Pacifica Journal A bi-annual newsletter published by the in Hawai'i No. 53, Vol.1 2018

One Hundred Years: engagement. Further, such a threefold practice would assure In Recognition of 's that every person matters, and what matters to each person matters to the whole. Threefold Commonwealth A bit of further definition will help. By freedom, Steiner John Bloom, San Francisco, California, USA. meant it in the spiritual sense rather than political. Each person must be left free to form her or his identity, free to understand [First printed in RSF Newsletter, August 22, 2017] the experience, to create and celebrate rites and rituals with each other in forming . By equality, he meant that, in group decision-making, it was one person, one vote. That is, a lasting agreement needs to be made between parties that respect each other as equals. By brotherhood (or sisterhood), economic life concerns itself with the production and circulation of goods and services out of the community rather than self-interest. Economics needs to be managed by all the parties or their representatives (producers, distributors, and consumers) such that all parties needs are met. What might this idealistic imagination look like in practice? Steiner suggested that each of the domains needed its own governing body, which could engage through its expertise and understanding of its domain. And further, representatives from each domain would meet to be sure that there was alignment and coherence across the sectors. In our current state of affairs Rudolf Steiner (1861-1925) in democratic governance, the tendency of is to truly provide culture in the form of rather than as- One hundred years ago in 1917, amidst the disasters of suring the right to an education and to manage the economy World War I in Europe, Rudolf Steiner—an Austrian phi- beyond setting regulatory policy that protects all parties. The losopher, scientist, and leading spiritual thinker—formulated government has come to directing economic activity through an innovative approach to organizing cultural life, political taxes, incentives, and policy that favors certain industries or and economic life in order to prevent a repetition of another constituents over others. In the Threefold Commonwealth, destructive war. His , based on his profound the government’s job as a representative of the people is to understanding of the human being, drew upon the ideals create and enforce laws (agreements) and assure the rights of of the 1784 —liberté (freedom), egalité its citizens. That is, of course, a rather restrictive view of gov- (equality), fraternité (brotherhood)—yet applied them in an ernment and Steiner himself said that such a change would unprecedented way. To develop and maintain a dynamic and not happen overnight. To get there will require highly ethi- just life across all society, he indicated that freedom is the key cal individuals who fully exercise the free cultural life, along principle in the domain of culture and spirit, equality in that with a radical transformation of economic life away from the of rights and agreements, and brotherhood in economics. self-interest competitive drive of a market economy to what This threesome of practice is the foundation for organizing Steiner called an associative economy that engaged all parties. an empowered self-governing citizenry that would find its au- This activity would include setting prices and determining the thority, responsibility, and accountability through active civic best entrepreneur to use a given means of production for the

Anthroposophical Society in Hawai'i, 2514 Alaula Way, Honolulu, Hawai'i Email: [email protected] , www.anthrohawaii.org broader benefit of the whole community as part of building emerged needed, so the individualized free human spirit seeks community wealth. an environment different from that required by the group soul Today, elements of threefolding are applied around the from which it has emerged. That environment is the threefold world. Perhaps the most evident is the Community Supported social order. Without this and held back in old forms of social Agriculture movement, which had its roots in Steiner’s idea of structures originating in the theocratic group soul societies, . RSF Social Finance has developed its the emerging individualized consciousness soul feels cramped, Community Pricing Approach, in which we bring together unfree and unable to fulfil itself. investors, ourselves as the intermediary, and borrowers once Since Steiner gave us the threefold social order, money a quarter to set the interest rate for the upcoming quarter. and the financial system have grown even further beyond the Further, the tremendous growth of the movement reach of human intelligence and control. This is made clearly is one manifestation of the associative economic approach in visible in, for example, the inability of any government or in- which the notion of ownership operates from the framework of dependent organizations to come to any practical idea of how mutuality and interdependence. The emergence of the Benefit to halt the continuing widening gap between the rich and the Corporation as a new corporate form is one way in which as- poor, between those who have immense wealth and those who sociative concepts are finding their way into legal structures. cannot provide for themselves even the basic necessities for a Rudolf Steiner developed his ideas about the Threefold life worthy of a human being. Commonwealth and many other of his practical insights, such One of the main causes of the increasing wealth of the as biodynamic farming and , in response to few, and of the power of money itself, is the fact that today the reality of his times. He sought an evolution of social life our present legal system makes it possible for certain matters, and all its aspects and would celebrate, even ennoble, what it properly belonging to the sphere of rights such as land, labour means to be human in the face of an increasingly dehuman- and shares in a business, to be owned and treated as economic izing culture. products, which they are not, and sold on the market at ever increasing profit for the holder without any actual reciprocal economic value being created. Anyone who observes life as it is today, and understands something of what Steiner pointed The Threefold Social Order to as the threefold nature of society will see other such distor- Has it been Forgotten? tions creating similar social aberrations. By Michael Spence

