Issue Four December 2012

Survival of the creatives Quiet: the power of introverts The Power of Awe AEON Issue Four December 2012

2012

ur GlenX on September 7th was Oan outstanding evening: a large conversational-sized crowd enjoyed presentations of uniformly high quality from three former Glenaeon students who are now pursuing significant careers: Nick Felton took us through his daily ethical dilemmas as a criminal Aeon gives a glimpse into the defence lawyer dealing with those on rich learning community that is the borders of mainstream society. Glenaeon, established as Australia’s Why does he do it? The short answer: first for he enjoys it. . The magazine is a record Fenella Souter gave a beautiful insight into life as a feature journalist of school life, featuring people and delving into the private lives of her interview subjects: she has profiled a events that are important in our community. galaxy of celebrities in her work with the SMH’s Good Weekend, and her Glenaeon pioneered the vision stories were warm, poignant and memorable. of a creative and collaborative Jonathan Teplitsky was riveting in his outline of a career, starting at education in Sydney: we look Glenaeon, as a film maker directing four feature films for Australian, and forward to a reinvigorated future world cinema screens: he described the human drama of turning pages where we celebrate the unique of script into a successful film, and we enjoyed watching a hilarious community that has grown around David Wenham scene from Jonathan’s second movie Getting’ Square. the school. Aeon is a voice and A fourth GlenX was on the walls of the Sylvia Brose hall: Ian Holmes forum for the rich learning that (GlenX ’89 ) is now a professional artist and his exhibition was also a remains the school’s core impulse. description of a professional journey and a life work. We were entertained Whether currently involved with the school, or one of our many alumni by soon to be GlenX 2012, singer and guitarist duo Taelor Hanley and families and friends, we invite you Taran Webster who are both performing to a great almost professional to enjoy in the following pages standard. The lively Q and A after each presentation was an intelligent and the unique vision of a Glenaeon engaging conversation that sent everyone away sustained and uplifted by education. its quality. The evening was certainly a demonstration of the depth and richness of not just a Glenaeon education, but of the community that has been built around the school. We look forward to the next GlenX! 

The GlenX Factor Join Glenaeon alumni and friends on March 9th 2013 for a chance to experience the diverse and individual musical talents of the Glenaeon school community whilst catching up with friends and former classmates for an entertaining night of top quality entertainment. All proceeds go to the Glenaeon Indigenous Education Scholarship, supporting Indigenous education initiatives, particularly the staff and students of Yipirinya School, Alice Springs.

9th March 2013, Sylvia Brose Hall 7pm Suggested donation of $20 at the door

BYO drinks and picnic (light refreshments provided). This is an adult event, no children under 18 years of age please. Niklas Mechtersheimer – in year 8’s production of The Twelfth Night

Glenaeon Alumni and Friends is the new body bringing together our diverse community of present and Glenaeon Rudolf Steiner School Ltd former students, parents and friends of the school. We look forward to many events celebrating the ABN 94 000 385 768 Glenaeon community and our 54 year history. 5a Glenroy Avenue, Middle Cove Nikki Crow is our Alumni Coordinator and she welcomes enquiries about alumni activities and feedback NSW 2068, Australia about Aeon. For all details of alumni events, contacts and general information, or to receive Aeon Phone: 9417 3193, Fax: 9417 5346 electronically, you can contact Nikki on: [email protected] www.glenaeon.nsw.edu.au

Page 2 Christmas is the season of giving, and over the past term Glenaeon has received some beautiful gifts.

Books: Sculpture: Marie Nicholls has donated a number of After the Family Fair we were honoured Contents beautiful books that deal with the Burley Griffins, to receive the anonymous gift of a the couple who played such a significant role in sculpture from the Art Show (photo above). Australian history through the design of Canberra, This outstanding and beautiful piece was 04 Survival of the creatives of Castlecrag, and who are the “spiritual god bought for the school and donated as a parents” of our school. Marie herself is the contribution to the school grounds, to 06 Quiet: the power of daughter of Eric Nicholls who was Walter Burley stand in a significant position where it will introverts Griffin’s junior partner and first Chairman of contribute to the aesthetic of the natural »» Susan Cain Glenaeon Rudolf Steiner School. Marie’s long term environment. The gesture of the piece has connection with the school stretches back through an organic form which resonates strongly 08 Sensing the World the years, with her four children as students, with our emphasis on natural design. We will and Ourselves and 29 years as a member of the school Council. be positioning the sculpture in the garden »» Part Two: Dr Jeff Green She has very generously donated copies of a near the front door of Reception, and warmly number of valuable works on the Burley Griffins: thank our anonymous donors for their great 12 School and Self Esteem generosity with such an inspiring gift. »» Grand Obessions: The life and work of Walter 14 The Power of Awe Burley Griffin and Marion Mahony Griffin, Memories: by Alasdair McGregor, published in 2011. 16 Glenaeon 2012 This recent biography has come out to critical Terry Ryan was a parent and a member »» Spring Festival acclaim as a foundation text on the couple, of the school Council in the 1980’s when »» Family Fair including many details of their connection his daughters Elyse & Emilia were students »» Year 10 Snow Camp with and the work of at the school. Terry returned to Glenaeon »» Year 11 in Central Australia Dr Rudolf Steiner. recently, his first visit since the early 1990’s. »» Year 7 Shanghai Nights »» Building for Nature: He has been busy since then, having written a book ‘Another Time 1981-1988’ about life and Castlecrag, publication of the Walter Burley 22 Farewell Year 12 2012 Griffin Society. in Glenaeon in those years. He recalls all the »» Marion Mahony Griffin, Drawing the Form work that went into designing and building the of Nature. This exquisitely produced book hall, and the beautiful series of events that is the catalogue of an exhibition devoted surrounded the opening of the Sylvia Brose entirely to Marion’s work held at the Mary and Hall. He is photographed (above) with Francis Leigh Block Museum of Art, Northwestern Edmunds who flew out from England to open , Chicago, the institution to which the Hall and after whom the garden is named. Marion donated her personal papers and Terry also donated a collection of resources drawings before her death in Chicago in 1961. including photos, transcripts, and programs Many of her outstanding drawings are of from the time which will go into Castlecrag scenes and show the impact that the school’s alumni archives, Australian flora had on her artistic sensibility. and eventually our museum. We are deeply grateful to Terry All these volumes will become part of our for such a unique contribution library for borrowing by teachers, parents and to the school. students, and will build our core of holdings on this remarkable couple. We thank Marie for her On behalf of the school, generosity and good will with this donation. I wish all our community a Jann Dillion donated her mother’s collection blessed Christmas of giving of anthrosophical books as per the request by her and receiving, and a restful late mother Ruth Fleming. The books will go into and fulfilling holiday. the Glenaeon Teachers library for all to borrow. This library now contains quite a collection Andrew Hill including some rare gems in the literature of Collegiate Chair Steiner education. We are very grateful to Jann, and remember Ruth warmly for her gift. 1991 Christmas play

