions for an integrative art of healing with the human being at its center. The human being is a bridge In over 30 impulse talks and more than 120 specialist courses we will bring to life the anthroposophic view of the human being based on the four elements, the ethers between the past and levels of consciousness, making it practical for medicine. How do body and soul and future existence. penetrate each other in moments of enthusiasm? How does everyday professional life The present is a moment; change when we work together for the ideals of freedom, love and wisdom? What is a healthy medical facility and what is a salutary healthcare system? What understanding moment as bridge. of disease, what therapeutic concepts can Anthroposophic Medicine, as an integrative Spirit grown to Soul, form of medicine, contribute to the various specialist areas? How does cooperation between the different healing professions advance through this approach? in matter's husk, Crossing Bridges – comes from the past. 100 Years of Celebrating 100 Years of Anthroposophic Medicine also invites us to make this a festive Being Human! occasion! Be it with speeches, artistic performances, dance and encounters with people Soul growing to Spirit Anthroposophic from over 50 countries. -
Sustainability Report 2011
Profile of SEKEM’s Report on Sustainable Development 2011 The reporting period of the Report on Sustainable well, the hard facts in the Performance Report will update Development 2011 is January to December 2011 and thus them on the newest developments. continues the Sustainable Development story of the 2010 If not otherwise stated, the scope includes all SEKEM report that had been published at the end of August 2011. companies as of page 18-19, excluding SEKEM Europe SEKEM uses the report for communicating on all four and Predators. Where stated, the SEKEM Development dimensions of the Sustainable Development Flower including Foundation was included into the data. The basis for this the financial statement. report is mainly deduced from certified management and In this fifth Report on Sustainable Development, some changes quality management systems. We aimed to ensure that the were made regarding the structure. We have separated the data and information provided in this report is as accurate descriptive part of our approach to sustainable development as possible. Wherever data is based on estimations and/or from the annual hard facts. This was done to make the other limitations apply, this is indicated. In cases of significant information more accessible for all readers. For those just changes, these are described directly in the context. getting to know what SEKEM is all about, reading the first part A detailed index of the information requested by the GRI will be a good start. For those who already know SEKEM quite 3 and the Communication on Progress (CoP) of the UN Global Compact is provided at page 84 to 92.