1. The Question When one looks at all that has been achieved and that is still being developed within the fields of work initiated by Rudolf Steiner one can indeed be truly impressed. In education, ag- riculture, the many forms of art, medicine, therapy, Christian Community and others there are people deeply committed to the work and to taking further what Rudolf Steiner gave. But next to all this there seems to be one glaring exception – the Threefold Social Order. In this there has been minimal, if any, achievement. In fact it seems to have been largely forgotten or ignored. In 1917, towards the end of the First World War when Europe was in chaos, and for the next four years Rudolf Steiner dedicated an enormous amount of time and energy to promot- But, despite all the huge commitment of time and work ing the ideas of the threefold social order. He gave very many Steiner gave to it and the importance he placed on it, what has lectures to members and to the public, he wrote articles and been achieved in this field? Is there anywhere where something a book and also touched on the subject when lecturing on of what he gave has been brought to practical expression? It other subjects. He met and discussed these ideas with leading seems that now, despite the very great and urgent need for it, people in government and business. He saw it as important, we have nothing to show or give the wider world. and not just because there was an opening at that time for new I was privileged to work with at Emerson ideas. Humanity had reached a point in its evolution of the College where I met and began working with these ideas in consciousness soul when the form of its earthly social structure 1967. When he founded the College, he did not consciously set had to be given a form more appropriate to its needs. As the it up on the basis of the threefold social order. In later discus- newly emerged butterfly requires a different environment in sions with him I came to recognise that in all his wisdom he which to unfold its wings than the caterpillar from which it did not have much more than a fairly rudimentary knowledge

2 of it, but he did recognise its importance. He had been one of not include the more esoteric aspects of the threefold social the leading teachers at Michael Hall School in England. He set order. I sensed that amongst such people, rather than amongst the college up intuitively on the foundation of his deep under- anthroposophists, there would be many who, out of the experi- standing, out of and his experience of young ence of their practical work, would recognise the sense of much people, of the needs of the human being as a threefold being of it. The question for me was how to reach them. living at this particular time in human evolution - the time of This book was based on some 25 years of study and on the awakening of the consciousness soul. In doing this he, and striving to understand what the practical foundation of my those who worked closely with him, could not help arriving at work became for me, as bursar of Emerson College,. In carry- a form for the social structure and the practical administrative ing responsibility for the financial, legal and economic matters side of the college that was, at the same time, true to the in a form true to the cultural purpose of the college I had to inherent threefold nature of human society. (I go into this in strive to make sure that decisions on these matters were based more detail in my book The Story of Emerson Collegei,) on the same spiritual truths as was that which was taught in In later years, as I worked more deeply into the threefold the classrooms and experienced in the Christian Festivals and social order, I came to recognise the inner necessity that in in the social life of the college. striving to place anthroposophy as the foundation of every I came to realize that in the wider anthroposophical com- aspect of an organization or community of work, particularly munity interest in the threefold social order was declining. Too into its social structure and its practical affairs, then, so long as many of those former students with whom I worked in study one is able, with a certain amount of courage, consciously to groups when they got into their work of teaching, farming or step aside from the conventional and generally accepted way of other such important work, though still interested, gave all their doing things, one must arrive at a form of threefold social order. energy to doing their best in the profession they had taken up. From my observations I am convinced that there are in When I first tried to find a publisher for After no the world at large many people destined for, or already in, anthroposophical publisher to whom I sent it was interested. positions of leadership and influence in, for example, busi- Sevak Gulbekian of Rudolf Steiner Press said to me “You run a ness, and government, trade unions and law, who are bookshop; who will buy this book?” (At that time, after retiring, seriously looking for new ways to order human affairs. Many I ran the Emerson College Bookshop) When I thought about of these will have brought with them through birth a strong it I had to recognise that he was right, hardly any anthroposo- impulse to bring healing to the social life of humanity. Some phists would buy it. A leading non-anthroposophical publisher will already carry within them, just below waking conscious- commented that while they found the ideas expressed in the ness, a picture of what is trying to come into being within book interesting, booksellers were reluctant to stock books that the being of earthly humanity. I met mature young people at covered such a wide variety of subjects in the one book. Eventu- Emerson who instantly recognised the reality of what Steiner ally, in 2014 Adonis Press in the USA published it. From this gave as the threefold nature of human social life. Why do these and other observations I came to the question: why is there so people not find the anthroposophical movement? Where in the little interest in the threefold social order? In all other areas anthroposophical world does a wider imaginative picture of the of the work inspired by Rudolf Steiner remarkable progress threefold nature of human society and of what it is striving to has been made in deepening and spreading what he gave. In become, live? Where has this been a dynamic in the forming almost all areas the anthroposophical work, time and again, of, and can be experienced in, an anthroposophical organisa- leads the way in the world rather than just touching the edges, tion and institution? To where or to whom can people seeking or following behind what others in the wider world are doing. the true form of human social life, that which actually wills to As a first step towards finding an answer to my question I come about, turn? decided to look more closely at the website of the Social Science Clearly the present world social order cannot continue Section of the School of Spiritual Science and particularly at indefinitely. A