Page 3 AEON Issue Four December 2012

Survival of the

creativesnyone in will know of the paradigm shift that Ahappened with the language of education around the turn of the century. From English, Maths and academic scores, it’s now all that PLUS creativity, global citizenship, sustainability and . Those extra values and attitudes, once seen as fringe and unconventional, are now benchmarks for government education policy, including the new National . When did it all change? And why the shift? As an what could be. Now who had ever There were a few signposts: American baseball star famously heard of a Presidential Commission in 2001 the NSW Education put it on a US talk show, “The talking seriously about imagination, Department advertised for ’creative’ future sure ain’t what it used to be!” something that used to be left to executives to reshape education Children in in 2012 will the artists? Imagination is the new in NSW. This was the first time retire around 2070: who in their right mystery X factor that lies behind I’d seen the word “creative” used mind would predict what the world creativity, and if ever there was a in the same line as the name of a will look like in six decades? Who wake up call to challenge educators government department. can predict what the world economy to fundamentally rethink education, I wondered if the successful will look like in six months? this was it. applicants had been educated in A key moment was around the The new century brought a NSW schools? If they are creative turn of the century. The Presidential new language: a more vulnerable now, are they so because of their Commission into the causes of the humanity, one aware of its own education, or in spite of it? Creativity 9/11 attacks in 2001 came to the shortcomings in predicting the was certainly not a curriculum conclusion that there had been a future, and one acutely aware of the requirement in those days. Perhaps series of failures and the first of need to build resilient, imaginative some inspired parenting, or just the these was a “Failure of Imagination”: and creative children able to genius in the genes, and hopefully it the inability to connect the dots of respond positively to whatever wasn’t schooled out of them. what was known, and to imagine the future brings.

Page 4 …we each need a creative side: every human life is a work of art, a narrative, a story.

This creativity will need to s a school that pioneered this be embedded into the very new language and practice in fabric of lessons, to be part of ASydney, we hope for all children a school’s curriculum and every and young people, there will be a teacher’s professional repertoire fundamental change and it’s not of competencies. Creativity is no something that is just ‘tacked on’: longer the preserve of the artist not a hybrid of worksheets and and the actor, but is a competence lockstep textbooks with a dash of for all professions: doctors, lawyers creative arts in Period 7 on Fridays, and engineers need an element of but a serious rethink of how we creativity to lift their work to the deliver the fundamentals. highest standard. Our children’s future demands And we each need a creative nothing less.  side: every human life is a work of art, a narrative, a story. We can Andrew Hill each be creative in weaving the Reprinted, From the Principal, Sydney Observer, November 2012 elements of our personal story into a meaningful narrative, even a beautiful one.

Page 5 AEON Issue Four December 2012

You can hear Susan Cain speak at:www.thelavinagency.com/speaker-susan-cain

Susan Cain

Quiet: The power of Introverts in a world that can'’t stop talking I’ve been a fascinating new book recently with this striking title. Author Susan Cain raises the important difference between the introvert and the extrovert, and in QUIET: The power of Introverts in a world that can’t stop talking she asks questions for parents and teachers alike:

»» Have we created a single ideal of the successful person as one who is It was Carl Jung who coined the flamboyant, the centre of attention and endlessly gushing? terms introvert and extrovert at »» Is this ideal so powerful in popular culture that anyone on the quiet and the beginning of the 20th century, introverted end of the personality continuum feels necessarily inadequate although he described them as part and somehow abnormal? of a bigger picture of psychological »» Given that one third to one half of the population have introverted types. Since then the ocean of personality traits, are we denying the contribution that people with these personal development books that traits can make? have washed onto our bookshelves over the past few decades have usan Cain explained that in Cain added that for her, Quiet made the ideal of the extrovert writing Quiet, she was fuelled is not just a book but a mission. almost an aspiration for all, from Sby the passion and indignation Specifically, she said she was Dale Carnegie’s How to Win that she imagined fuelled the interested in working with parents Friends and Influence People to the 1963 feminist book The Feminine and teachers of introverted children extreme extrovert Anthony Robbins Mystique. She likens Introverts and to re-shape workplace culture “unleashing the giant within”(!) onto today to women at that time: and design, and in particular an unsuspecting world. second-class citizens with gigantic replace what she terms "The New Susan Cain herself is a graduate amounts of untapped talent. Saying Groupthink” with an environment of the Harvard Law School and that most introverts aren’t aware of more conducive to deep thought worked in high level Wall Street how they are constantly spending and solo reflection. corporate negotiations, but always their time in ways that they She even suggests that the struggled with a sense that her would prefer not to be and have majority of mainstream teachers natural desire for quiet and reflective been doing so all their lives, Cain believe that the “ideal student” is pursuits was somehow inferior to explains that she was trying to give an extrovert, which is extraordinary, that of the endlessly talkative alpha people entitlement in their own when you consider how many of our females around her. Her growing minds to be who they are. greatest thinkers were introverts. acceptance of her own nature, and Charles Darwin, Albert Einstein, her understanding of the gifts of the Mahatma Gandhi, George Orwell, introverted part of the population led Steven Spielberg, Larry Page, J.K. her to research the book. As she puts Rowling: none of them would have it, she realized that it’s OK to cross made “ideal students.” the street to avoid making small talk.

Page 6 Steiner education we These four “temperaments” development needs to be informed work with these categories Steiner described as inner aspects by a consideration of the child’s IN continually, but just as of our constitution with an almost temperament. The big issue Jung’s initial description of the biological and deep seated influence today in education is curriculum two categories of people was on how we relate to the world. differentiation, the ability of teachers actually part of a bigger picture Steiner did not use these categories to differentiate their lessons so of personality, so our teachers as dogmatic labels to pigeon- that students can learn at a level understand the extrovert/introvert hole people but rather as strong suitable for their abilities. Working distinction to be part of a larger influences that can have a profound with temperaments to understand and more sophisticated picture of effect on how we relate to other learning styles is a fundamentally human nature. people and the world in general. important tool for teachers in Active at the same time as As broad styles we can all have classroom differentiation. Jung, Dr Rudolf Steiner was a mix of influences of these four An understanding of our own working to make contemporary temperaments on our individual and temperament and that of those the classical personality styles that unique personality: around us can be enormously helpful the ancient and medieval worlds »» sanguine (pleasure-seeking and in managing our human relations, called the “humours”: sanguine sociable), and in understanding ourselves. and choleric, and phlegmatic and »» choleric (decisive and dominating), As Susan Cain suggests, staying melancholic. These four “types” »» melancholic (introverted and true to your temperament is the key contain the introvert/extrovert thoughtful), to finding work you love and work distinction perfectly. »» phlegmatic (relaxed and quiet). that matters. Like the adage used in AA, temperament is a matter To the ancient mind, the ideal Choleric and sanguine are the of knowing what can be changed, human being was a perfect blend outer or extroverted temperaments, accepting what cannot be changed, of the influences of these four while melancholic and phlegmatic and having the wisdom to know “humours”. When we get into are the more introverted ones. The the difference. imbalance, one or other dominates richness of this understanding of Every temperament has its and we become one sided. They the temperaments is in the deeper strengths, and for those with a also reflect the four elements picture it gives of the outward melancholic and/or phlegmatic with each “humour” having a turning nature or extrovert, and temperament (ie introverts), its predominance of earth, water, the others that naturally find reassuring to know that the world air or fire: stimulation from within their own does not belong to the cholerics nature (introvert). and sanguines (the extroverts) Interestingly enough in the late who like to be out there directing 20th century quite a number of the traffic.

Fire Element psychologists picked up the four temperaments and refined them Marc Antony’s tribute to Brutus in the closing Choleric Sanguine even further, the most well known lines of Shakespeare’s Julius Caesar reminds us Outbound Outbound of the power of balance between the humours, Oriented Oriented of which are probably the Meyers- or “elements”, as an ideal for us all: Decisive Siciable Briggs Type Indicator and the Dominating “This was the noblest Roman of them all… Keirsey Temperament Sorter. His life was gentle, and the elements For teachers, an appreciation So mixed in him that Nature might stand up Earth Element Air Element (o) of the temperaments can be an And say to all the world, ‘This was a man!’” The 4 Temperaments important pedagogical tool of Melancholic Sanguine insight and support to children. Yet its all a matter of balance. Inward Inward Children’s learning styles can be Susan Cain had to train herself to Oriented Oriented Reflective Relaxed so affected by their temperament. speak in public to promote her book: Thoughtful Quiet Its striking to realise that the first she had to be extrovert to promote Water Element practical exercise Dr Steiner gave introversion! We all need both to the very first teachers he trained qualities, and balance is the key.  was for them to tell a fairy tale in two different ways: one for a The introverted Gandhi said something sanguine children and then again similar in the 20th century: for a melancholic child ie once for “In a gentle way, you can shake the world.” an extroverted child, and once for an introverted child. How subtle and sensitive, and how right for the 21st century! Naturally the child’s social experience in the playground is profoundly affected by temperament: every conversation with parents about a child’s social and academic

Page 7 AEON Issue Four December 2012

Dr Jeff Green, a general practitioner is also a tutor at Taruna , Hawkes Bay.

“Sensing The World and Part Two ourselves: Dr Jeff Green

Learning is a complex process where many faculties combine for a child to learn, to assimilate new material so it “makes sense”. This common phrase holds a subtle truth: for us to incorporate any new skill or information into our existing repertoire of abilities, we have to experience it through the interlocking network of our senses.

Rudolf Steiner pioneered a new a coherent and accurate experience DR Rudolf Steiner identified vision of the senses, expanding of learning and life. 12 senses – seven more than the and elaborating on the traditional At Glenaeon we work with this normal five most people five senses of sight, hearing, touch, picture of the whole child suggested recognise – which he placed into taste and smell. He suggested we by Dr Steiner, and understanding these groups: Touch, Life, Self- have in fact 12 senses which we the role of the 12 senses in learning Movement, Balance, Smell, Taste, use to “make sense” of the world is a fundamental part of a teacher’s Sight, Temperature/Warmth, around us, and to learn anything, all work. This article gives a good Hearing, Language, Concept, Ego. these senses need to be healthy and overview of this important aspect of functioning. And our senses need to a Glenaeon education, and the first be integrated so they function in a part appeared in the previous issue coherent manner, providing us with of AEON.

In the previous issue of AEON ‘Sensing the World and Ourselves’ part one explored the sense of Touch, now in part two we look at: Life, Movement and Balance.

In this article I will try to look at Life Only out of a connected Steiner’s ideas about the four bodily his one needs a little more wholeness is it possible to have a senses of Touch, Life, Movement justification! There are metabolic concept of ‘enough-ness,’ another and Balance that he grouped T‘senses’ that are increasingly cultural blind-spot! This is also the together in the context of events being identified within physiology basis of a ‘Sense of proportion,’ and experiences in today’s world. – a diverse group from ‘bladder a ‘Sense of enough’ or even Increasingly there is a tendency stretch ‘ to ‘Cerebrospinal pH.’ ‘Common sense.’ towards ‘sense deprivation’ – or at Presently they are a growing but In Nature, a sense of least a lack of ‘sensory bio-diversity’ disconnected group. Whether or connectedness and process is – in our modern lives. These four not they will ever be seen as one paramount. Anything that brings senses are particularly badly whole sense that informs us if we children into connection with the treated. From my perspective as are ‘well’ or not is another matter. organic world can bathe them both a General Practitioner and a Together these would become part through the sense of the processes School Doctor, it is not only about of Steiner’s ‘Sense of Life,’ and just of the seasons… growth, fruition, the current needs of the young like the concept of the life-body, it is harvest and decay. Also the routines developing child that I have concern, connected more to the whole than of the day… routines of the week… but also the resulting deficiencies the part. This means it senses the routines of the year are all nutrition of teenagers and adults. whole process in time within the for this sense, as well as festivals, But first I would like to look at human body and not individual steps. rituals and celebrations. some modern advances in Neurology So time factors or ‘process’ begin to But unpleasant processes are also that have lent a new credibility be relevant and important. Life sense experiences. Waiting for to some of Steiner’s ideas about Again this falls on the cultural blind something, the whole experience of early childhood. spot of our times …the etheric body. ‘delayed gratification‘ and endurance

Page 8 Watching that moment when a child is just about to jump, dive, cycle or try a new skill is an amazing and beautiful experience.