social order that is a true expression of the the monthly newsletters. I looked to see what there was in these threefold human being of today and of the future must come letters that, on the basis of the threefold social order, could help about and is the only one that can enable humanity to over- people to a perception of what actually underlay the financial come much of the present social chaos and suffering. That is crisis. And, further, was there anything there that pointed a why, after I retired from Emerson College I wrote and called way to healing the discords and deep social injustices, poverty my book “After Capitalism” ii. This was written as my attempt and suffering arising from the chaotic state of human social life? to contribute something of the threefold social order and of I do not speak German but looking through about ten economics and money which Rudolf of the recent English translations of the newsletters I found Steiner had given us - so far as I then understood them - virtually nothing. It was predominantly reports and articles in a form acceptable and capable of being understood by the by people or organisations, most probably sympathetic to, but wider public, particularly of the Anglo-Saxon world of the 21st with little or no connection to anthroposophical spiritual sci- century. It was written mainly for the wider public, particularly ence. Reading many of them I found myself questioning their for those in business, government and social affairs. So it does relevance or connection to what I imagined the work of the

3 social section could be. The threefold social order was almost the work in the office. Whereas it is often merely difficult to get never even referred to in any form. It was almost as though sufficient teachers for the work of the classroom, it is almost Steiner had never written the books and articles nor given the impossible to find people with a similar level of understand- many lectures that he did give - or that what he gave then is ing of the threefold social order so as to bring anthroposophy of little importance in our time, as though it was only relevant also into the practical organization of the school. Even if such for that particular time. a person is found there is too often a lack of support, if not Yet it is only on the foundation of what Rudolf Steiner actual resistance from the teachers, for the changes in the put so much of his time and effort into that any sense can organisation and procedures that will probably be needed in be made of the deepening human social chaos of today. The the school organization. Conventional procedures are often basic nature of the threefold social order he pointed to is just thought of as more “professional”. If such a person is found as real and relevant today as is what he gave of the threefold he or she will often find that the teachers look down on his or nature of the human being. Only on the foundation of this her work as unspiritual. is it possible to come to a real and penetrating perception We understand the meeting of the child with the teacher of what underlies the social disorder and conflicts of today as having its roots in earlier lives, as a working of karma. The and to find a way to a more equal, just and truly human teachers understand this and take it deeply into their teaching. world social order that can and will include all humanity. But in the office too often there is little or no consciousness of the working of karma, that on a deeper level the teacher is doing what he does out of karmic necessity, not in order to earn money. What he is paid enables him to live, it frees him to fulfil his life’s work. In the office conventional established procedures tend to be followed and the teachers treated as be- ing employed to do certain work as laid down by the employer and described in job descriptions. According to the contract they work for a salary consistent to the work they do and their particular experiences and qualifications. The salary is payment for the work, it is a purchase. In such an arrangement there is no recognition that karma lies behind their coming to this particular work - work they actually do because only in the doing of it will they find inner fulfilment to their lives. So there is a lie, an untruth, within the being of the school, and this has its effect. The discord that then exists in the environment of the school is felt or sensed, even if unconsciously, by more people than is generally recognised. There is, of course, still good work being done. There are many different aspects of the threefold social order that have been and are taken up and worked with. But people appear to concentrate on particular questions that relate to their work or that especially interest them. Discussion groups often take Rudolf Steiner blackboard drawing from a 1919 lecture on the certain questions or problems and try to understand them in Threefold Social Order. the light of particular current situations. But where has all I am not trying to point to any failing of the newsletter this study and discussion manifested in practical expression? itself nor of the people who obviously put so much work into Rudolf Steiner referred to the economic sphere of activity it, but to what one can see there as being an indication of a as the “social sphere” or as the underlying area of the “social sort of gap, an emptiness, in the work and consciousness of the problem”. Anyone who can put aside the usual perceptions and wider anthroposophical movement. The newsletter seems to judgements of economic life commonly held today by virtually me to be a fairly true reflection of the state of anthroposophical all of us, and look quite objectively at the realm of economic understanding of the threefold nature of human society today. activity as described by Steiner in his lectures World Economyiii, From my experience it seems that in most anthroposophical will recognise that the economic activity of production and institutions there are serious splits between what, in schools distribution is, in its essential nature, a social and moral activ- for example, we can refer to collectively as the office and the ity. Neither the rights nor the cultural sectors can properly be classroom. In the work in the classroom there is, certainly in called social in the same way. the great majority of Waldorf Schools a serious commitment 2 Hindrances and Obstacles to founding the work on anthroposophical spiritual science. In my observation there are several factors or obstacles that But there is seldom any such serious anthroposophical basis to presently make it very difficult for people, or even prevents