Page 9 AEON Issue Four December 2012

comes in here. Boredom itself is a Movement Increasingly, I see teenagers very powerful (unpleasant) experience roprioreception is the term given who have been put on anti- of the Sense of Life – an experience for one aspect of the sense depressants. My own impression that is denied to the over-entertained. Pof movement. The fact that is that often this is more a kind Processes such as illnesses are you can make a decent attempt at of ‘woodenness of soul’ – a kind also often processes that we want writing your name without looking of joylessness and ‘stuckness’ of to be finished with quickly. There depends on a sense of movement the emotional life. It is through the is a reason why those who were independent of what your eyes are joy of movement, as for example ill used to be called ‘patients!’ A doing. And the eyes themselves are when we dance, that motion and lot of my work as a doctor involves a tool of the sense of movement. even ‘e-motion’ arises. This would parents who want themselves or If someone draws a triangle in the explain why exercise is as effective their children ‘fixed now’ when my air there is no actual triangle to as anti-depressants in many cases job is to tell them ‘it’s just going see! The way you know what you of mild depression. to take time’ – it is often hard to are ‘seeing’ is through the sense for hear this. Yet the biographies of the fine movements of the muscles Balance many great individuals reveal that around the eyes. When we read, the hese four senses are connected they have had a major illness in same process gives us the ability to to the four bodies of Steiner’s childhood or even prolonged stages recognise the difference between Tunderstanding of the human of development before people at the letters on the page. Even the being. Namely Touch to the ‘Physical,’ large could recognise their abilities. early learning of a musical instrument Life to the ‘Etheric,’ Movement People like Isaac Newton, Winston is all about training this sense. to the ‘Astral ‘ and Balance to the ‘Ego.’ This means that this Sense The epidemic of obesity and Type 2 Diabetes is of Balance is connected to our a health disaster waiting to happen. The roots of that disaster spiritual identity. This is more than are in poor, early, bodily sense development. simply another layer. As the Sense that is connected with the Ego, it is like a lynch pin that holds the other Churchill and Albert Einstein come This is a huge background three together and weaves through to mind. In our modern world of awareness that we usually take for them into an experience of ‘bodily busy people and over-timetabling, a granted, and children are the world’s egohood.’ Through this we become Sense of process is a rare thing. The greatest movers and shakers! They truly a ‘citizen of space.’ Again, most whole world of DVD’s, fast forward, fidget, jump, skip, run, all to the of the time we take this experience rewind, skipping the boring bits, intense annoyance of adults! Being for granted – a foundational back- avoids any sense of process and asked to do a thing repeatedly until drop to being human and present patience. How often might we like it is done exactly right, through in your body in space. Only if you the use of a remote control for life in more practice and repetition, may have had an ‘out of body’ or ‘near the same way we have for the DVD? be unpleasant, but is also a very real death experience’ do you know A world of instant gratification and education of this sense. Yet we are what it is like to be without this abstraction from the cycles of nature becoming the ‘Society of Stillness.’ experience. So this is more than does not easily lead to common- Children are told to ‘not touch and a ‘sense of balance’ in the orthodox sense or patience. Wonderful old keep still’ from an early age. understanding of the term. sayings like ‘what goes around, We send them to school early, This Sense gives us the comes around’ were spoken in an were they are trained to sit still. possibility of a ‘point of view.’ This age by people who had a deeper They come home and passively is the basis of Attention, as well as appreciation of the cycles of nature. watch television or play X-Box (it a unique way of ‘ being there.’ We Whilst complex to understand, has been estimated that on average are able to see the world in a unique a child where this process has not an estimated 12 years of life will and particular way. been able to develop is the ADHD be spent this way.) Then they go to Getting children to attend to child. Here we find there is no ability University where they are lectured, a moment or task is a challenge. to wait or observe a process and and finally, if they are bright, they Entertainment is like the filling of this leads to children who are often can get a job where they will spend that space with something else. unteachable. On a wider scale, the most of their day staring zombie-like Boredom is an unpleasant, but very malnutrition of this sense leads to into a computer screen. Most of the educational experience. a sort of nervous anxiety in people muscular and back problems I see It is a sense that is educated in today. Lots of information about bits now are the result of these sorts children through focusing on a task and pieces, but no sense for the of lifestyle, i.e. too little movement with enthusiasm and especially whole process. And if you cannot rather than too much. through risk. This is not a popular sense your own life or etheric forces, The combination of a poor Sense idea in an age of ‘risk aversion!’ you can have no trust in your own of Life (where as with food, there Watching that moment when a child ability to heal and repair – no trust is no sense of ‘enough’) and a poor is just about to jump, dive, cycle in the ‘wisdom’ of the world. No Sense of Movement (where there or try a new skill is an amazing trust in your own body. This is very is a blindness to the joy of one’s and beautiful experience. On the much a picture of our times. own movements) can well lead to other hand there is now a world Diabetes. The epidemic of obesity of ‘virtual reality.’ When children and Type 2 Diabetes is a health are tested before and after playing disaster waiting to happen. The roots video games, it can take hours for of that disaster are in poor, early, them to get their basic orientation bodily sense development. and co-ordination skills back again.

Page 10 Anything that brings children into connection with the organic world can bathe them through the sense of the processes of the seasons…

They are literally ‘dis-embodied’ for Finding a right balance for the A lot of these sorts of ideas a time. In these electronic games, child in this is helping them in their are actually becoming part of children experience a world where ‘education towards freedom’ on the mainstream debate around you can do amazing things, from the physical level. For the child, education and . war games to street crime, but with this first meeting with the Although there are a few semantic there is no real risk involved. You problem of risk comes a dilemma differences of language and terms are not really on that edge. It is on a physical level. It will come used, concerns over diabetes, ‘virtual risk.’ And the sense for this is again at around the age of 14 on a teenage depression, youth suicide another understanding of ‘balance.’ more emotional level, but this time and anxiety are ‘societal’ and affect A child can be too fearful of life fuelled by ‘sex, drugs and rock ‘n us all. Whether the concepts of the situations and therefore wanting roll.’ Then again at 21 on a more senses shared here have something always to control circumstances, or existential/vocational level – will life practical to contribute to this be foolhardy and reckless, forever be very safe or very scary? debate remains to be seen.  hurting themselves. As parents, watching over our children, we have Part one of 'Sensing the World all had the playground dilemma… to and Ourselves' appeared in AEON, Issue Three, June 2012. let them go or to stop them.

Page 11 AEON Issue Four December 2012

Elisa (EJ) Sobo, San Diego, California, USA Reprinted from a blog posted on ‘Huffpost Education’ the Huffington Post, Education page, August 7, 2012 www.huffingtonpost.com/education

school and self Esteem, OR: THANK YOU for making those socks!!! sure sign of becoming an saw my first back-to-school ad I’ve started doing it too, in institution, Steiner schools are last night, and thought “already?” undergraduate teaching. The A starting to be “studied”, and I But in truth I think about students seem to need it, perhaps some interesting observations are school all the time: I’m a medical due to having been raised in a culture being made. I found the following anthropologist studying Steiner where, as the Dodo said to Alice, in a US Waldorf journal and was (Waldorf) education. My focus is on “everybody has won, and all must surprised to find an insight into how pre-K through grade 3. My concern have prizes” (Carroll 1865, Chapter we motivate children. The author is is healthy child development. 3). If anything today’s students seem a medical anthropologist spending If you’ve heard anything about to have less real self-esteem than time in some younger classrooms, Waldorf schools, it might be that the prior generation. and her comments on motivation, Waldorf students play outside a But “good job” was not part self esteem and gratitude make for lot and even in the rain, or that of the discourse at the Steiner some valuable reading. classrooms have chalk boards still, school where I did my research. In and hardly any computers. You may fact the teachers hardly ever gave know, too, that formal academic overt kudos of any kind to the lessons don’t start until Class 1, the children – at least not that I could year the children are turning seven. recognize initially. I knew all that when my study A search through my field began. What shocked me instead notes revealed that the closest was a palpable lack of recognizable anyone got to saying “good job” “positive reinforcement.” It surprised within my earshot in those 21 first me not to hear the teachers say weeks was when two boys, each “good job.” about four years of age, had tied Anthropologists often look for, some chairs together and to some and try to explain, crosscultural cabinet handles (they were taming differences. In other settings, adults a dragon, or some such). The boys reward children with “good job” created quite a tangle, and then regularly. I’d learned as a parent moved on to other pursuits. During myself that saying “good job” helps clean-up time, prior to taking cultivate self-esteem which, I’d been the class outside, the teacher told, is crucial to life success. I’d announced “I need an expert heard coaches, teachers, and day- electrician to come and unhook care workers praising their charges the power lines.” One of the boys for even small accomplishments (and came over and she left him to it sometimes non-accomplishments while helping other children with as well). coats and shoes. This done, she

Page 12 OR: THANK YOU for making those socks!!! walked back to the boy-electrician, ruin things for your neighbor. That is the students here must not only who seemed to have succeeded in very polite.” make one sock but then – having getting out the toughest knot: “Oh, Authentic gratitude is enough of just managed to get through that you did it!” she called with a smile. an acknowledgment to foster self- – they have to go back and repeat This congratulation may seem esteem without leading to the kind the struggle over to complete the paltry compared to the gushing of dependency on others that “good second. The main point is not “good job” kind of stroke we are so job” seems to do. In saying “thank learning to knit per se, but the sense used to hearing. But the teacher you,” a teacher says to a child “I of accomplishment that comes with followed up with another two bits see you. I see that you are doing it. If students learn that they can of reinforcement, adding, “You’re something positive.” In an ideal make their own socks (grow their almost done. Thank you!” world, that kind of acknowledgment own food, build their own computers, I confess, I did not see that last is all that is needed for the seeds etc.), they also have learned that bit as important until I mentioned of self-esteem and self-confidence there isn’t much that they cannot do. my impression to another teacher to take root and grow in a healthy, In learning of this kind, students self- later. “Oh, no!” she replied with nonnarcissistic direction. Children produce self-esteem. concern, pointing out that she and cultivated toward dependence on This evening, my son and I plan the other teachers always thanked external praise through constant to wash all the window screens. I children when they did what was positive stroking are at risk for won’t say “good job,” if I can help needed, whether during clean up growing into poorly-adjusted adults it – but I will say “thank you” when time, meal or snack time, craft time, who must always look to others we are done. Making socks? That or in outdoor play. This teacher, and for approval. They never have comes later.  others when asked, knew that their a chance to develop their own students were receiving the kind of internal resources. Elisa (EJ) Sobo is a professor of positive reinforcement necessary for In fifth grade or thereabouts, anthropology at San Diego State healthy development. students at many Waldorf schools University. She is on the editorial Here’s an example of a thanks must knit a pair of socks. They figure boards of Anthropology & Medicine given en masse; it’s from a second out a pattern by inspecting a model and Medical Anthropology and grade painting class. A child, noting sock that the teacher provides. Then, a reddish shape emerging in the they work to produce a wearable she is the Book Reviews Editor for teacher’s sample of the assignment, pair. There are many reasons given Medical Anthropology Quarterly. called out, “it’s a mango!” The for this assignment but the one I teacher, unhappy at this interruption, want to highlight here is that knitting said only, “Thank you to all of you a pair of socks (not an easy task!) who are not calling out. You are means figuring things out, managing maybe thinking something in your frustration, and surmounting head but you are not calling out to challenges. It’s no coincidence that

Page 13 AEON Issue Four December 2012

You might have read the recent article about the power of “awe”: a team of scientists has found that moments of “awe” can be not just uplifting and refreshing, but also health-giving. Here is a section of the report…

T h e p o w e r of AWE jaw-dropping moment really others and partake in experiential can make time appear to stand goods over material ones. Astill – or at least slow down, “A small dose of awe even new research suggests. Regular gave participants a momentary “awesome” experiences may also boost in life satisfaction. Thus, improve our mental health and make these results also have implications us nicer people, claim psychologists. for how people spend their time, The findings raise the prospect and underscore the importance of “awe therapy” to overcome and promise of cultivating awe in the stressful effects of fast-paced everyday life.” modern life. Awe is the emotion felt This research reminded me of when encountering something so one of our cardinal aims in education: vast and overwhelming it alters one’s we have always worked to foster mental perspective. a sense of wonder in the children Examples might include at Glenaeon, knowing instinctively experiencing a breathtaking view how powerfully a sense of the of the Grand Canyon, taking in the awe and wonder of life can work ethereal beauty of the Northern in a child’s development. Wonder Lights, or becoming lost in a dazzling builds reverence, and as so many display of stars on a clear, dark night. of the wise teachers of humanity The new research found that have counselled, reverence is the by fixing the mind to the present foundation for a positive relationship moment, awe seems to slow not just with Nature and the down perceived time. Studies on physical world, but also with our groups of volunteers showed that fellow human beings, and indeed experiencing awe made people feel with ourselves. they had more time to spare. This This recent research gives in turn led them to be more patient, credence to our approach by less materialistic, and more willing showing that moments of awe to give up time to help others. have a significant effect on us as Writing in the journal adults. How much more significant Psychological Science, the then if we can regularly experience scientists led by Melanie Rudd, moments of wonder as children: from Stanford University in how formative and shaping such California, concluded: "People a sense is to the growing human increasingly report feeling time- being, giving us a rich foundation in starved, which exacts a toll on childhood to prepare us as adults health and wellbeing. to naturally see the world as a “Drawing on research showing potentially wonder-filled place. that being in the present moment Our teachers know the power of elongates time perception, wonder and work to build a healthy we predicted and found that sense of reverence and wonder experiencing awe, relative to other into their lessons. states, caused people to perceive The article also reminded me also they have more time available and of the well-known piece by Rachel lessened impatience. Carson on The Sense of Wonder, “Furthermore, by altering quoted before, but worth quoting time perception, feeling awe led again to emphasise its importance participants to more strongly to us as a guiding principle of a desire to spend time helping Glenaeon education. 

Page 14 Rachel Carson is known as the “Mother” of the environmental movement: an American biologist, she watched with alarm the rise in the use of pesticides and artificial chemicals in US farming, and wrote the landmark book Silent Spring in the 1950’s as a warning against the loss of our natural heritage. The following is an extract from an earlier essay she wrote about the loss of another aspect of our natural heritage, the child’s sense of wonder. She points out the enduring, life- long benefit derived from a childhood filled with wonder and reverence.

The Sense of Wonder

child's world is fresh and repeated refrains of nature – the new and beautiful, full of assurance that dawn comes after A wonder and excitement. It night, and spring after winter. is our misfortune that for most of If a child is to keep alive her/his us that clear-eyed vision, that true inborn sense of wonder without instinct for what is beautiful and any such gift from the fairies, he/ awe-inspiring, is dimmed and even she needs the companionship of lost before we reach adulthood. If at least one adult who can share I had influence with the good fairy it, rediscovering with her/him the who is supposed to preside over the joy, excitement and mystery of christening of all children I should the world we live in. Parents often ask that her gift to each child in have a sense of inadequacy when the world be a sense of wonder confronted on the one hand with so indestructible that it would last the eager, sensitive mind of a child throughout life, as an unfailing and on the other with a world of antidote against the boredom and complex physical nature, inhabited disenchantments of later years, the by a life so various and unfamiliar sterile preoccupation with things that it seems hopeless to reduce it that are artificial, the alienation from to order and knowledge. In a mood the sources of our strength. of self-defeat, they exclaim, What is the value of preserving and strengthening “How can I possibly teach this sense of awe and wonder, my child about nature – why, this recognition of something I don't even know one bird beyond the boundaries of human from another!” existence? Is the exploration of the natural world just a I sincerely believe that for the pleasant way to pass the golden child, and for the parent seeking hours of childhood, or is there to guide her/him, it is not half so something deeper? important to know as to feel. If facts I am sure there is something are the seeds that later produce much deeper, something lasting and knowledge and wisdom, then the significant. Those people who dwell, emotions and the impressions of the as scientists or laymen, among senses are the fertile soil in which the beauties and mysteries of the the seeds must grow. The years earth are never alone or weary of of early childhood are the time to life. Whatever the vexations or prepare the soil. Once the emotions concerns of their personal lives, their have been aroused – a sense of thoughts can find paths that lead to the beautiful, the excitement of the inner contentment and to renewed new and the unknown, a feeling of excitement in living. Those who sympathy, pity, admiration or love – contemplate the beauty of the earth then we wish for knowledge about find reserves of strength that will the object of our emotional response. endure as long as life lasts. There is Once found, it has lasting meaning. symbolic as well as actual beauty in It is more important to pave the way the migration of the birds, the ebb for the child to want to know than to and flow of the tides, the folded put her or him on a diet of facts he/ bud ready for the spring. There is she is not ready to assimilate.  something infinitely healing in the Rachel Carson