4 them, coming to a clear perception of the threefold social order. Handelsstaat” you will see that it is the social ideal of a person I give below what I think are four of the major factors why so who really and truly was endeavouring his utmost to tread little progress has been made over the years. If progress is to the highest paths of knowledge, and who developed the kind be made, these need to be understood and worked around. of thinking that constantly tended towards the supersensible 1) People often attempt to arrive at an understanding of world. However, when he tried to work out for himself a social economic activity along the path necessary in other fields of ideal, even though it came entirely from his heart, we see that anthroposophical study, that is, along the inner path of think- the very thing that suits us when we pursue for ourselves the ing and meditation. The path to all forms of higher knowledge highest ideals of knowledge is a handicap when applied to is one that an individual has to go alone – “in the loneliness of the kind of thinking necessary for working in social life. The his study”. That is right for those active in the cultural sphere kind of spiritual work Fichte did requires to be done alone, of society. But a truly social form of economic activity cannot whereas social thinking has to be worked out in a community be sought along that lonely path. That can only be achieved of other human beings, where the chief task of the thinker is in any particular place or time by, and in conjunction with, to consider how the social organism might be laid out so that those actually active in that community. people may work together in the right way to found a social existence within the social realm itself. . . . What products of economic activity people need, the values v they place on any particular product and the prices they are And another extract from: The Social Question , willing or able to pay vary from place to place, from time to Above all we must learn really to think as modern people, so time, and from one people to another. There is no universal as to come to a formation of a social judgement in the modern reality in economic life. What people want, and what they can sense – but let us not take that superficially, Ladies and Gentle- or are willing to pay will constantly vary according to many men. We can only do this if we see into the depths beneath the factors such as climate, fashion, , people’s ages and surface of social phenomena. There it is revealed that however educational attainments. In markets, whether of products, clever and however intelligent and even idealistic and practical commodities or financial, whether small and local, large or a person may be – I should like to underline the word practical global, prices will always fluctuate. Immense work and study three times – the individual as such cannot attain to a social goes into predicting future prices, but they can never be actu- judgement. It is a social mystery, Ladies and Gentlemen, that ally known. This is why markets, particularly financial markets, every individual judgement on a social question is a false one. take on the characteristics of gambling casinos. Study what clever judgements were passed when the gold New inventions are being created, new products thought up standard was introduced into Europe. Whoever steeps himself and produced. For most there is no possible certain knowledge in what was said at that time in trade associations, in Parlia- as to whether they will be wanted and so will sell at a particular ment – I am not saying this ironically, but with full conviction price until they are actually put on the market. We do not – there you have an excellent example of human cleverness. see the many that are put on the market but fail. Watch the It was very impressive to hear all these extremely clever people television programme “Dragon’s Den” and one soon sees the talk, or at any rate to absorb what was said from the middle of uncertainty in it all. the nineteenth century about the influence of the gold standard The economy is a creation of human beings, not of the upon the social ordering of the world. And it was above all spiritual world, and in our time an understanding of it can emphasized, so logically and so practically as to be very impres- only be reached by human beings active in it and working sive, that if we had the gold standard free trade would flourish. together in community. There is no other way. The very opposite has happened. We have been obliged to see Rudolf Steiner points to this particularly in the final lecture: the customs barriers erected again as the direct consequence of The Esoteric Aspect of the Social Questioniv. the gold standard, which means that exceedingly clever people Human beings of course must not only seek the path to looking into the future have talked nonsense. the supersensible world and to nature, but out of their own This is not a complaint. It has happened because the clever- thoughts they must seek the path leading to social life. However, est people, however many of them there are, talk utter nonsense as social life cannot be developed alone but only through really as regards their social judgements if they speak as individuals, if experiencing other people, the lonely people of our modern they judge only with what comes out of the single individuality. age are not exactly best suited to develop social thinking. Just Hence today it is not at all a question of allowing ourselves when they came to the point of wanting to attain something to be moved by all the wide spread misery in the world. The worthwhile by means of their inner forces, the results of their individual can form no judgement as to cause and effect. efforts turned out to be anti-social, not social thinking at all! We have to go deeper. We have to look to the organisation of People’s present-day inclinations and longings are the outcome humanity. We have to ask ourselves how a real judgement can of spiritual forces arrived at in loneliness and are given a come about. false direction by the overwhelming influence of ahrimanic It is probably true to say that a very large number of articles materialism.. . . . published on the threefold social order have been written by If you look into Johann Gottlieb Fichte’s “Geschlossener people involved in work in the cultural sphere, that is, in

5 spiritual work that requires one to work “in the loneliness of Economics without developing pictorial ideas; we must be able one’s study” - the way least suited to understanding the social to conceive all details of our Economic Science in imaginative problem. That, of course, is where most anthroposophists pictures. And these pictures must contain a dynamic quality; work, or where their anthroposophical interests lie. Many of we must become aware how such a process works under each these articles have been carefully thought through and are often new form that it assumes.vii interesting to read, but too often do not lead into the actual This also applies to the working of “economic-associations”, practice of life, into how practically to work into social life. the essential future organising and leadership organs of the eco- Others seem to remain in the realm of academia, they give the nomic sphere. The imaginative pictures Steiner speaks of above impression that the writer has not experienced the practical can only be arrived at by people actually involved in the eco- side of life, the actual activity of production and distribution, nomic process, and then each can only come to them as he sees nor of the dehumanising effects of much of economic life them from his particular activity. To put it simply, we can say and so have not properly understood what it was Steiner was that the producer will see the economic process he is involved actually saying. in from the point of view from where he stands in it, similarly All true cultural activity of necessity starts from a form of the distributer and consumer will come to different pictures egoism. Division-of-labour, the basis of all economic produc- from where they stand. Only when the three come together, tion, increases in productivity the more people work together in the right sense of community, the sense for the economic process in mutual cooperation in order to produce not what they them- as a whole, will the group be able to come to a correct picture selves need, but what is needed by others. Egoism works in the of the whole. The individual, out of himself, cannot do this. opposite direct to division-of-labour and nullifies its benefits to the community. Steiner goes into this in an interesting and informative way in lecture three of World Economy. I was happy to see Steiner’s very important lectures on economics back in print. But it provides interesting examples of what I have just been indicating. Firstly, it is unfortunate that the title has been changed from “World Economy” to “Rethinking Economics”. Much in those lectures points to the fact that the actual economy at the time the lectures were given was beginning to evolve from the stage of many self-contained national economies trading with each other to the stage of a one-world economy that has to be complete in itself. But economic thinking of the time had itself remained at the stage of national economies. Now, in our time, the fact that we are in a partial world economy is widely accepted and economic thinking is already concerned with the problems of world economy. It seems to me extraordinarily unfortunate that just as the world economy he pointed to, and that these lectures were a sort of preparation for, actually becomes reality Rudolf Steiner giving a lecture in Dornach, Switzerland. the words “World Economy” should be dropped from the title I would like to give another example, also from Rethinking and the name “Rethinking Economics” given them instead. Economics, of the present widespread approach to an under- If we look at this new title, what is actually meant by the standing of economics and threefold social order that may word “rethinking”? What is being “rethought”? It is clear from seem trivial but which I believe is, again, too symptomatic the lectures that Steiner did not start with thinking, he started not to be taken seriously. In the penultimate paragraph of the with observation. As I have shown above, he pointed to the fact last lecture of the original translation of World Economyviii that one could not come to an understanding of economics by Steiner is translated as saying: For this very reason, ladies and thinking alone. In these particular lectures, he says: gentlemen, it gave me deep satisfaction to see you here, prepared World Economyvi lecture 10 to work with me during these two weeks, thinking through the This is the great difficulty which besets the formation of realm of economic science. I thank you sincerely. I may express this economic ideas. You cannot form them in any other way than thanks, for I believe I see how significant it is – how very much by conceiving things pictorially. No abstract concept can enable those whose position in life today is that of students of economics you to grasp the economic process; you must grasp it in pictures. can contribute to the healing of our civilisation and to the recon- Whereas it is just this which makes the learned world so uneasy struction of our human life. today - this demand, no matter in what sphere of thought, that In Rethinking Economics the words I have underlined have we should pass from the mere abstract concepts to ideation of been changed to: that those who stand in life today as academics an imaginative kind. Yet we can never found a real science of

6 The notice on the title page gives the translators as A.O. advising individuals, groups and organisations on social, de- Barfield and T. Gordon-Jones, that is, the original translation velopment and management problems. It has done important was used in the new publication. But it is clear that the trans- work in enabling people to work together in, for example, lation has, in places, been edited. I have no problem about overcoming personal antipathies and coming to difficult that, provided the editing is an improvement or correction. decisions. The threefold social order and the restructuring of But why, in this case was “students of economics” changed to human society as a whole according to its three quite different “academics”? It makes no sense to think that Steiner would sectors has never been part of its primary impulse. But not all say to students of economics who have just been working with the people who became involved in the work of the NPI were him through fourteen lectures and workshops that “academ- able to make the distinction and considerable confusion arose, ics”, or “students in general”, can contribute to the healing of our particularly, in my experience, in the 70s and 80s of the last civilisation and to the reconstruction of our human life. Clearly century, and, in some people’s minds, has continued ever since. he was referring to the people he had been working intensely Through the Social Development Centre at Emerson with – students of economics - because this particular subject College I got to know a number of people from the NPI who was important and had to be approached and understood with came onto the staff there. I myself was then fairly new to an- different faculties than other “academic” subjects. But in this throposophy and to the ideas of the threefold social order. In edited translation an important point that Steiner had made a many discussions with them, some of whom became friends particular point