Page 15 AEON Issue Four December 2012

Glenaeon 2012

spring festival Introduction to our Spring Festival: 2012

We acknowledge the traditional owners of this land, the Cammeraygal clan of the Gur-ring-gai language speakers, people who cared for this very place on which we now stand and did so for countless generations. We remember their work to celebrate the creative powers which nourish this earth, to tell the “stories of creation, to sing the songs of the creative ancestors, to dance the...

elcome everyone to brothers and sisters who left this Over time this imagery was Glenaeon’s Spring Festival place when the boat people, the lost, but the tree of May, the Wfor 2012. Our indigenous First Fleet landed in what we call Maypole lived on. Every town brothers and sisters gathered every Sydney Harbour. had one, and there was even year for an important moment. In But we are all indigenous too, competition to get the largest. their world every place has a story native to a piece of land on this The Maypoles could be enormous, of how it came into being and earth. If we go back far enough and the biggest on record is one how it was made: in the Dreaming through our own ancestors, we that was an incredible 41 metres the spirit ancestors came out of come to the moment when our own in length. It was brought to London the earth and wandered over the forefather and mothers were native and stood in the Strand for eighty landscape singing songs which citizens of somewhere on this earth. years until it was dismantled and contained powers and forces of The Maypole that we see here today Sir Isaac Newton used it as a base creation. When they grew tired, is from another indigenous past: in for the first telescope in England. the spirit ancestors lay down in the ancient times the Druids in Europe Our Maypole here today is earth and went to sleep. But they sent their young men out into the of course a midget compared to left their songs in the landscape, forest at the end of winter, and they that one, but we can still enjoy and the people who followed them came back with the tallest tree trunk the memory of what a Maypole sing those songs every year. The they could find. They stripped the stands for: an indigenous heritage, songs reach across Australia in branches, leaving a topknot of sprigs a connection with Nature, a great lines, the Songlines. When which they adorned with garlands. celebration of the forces that we they were sung, the people said At dawn on the first day of May, the need to sustain our life on earth. the power of the ancestor was start of Spring, they would go around Let’s enjoy our festival today as released, and a power of Nature the village or town drumming and a contemporary kind of Songline, was reborn again, like a springtime. calling all the people out to celebrate linking us to the powers of Nature, This very spot would have been the rebirth of nature. There on the of Spring, of our deeper links with sung every year, and the power village green, the people danced the world. of the ancestor spirits of the around the tree with garlands. The So we welcome Class 4 and Cammeraygal people would have tree was an image of the earth, and Mrs Power to open our festival unfurled across the landscape. the weaving garlands suggested the and share the joy of Spring.”  Sadly these songs are now planets circling through the cosmos lost, gone with our indigenous around it.

Page 16 2012 glenaeon

family fair

$69,000 A Fair record in gross takings

Glenaeon Family Fair

nother great Family Fair at A great range of children's so lovely at the entry, and a Castlecrag! Thanks to the activities were on offer… bodies fabulous Raffle, organized earlier Aefforts of Class IV, together and faces were painted & tattooed, than ever before. with parents, teachers and staff from obstacles climbed, objects thrown, The handwork in both the Silent the wider school community, the hit and hurled, homes made Auction Room and the Parent Craft Fair came together beautifully and for silkworms, a new mini golf Room were amazing. We are lucky resulted in a joyful and successful course unveiled, would-be-knights to have such talented and humble event for Glenaeon families and trained in the art of sword fighting, crafters in the school community friends as well as local residents and as well as much decorating, who did us proud with the quality visitors from afar. painting, mining and panning — all and sheer volume they produced The festivities began the night resulting in lots of happy children. during the year. before with the Art Show Opening Storytelling sessions by the Kindy Treasury and tokens were smooth Night Cocktail Party, beautifully teachers added to the rich tableau. operators, calm under pressure, well catered by Class VIII parents. We The entertainment team planned and the counting completed were very fortunate to have Frank produced wonderful performers in record time. And the outcome? Newman from the Sydney Opera (nearly all from our own As a fundraiser this year’s Fair was House join us as Guest Speaker. The community), with superb sound our best yet, with a record $69,000 Art Show really hit its stride this year that truly enhanced the mood of in gross takings. with a surge in the number, quality the day! Repositioning the food and Well done everyone and thank and range of works included. entertainment into the centre of the you Glenaeon families for making Outside the next day, the campus created a real heart centre this event a resounding success.  festivities continued. The food stalls to the Fair and made the whole Fair were superbly run and the offerings flow much better. Stephanie Graham & Suzanne Gorman delicious… the newly branded Lilly All the favourite school stalls 2012 Class IV Fair Coordinators Pilly Café, the Coffee Shop, BBQ, were a big success… homemade Gelato, the Homemade Lemonade & cakes from the Cake Stall, Popcorn Stall, and a revived Garden homemade jams & preserves Tea House. from the Class III Produce Stall, a successful Second Hand Market, soothing healing in the Healing Room, gorgeous Flowers looking

Page 17 AEON Issue Four December 2012

Glenaeon 2012

Year 10 Snow Camp Kosciuszko National Park, August 2012

ear 10 has just returned from Their joy of discovering snow their Snow camp in Kosciuszko and a new sport was a great YNational Park. After travelling pleasure to observe. Some for almost six hours we arrived in students hardly stopped to take Jindabyne, where we picked up a meal break, as they were so our skiing gear, then continued keen to just ski once more down on to the Camp ground just inside the hill – and another run… the National Park. After pitching The next day was spent near night it snowed very heavily and our tents, we cooked a hearty Perisher Valley where we tackled a number of guides and students dinner and retired early after an an even bigger hill and spent got up regularly to knock the snow exhausting day. several hours on a cross country off our tents. For some it was the When we woke up the next ski tour. Wednesday morning we highlight of their experiences in morning, we found our tents and rose early, packed up our gear and the snow. The quietness, the eerie camping ground covered with a left for another adventure in the moonlight and the soft falling snow thin layer of snow, and all of the snow. We drove to the Guthega/ were just magic. Thursday was puddles had a thin layer of ice on Munyang Power Station from where spent exploring the area on skis top. After breakfast we prepared we climbed the mountains along and practising our newly learned to embark on our first day learning the Schlink Track, firstly on foot as skills. All good times soon come to to cross country ski in Smiggin there was not enough snow. After an end and on Friday morning we Holes. The sun was shining and an hour’s walk we arrived at the got up early, packed up very quickly the wind was biting our faces. snowline and put on our skis. and efficiently and were back on Our final destination was Horse the buses by 11am. In Cooma we Several of the Class 10 students Camp Hut, where we pitched our all enjoyed very filling Pizzas, then had never seen snow and even more tents and built snow walls around whiled away the time on the buses them to protect the tents from had never skied in their life. returning back to Sydney by singing the wind. A number of students and sharing our special moments of created a ‘dining room’ complete the snow camp.  with snow table and benches to sit on, building a roof over it to Brigitte Tietge Rollans protect our dinner from getting and Yura Totsuka too much snow in it. During the Year 10 Guardians