of saying has been lost. There is much about and for whose work I felt great respect, it became clear that this particular publication of Steiner’s lectures that seem to they did not differentiate between these two usages of the word want to take them into the cultural/academic world. But as “social”. I did not understand this then but from what I knew of I have tried to point out, Steiner himself suggests that there, the threefold social order, I knew something was wrong - what in what is right for cultural/spiritual studies, they cannot be they were teaching was something quite different. For example, understood correctly. The cultural and economic spheres of they spoke of the “spiritual”, “social” and “economic” spheres. social life have to be seen as very different, in fact as, in every In the cultural/spiritual sphere they placed man’s relationship way, opposites. What is true and right for one is almost always to the world of the higher hierarchies, in the social sphere the untrue and harmful for the other. world of human beings and their relationship to each other, 2) To understand a second major factor that has caused, and in the economic sphere man’s relationship to the lower and continues to cause, considerable confusion in attempts kingdoms - the animal, plant and mineral kingdoms. In their to understand and work with the threefold social order, it particular work and teaching this was quite correct, but it was is necessary to differentiate between two usages of the word quite different from everything Steiner said of the threefold “social”. (What I say here relates to the English word, but I social order. Clearly the rights sphere of the threefold social believe it is also true when applied to the original German). order - the sphere of the State, of law and order, of that which One usage refers to human society as a whole and how it is relates solely to life between birth and death - cannot also be organised. When Steiner spoke of the threefold “social” order, the social sphere which includes karmic relationships. This or of the “social question” he clearly referred to human society and other such discrepancies have led to considerable confu- as a whole, its inherent threefold nature, and of how it needed sion. Later, Ernst Amons, who had at one time worked very to be organised or structured. Any smaller grouping or or- closely with Lievegoed particularly in the founding of the ganisation cannot exist in isolation, only as part of the whole. Vrije Hogeschool, told me that Lievegoed himself had told In such smaller grouping the three sectors will, of course, be him that he had never worked closely with Steiner’s threefold present and need to be taken into account according to their social order. His work arose from his medical training. Much own natures, but they do not exist on their own. then became clear to me. The second usage of “social” is quite different in that it The work of the NPI fulfilled an important need, both in relates to the way in which people, singly or in groups behave anthroposophical organisations and in the world at large, but and interact. It is in this sense that it is most widely used in this confusion, has contributed to the fact that work with what anthroposophical circles. How people relate to and interact Steiner had brought of the threefold social order has slowly with each other in any social group, whether in a common been pushed to the background and has now almost been lost study, a cultural activity or in a business or other economic sight of. Until this unfortunate but understandable confusion organisation arises out of their individual lives of soul, and is recognised and worked with I do believe there will be little their karma. This is a question for each individual, not for understanding of what Steiner gave us as the threefold social humanity as a whole. Working with this can only be a matter order. for the cultural realm of human society. Another result of this, when looking at organisations active The work of the NPI ( Pedagogical Institute) within the economic sector, the focus of people’s consciousness founded by , was an activity clearly within has tended to be focused on the single organisations, seeing the second usage of this word. In its early years, and as it has each as separate from others and complete in itself, rather than developed since, it has been involved in working with and on the process of production of which the single organisation

7 plays only a part and could not exist except as a part of the give time to studying something that they do not recognise as whole. So the focus of our consciousness has not reached to directly contributing to their particular work. So the threefold world economy, and will not do so until we first come to see social order has too often come to be treated as something extra the single economic organisation as fulfilling one or more and beyond what a person needs for his work, a special interest functions within a world economic processes. Only then will or even something like a hobby. It is not given the serious study we come to a perception of the one world economy. and support that it needs if it is ever to enter into the life of Another factor arising from this is that, so long as we see humanity and to bring the healing forces and the reconstruc- only the individual organisations, and do not see the economic tion of social life so desperately needed. process that includes the many productive organisations, each 4) There is a widespread tendency, particularly in the world also working on and playing their part in the production and at large but also in anthroposophical circles, to act and think distribution of each completed product, what Steiner pointed as though money has a reality in itself. We assume we have to as Economic Associations will not be fully understood. something because we bought it, because we paid money for The economic problem is not a question of individuals it. Our consciousness stops there. Because, in the complexity learning to bring morality into their work, but of people of today’s world economic productive process, we cannot know learning to work fruitfully for all humanity according to the all that had to happen in order that what we want could be inherent moral nature of the economic process of production there in the shop for us to buy, it does not mean that we should and distribution based on division-of-labour. act as though it comes into being in the shop and we have it 3) A third problem is this: If we look at the whole range of because we pay money for it. That becomes a denial of the activities founded on the work of Rudolf Steiner: education, reality and nature of the actual world economic process and, agriculture, arts and crafts in all