Page 18 The snow camp I found was“ very enjoyable, there were obviously many challenges that I did go through and learnt how to just get through it without complaining too much. But overall I think it was a very good and important lesson/ experience that myself and the class went through. There were many highlights in this camp and a bit hard to choose just one of them but I must say the first night camping in the snow was great, that night a few friends and I left our tent and went for a walk at night in the snow, it really was one of the most calm magical nights and will definitely be something that I will always remember.”Mia

Student comments of their experience

One night, up in the mountains,“ I was lying there awake. I kicked the tent to Being someone who shed it of snow. A sudden “has never been to the snow desire to go outside and see before, I found it to be both Snow camp was an the snow as it fell came over challenging and exciting. enjoyable experience. There me. At first I just peeked, “ Sometimes it would be clear were many challenges and and what I saw was every skies and quiet pleasant and highlights. A highlight for winter wonderland and other times we were gusted me was when everyone one glorious view. I burst by strong winds and heavy in the camp helped out to out of the tent filled with snow, I took to enjoying make a tent that we could excitement, and as I stood both and found good all sit and eat dinner under. there in rapture I thought experiences that I am glad It gave us all a sense of to myself ‘I will remember to have had. Max achievement. Overall it was this forever’. Tiaan an amazing experience and ” ” I will hold this with me for the rest of my life.”Luci

Page 19 AEON Issue Four December 2012

Glenaeon 2012

Year 11 In Central Australia Term Two 2012

ver the past two years our challenging one on both a physical senior students have built an and a cultural level, but a hugely Class Guardian Donna Miller Oincreasingly strong relationship important one in terms of its provided this account of the trip: with Central Australia, with both contribution to the education of any Altogether it was an amazing the landscape and the communities young Australian. experience: meeting the children, of the area. Pioneered by Senior After Yipirinya they visited and confronting their life situation and College coordinator Manu Prasad in performed for the Alice Springs 2010, there have now been three Steiner School, then headed west assisting them in their class work Year 11 groups who have worked along the MacDonnell Ranges to - gaining much more from them with indigenous children in Alice walk parts of the justly famous than they from us, waking to frost Springs, experienced the landscape Larapinta Trail. They camped at on our tents, suffering sub zero of the MacDonnell Ranges, Ormiston Gorge, and were up early temperatures and high winds at performed for the Alice Springs in order to climb Mt Sonder and sunrise on Mt Sonder; a world of Steiner School, and visited Uluru. experience a dawn in the desert. high contrast in the colour, culture This year’s Year 11 spent the On the last night they camped on and peoples around us. It was a last part of Term 2 undertaking the sand of the dry riverbed at deep experience with many facets this extensive service, cultural and Ellery Creek Big Hole before flying and one that will leave a lasting wilderness project. They flew to back to their lives and families Uluru and explored the Rock and in Sydney. impact on our students. Kata Juta first, before driving to This year’s group was Alice Springs where they worked at accompanied by Glenaeon teachers Yipirinya School. Manu Prasad, Donna Miller and Yipirinya is an indigenous-run Coordinator school for indigenous children, most Scott Williams. We are looking of whom come from the town camps forward to building the relationship around Alice Springs. Our students with Central Australia, and plans spent five days working with the are afoot to include some language children as teacher’s aides, and even work as part of the preparation for rode on the buses that transported next year’s camp: we hope to have the children to and from the school our students speaking some words to the camps. The experience is a of Arrernte and/or Pitjantjatjara. 

Page 20 Caitlin wrote: It felt like forever since we’d left home, but it had only been a matter of hours – as soon as we stepped off the plane at Uluru, Here are some reflections from the students themselves we were immersed totally in the landscape and the atmosphere. Already our shoes and pants were dusty and the bright sun surprised us. Walking around Uluru, it was Louisa wrote: totally quiet – the only sound to be It upsets me to think back and heard was a group of school kids remember how I felt: uneasy, chattering and kicking up dust as a little scared, paranoid. Why they walked. There was a more should I have felt like that; the kids 1 powerful serenity around Kata were so kind and open and loving. Tjuta (the Olgas), but before long They came in and just started we were off down the long stretch playing basketball with us. They of highway that took us to Alice were so rough and tumble with Springs. each other, yet they were polite, In the morning we were met respectful and considerate of me with excited faces of Aboriginal and the others playing. They would children at Yipirinya school, and pass the ball if you had not had they smiled for us for the whole a shot in a while and they were week (even though some of us always gracious in their approach found it harder to smile than they to us. Even though these kids have did). We threw ourselves into a hard life and are disadvantaged, assisting them with their learning, they have a light around them that and became an easier way for draws you in. It is something that them to reach the monkey bars at is not appreciated enough as it recess and lunch. often disappears as they grow up After leaving the school, our and lose their way. But it is this weary bodies found themselves light that makes you want to help Year 7 in everyway possible, because setting up camp at the base of it is devastating to see the light, Mount Sonder, and rising at half happiness and joy in each of four the next day. We made our Shanghai 2 them being lost.  way to the sunrise along its rocky trail. We found ourselves next at a + Another student wrote: N ig hts $8,000 campsite along the Larapinta trail raised at Two sides of Australia – first world and walked through the ancient was a packed house that Shanghai Night Silent Auction country and third world country winding Ormiston Gorge with enjoyed a Shanghai Night in in one country. Living conditions its massive purple boulders and ItJune, our 2012 Mid Winter were poor. Children were exposed scattered red stones. Our final social gathering for the parent to drugs, alcohol and swearing home on the trip was not far from community: there were 180 1. Ally Seymour-Smith, which was reflected in the Ormiston Gorge, where we gladly dining places laid, and yet there were people who couldn’t find Hunter Shannonhouse, classroom. Houses were basic, stood around a small fire in the Michele Shannonhouse, a seat. But they still enjoyed the sometimes students would sleep bitter cold before wandering into Michael Hardwick sumptuous feast, the quality drinks, 2. Alistair Fuller, Harry on mattresses outside and wake our last sleep in the Red Centre. the spectacular lion dancers, the Bouchier and Ian Davis as the bus arrived to take them The reality of leaving somewhere funky band and the throbbing to school. Of all the town camps I so serene and beautiful was dance floor. And they were all visited, only one was part of the something we found difficult to amazed at the stunning decorations government home project. Many process. As we left, we took one to the Sylvia Brose Hall which children had ear infections. There final look at a place we’ll never put a ceiling of lanterns and lights was one child who had to wear a forget only to see it shrinking away over the festivities, transforming special listening hat that would beneath us.  our hall into a Shanghai night club amplify the teacher’s voice into of the 1920’s. The Silent Auction raised over $8,000, a triumph in his ears. They all had snot running itself. Thanks to all who came and down their faces.  enjoyed this very special evening. To Year 7 parents we extend our heartfelt thanks from all the school for a night to remember, and one that will live long in the memory. The months of highly detailed planning and the countless hours of collaborative work from Year 7 gave a gift to the whole school community. Thank you! 

Page 21 AEON Issue Four December 2012

Farewell Year 12 2012 Guardian Address for Year 12 Graduation Assembly 23rd November 2012

wonder if I’ve changed in the the prospect of irreversible global cost. For the young Gaita this man night. Let me think. Was I the warming. It is hard to keep faith and his stories shed a light on the Isame when I got up this morning? that the earth is still a good place, world that enabled him to see it as I almost think I can remember feeling let alone find our way in it. So what essentially good. So it is not enough a little differently. But if I’m not the might give us hope – what might to dream of justice – a love of justice same, the next question is “who sustain our faith? needs to go hand in hand with a love in the world am I?” Ah that’s the Raimond Gaita, an Australian of the world. great puzzle’. So said Lewis Carroll’s philosopher working at both When I read Gaita’s essay I Alice. Listening to some of your Melbourne University and King’s was struck by how much of what comments over the last few days College in London, had some he described had elements of and at the Presentations last week, interesting things to say about our curriculum, in particular his we suspect there are a number of this. He quoted Plato who said that description of inspiring biographies Alice’s out there. Along with the we ‘become like what we love’. It and the importance of wonder at ‘who am I?’ there is the ‘Where am therefore follows that we should the world. I going? What happens next? How seek out what is worthy of our love. To return to the quote about the do I know what to do?’ There is this Gaita suggested two things – one purpose of education – to develop sense of stepping out to cross some a love of justice and secondly a love free human beings who are able of threshold, launching into an unknown of the world irrespective of what themselves to impart purpose and sea with a feeling of both excitement happens in it. But he went further direction in the world. There are no and a little fear and uncertainty about to suggest that lovers of justice are easy formulae or recipes as to how what lies ahead. likely to betray their love if it is not to do this, but perhaps in the stories Throughout your time at Glenaeon nourished by a love of the world. and verses you have heard in your you have encountered many verses. As an example of what he time here there are some lights to Some are only fleeting encounters meant he talked of the famous ‘I shine the way. I hope you have felt in main lessons or festivals, others have a dream ..’ speech of Martin some connection to the beauty of are part of the daily rhythm of Luther King – the dream that there the world in this quite remarkable morning and afternoon verses. This would be a world in which justice campus and I trust that you have is a particular feature which unites would prevail and all human beings been nourished and strengthened by us with Steiner schools around the regarded one another as brothers the love of the community of which globe. There is a simple but profound and sisters. But as time went on you have been a part. For both Pam one carved into the plaque outside the dream was not realised and and I it has been a special privilege the office- Receive the children the inequalities remained, people to be your guardians. You have with reverence, educate them with became disillusioned. Justice was been a particularly creative lot and it love, let them go in freedom. We discredited because it could not has been a delight to a part of that have finally arrived at the point of make dreams come true. But Gaita especially in the major projects such letting go. suggested that it was not justice as the musical. We’ll miss you – we Steiner said that our highest itself that was valued , but what it already have – life has been much endeavours as educators must be might deliver – food for the hungry, quieter this term. We wish you well to develop free human beings who jobs for the unemployed, equal as you step across this threshold, are able of themselves to impart rights. What I think he was getting at launch yourselves into the unknown purpose and direction to their was the difference between seeking sea, hope you don’t fall down lives.. an extraordinarily succinct justice and living justly. one of Alice’s rabbit holes – there statement and a great challenge to So if this did not work where are probably not too many rabbit us as teachers. So our major goal else might we find hope? To try to holes at sea and it could be quite wasn’t really to get you the best answer this Gaita described two exciting anyway. possible ATAR – unless it was to things. – the first was an encounter I would like to finish with another help you find that direction. If you with a group of women suffering verse – one that is said in many listen carefully to Steiner’s words it from cancer. He was surprised to Steiner primary schools and one is not about someone else providing find that none of them had lost hope, which many of you will remember. that direction – it is enabling you not necessarily that they hoped It is another of those guiding lights to discover that for yourself. Only to survive, but hope and faith in that I referred to earlier. time will tell to know whether we the world- ‘they made themselves have succeeded with you and to newly answerable each day to life’s To wonder at beauty what extent. invitation to wonder at the marvel Stand guard over truth It is a difficult task to find of the world.’ Look up to the noble direction and purpose in the world. The second thing he described Resolve on the good Today in particular it would seem was a friend of his father’s who This leadeth me truly easy to be overwhelmed by what was a kind of mentor to him as a To purpose in living you are stepping out into. The teenager. This man told him many To right in my doing difficulties often seem to be on a stories and biographies of inspiring To peace in my feeling global scale – entrenched conflicts men and women who had been And light in my thinking. spill over borders and often affect persecuted for their beliefs or countries continents away, we are resisted some oppression or tyranny. Now it is our great pleasure to still dealing with financial crises on But the mentor himself was an present the graduation portfolios a global scale, the gap between rich inspiration. He lived life with gusto and certificates.  and poor continues to grow, poverty as though nothing mattered more and hunger are endemic in many to him than to live life decently and Scott Henderson countries and we are threatened by justly often at considerable personal Year 12 Guardian

Page 22 Reflections

Friday, we were between their longing for our heart. We delight in their entertained and enriched recognition and approval and their achievements, we console them ON by a wonderfully, dramatic need for love. Throughout the last when disappointed. retrospective of the children’s four years, fundamental daily school It has been both a privilege experiences, both educational and rhythms have not been forgotten, and a great pleasure to have been social during their years as students nor has the belief in the need for in the role of guardian to these of Glenaeon. beautiful images and stories of wonderfully talented students. From their earliest recollections, human endeavour. The Parsifal Main They have developed into positive, we witnessed some of the Lesson continues the rich Main energetic and most joyful individuals fundamental precepts of a curriculum Lesson curriculum developed in the ready to take on life’s challenges. based on the building of healthy primary classes. As a class, they have approached all rhythms, regularity and harmony As guardians, we aspire to that has been offered with interest between each other. The stories present ourselves as worthy of the and good will, and an enthusiasm presented to the young child as a students’ admiration, to present to embrace the challenges offered means to engage their imagination, ourselves to a standard worthy of while at the same time respecting are created to present the necessity their respect because we are living their place within their community, for the human beings to strive. The examples of lives lived, lives full the school. We thank them for their stories from “The King of Ireland of real experiences, lives of full of many contributions to the cultural Son” are examples of this in the both joy and sorrow. At the same life of our school, not just for their early school years and they were time through regular daily rhythms retrospective on Friday, but for the fondly remembered by the students. as simple as the daily greeting in many occasions in the past. Throughout , the the morning and the farewell in Being a guardian has involved children are presented with images the afternoon, we wish to offer my heart, my mind and my hand, of striving human beings and human continuity of experience, a continuity on Friday in the preparation of endeavour. The building of positive of friendship and trust which allows the assembly, and on many other thought through the examples full a space for both their own individual occasions over the last four years. of moral resolve have provided the success and failure. I wish the students every good sustenance the child seeks in order Our role as guardians involves wish for their future lives.  to gain fortitude of the soul. much more than dealing with the day As the high school years to day administrative requirements Pamela Laycock progress, a balance is sought of the class. We not only watch Year 12 Guardian between privacy and enthusiasm: and supervise, the students touch

If you wish to advertise in AEON in 2013 please contact Nikki on 9932 2313 or [email protected] Page 23 AEON Issue Four December 2012

Comin g Events

We welcome all former students, parents and friends to join us for these key events in the upcoming year.

 The GlenX Factor 9 March  Harvest Festival 25 March  Year 10 Production – Titanic 9-10 April  Midwinter Festival 20 June  GlenX Event 30 August  Spring Festival 13 September  Glenaeon Art Show 1 November  Family Fair 2 November  Glenaeon Carol Service 2 December  Shepherds Play 5 December

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