their forms, medicine and more seriously, of the existence of all the people who labour therapy, science, Christian Community, banking, consultancy in it, a large part of the world population. and others, these are all activities or occupations in their own In not seeing the actual productive process we come to see right in all of which there are people actually involved in and the money as that which enables us to have what we buy, and carrying the work professionally. But the threefold social order in the money we sense mysteries that are not actually there. is something quite different. It is not an activity, occupation or When we do look at the productive process the focus of profession in its own right. Like anthroposophy itself, it touches attention too often stops short at management and business, and therefore concerns every human being. It is anthroposo- and we have come to see “business” as the actual economic phy, or spiritual science, itself giving form and structure to the sector of social life. The productive process and the people who practical side of social life. Only when this is enabled to come labour “on the factory floor”, those who are the real economic about will the individual feel that the practical arrangements workers, are too often not seen. of the organisation or community in which he works is true We live on what is actually produced by human activity, to his own threefold nature, and so feel at home and able to not on the money which stands for, or represents, its economic make a full commitment to the whole. At the beginning of ix value. the lecture “The Mysteries of Light, of Space and of the Earth” When we see money as having value in itself we fail to see Steiner refers to the threefold social order as the practical side and distinguish between money that stands for something real, of spiritual science: “When in the present time the practical side of a product of people’s work - real money - and money that comes our spiritual scientific effort, the Threefold Social Order, is placed into being when what are matters properly belonging to the before the world as the other side has been . . . .” sphere of human rights, such as land or shares in a business, But this can only be achieved if some understanding of are treated as economic products, which they are not, and are the threefold social order, and the will to bring it into the bought and sold on the market. This money does not repre- organisation, lives within those active in the organisation, sent anything real – it is a false or counterfeit money in that particularly those in positions of leadership and management. it purports to stand for an economic value that it does not. It is not enough for just one or two people to have the impulse Before we can come to any clear idea of the true nature and understanding to achieve what is needed. In my view, the and form of the three different sectors of social life we must will to structure the organisation on the basis of its threefold first come to see beyond the money. Only then will we come nature and of understanding something of what this means to clarity as to what is an economic product, what is a human must live in more than just a small minority of those carrying right and what is the proper sphere of the free cultural/spiritual the work of the organisation. life. Until we come to clarity in this we will never come to the There are, however, difficulties to be overcome before any- threefold social order. Money itself has taken on the qualities thing like this can be achieved. The great majority of people of a veil or fog through which it is hard to see what actually carrying important work in anthroposophical organisations is real. There is an enormous amount of research, discussion already work long hours and put all their energy into that and written works given to understanding money and of how work and into studying what they need in order to strengthen to heal the economy through controlling the money, but and deepen that work. They are, understandably, reluctant to comparatively little attention to the actual social economic

8 process itself. Until the focus of our attention comes back to must now become three distinct and separate sectors of human the economic process and away from looking into the assumed society, that is, the economic sector, the rights sector and the mysteries of money, we will not come to an understanding of cultural life must each become independent and free. The State the social question. as we know it must disappear, it is a dead relic from the past. x Rudolf Steiner says of money in World Economy Even people who have been thinking through what Steiner said In the circulation of money we have, in effect, the world’s of the threefold social order for many years have great difficulty bookkeeping. This is, as everyone can really see for themselves, grasping what this would actually mean in practical effect. what should be aimed at. In this way we give back to money the Most people think of it as something like our present elected only quality that it can properly have – that of being the external government with three distinct departments, or three separate medium of exchange. Look into the depths of economic life, and democratically elected administrations. But clearly Steiner did you will see that money can be nothing else than this. It is the me- not mean this, nor does it make sense. It is only when one has dium of exchange of services or things done. For in reality human come to a reasonably clear idea of each sector, of the nature of beings live by the things actually done, not by the tokens thereof. the very different forms of leadership and the areas of activity The Importance of the Threefold Social Order and responsibility of each, that it begins to become clear how Rudolf Steiner points to the necessity in our age of separat- only as three separate and independent sectors does the three ing what is at present unified within the State. The pyramidical become one. Just as the human body is formed of a threefold form of the present State is something derived from the old system of the head and nervous system, the rhythmic system theocratic social structure that was right for the earlier state of heart and lungs and the metabolic and limb system, so is of human consciousness. That was correct for the time when the “body of earthly humanity” made up of a threefold system. humanity was guided by the spiritual world working from Humanity is evolving. In all ancient times the threefold above through inspired teachers and leaders. But now the form of the social order, and the place within it into which spiritual world holds back and human beings must themselves each person was born and belonged, was given by the spiritual find their way back to the spiritual world. A quite different world. The guidance of mankind was brought down through social structure must now come into being for the awakening the mystery teachings. But now responsibility is passed to ego of the consciousness soul. What is still looked upon as one humanity itself. We ourselves have to bring order and form into our social life. Just as all creation has a threefold form so human social life itself must be transformed from the unitary into a threefold structure, a trinity. The individual human being is now born free, that is, he is not born into a place within the social order, into a particular sector, but must himself create a relationship to each, according to his karma and earthly needs. The Search for the New Isis, Divine Sophiaxi - Lecture 3 – 25/12/1920 - end of lecture It is so indeed, my dear friends; modern humanity is pass- ing over a threshold at which stands a Guardian, a Guardian full of meaning, and grave. And this grave Guardian speaks: “Cling not to what has come as a transplant from olden times; look into your hearts, into your souls, that you may be capable of creating new forms. You can only create these new forms when you have faith that the powers of knowledge and of will for this spiritual creation can come out of the spiritual world.” What is an event of great intensity for the individual who en- ters the worlds of higher knowledge, proceeds unconsciously in present-day mankind as a whole. And those who have linked themselves together as the anthroposophical community must realise that it is one of the most needed of all things in our days to bring men to understand this passing through the region which is a threshold. Just as man, the knower, must realise that his thinking, feeling and willing separate in a certain sense and must be held together in a higher way, so it must be made intelligible to modern humanity that the spiritual life, the life of rights, and the economic life must separate from one another and a Rudolf Steiner’s painting of the Threefold Human Being.

9 higher form of union created than the State as it has been up to not enabled to get involved with the increasingly corrupted now. No programmes, ideas, can bring individuals to party-political establishments of our time. The old form where recognise the necessity of this threefoldness of the social organism. the great majority of the electorates, with a certain confidence It is only profound knowledge of the onward development of and trust left over from earlier states of group soul conscious- mankind that reveals this development to have reached a thresh- ness, still looked up to and respected their elected leaders. old where a grave Guardian stands. This Guardian demands of But now that is rapidly falling away. People want something an individual who is advancing to higher knowledge: Submit different, they want some say in the ordering of social life. We to the separation in thinking, feeling and willing. He demands are seeing, or have seen, particularly in USA and Great Britain, of humanity as a whole: Separate what has up to now been electorates who do not follow their leaders, but choose oth- interwoven in a chaotic unity in the State idol; separate this ers of very different and unexpected qualities, or even lack of into a Spiritual Life, an Equity State, and an Economic State qualities. They have lost confidence and only know they want ... otherwise there is no progress possible for humanity, and the something that is more connected to their own interests. And old chaos will burst asunder. If this happens it will not take egoism, greed and corruption take over. the form that is necessary to humanity but an ahrimanic or Much has changed since Steiner spoke of the threefold luciferic form. It is only through spiritual-scientific knowledge social order. While what he gave as the basic inherent threefold of the passing of the threshold in our present day that can give structure is just as true today as when he spoke, much in society the Christ-form to this chaos. itself, particularly in the economic and financial realm and also This, my dear friends, is something that we must say to in the awakening consciousness soul of the human being, has ourselves at the time of Christmas too, if we rightly understand changed. I have no doubt that he would speak very differently Anthroposophy. The little child in the crib must be the child of many aspects today. It is not enough merely to study what representing the spiritual development towards man’s future. he said over ninety years ago, though that is still essential. In Just as the shepherds in the field and the Magi from the East studying what Steiner said about the threefold social order we went after the proclamation to see how that which was to bring have also to look out into the world and to see the changes, see humanity forward appeared as a little child, so must modern and understand the human being and the social conditions as man make his way to Initiation Science in order to perceive, they are today and try to understand what he would say now. in the form of a little child, what must be done for the future It will never be possible to effectively take the threefold by the Threefold Social Organism based on Spiritual Science. social order out to the wider public until it is, at least to If the old form of the State is not made threefold it will have to some extent, actively striven for in our own community and burst — and burst in such a way that it would develop on the institutions. How can we talk to people of the importance and one side a wholly chaotic spiritual life, completely ahrimanic necessity of transforming human society and its social insti- and luciferic in character, and on the other side an economic tutions from the present unitary and pyramidical structures life again luciferic- ahrimanic in character. And both the to a threefold one, if we ourselves cannot speak out of actual one and the other would drag the State in rags after them. experience and be able to demonstrate what we have achieved In the Orient there will take place the development more of and the actual resulting benefits? Where have we actually put ahrimanic-luciferic spiritual states; in the West there will be into practice what we would be telling others about? the development more of ahrimanic-luciferic economic life If we can only tell them what we have understood from — if man does not realise through the permeation of his reading and studying Rudolf Steiner, or what we have come to being by Christ how he can avoid this, how out of his out of thinking and discussion rather than through our own knowledge and out of his will he can proceed to bring about active experience and observation, the people we need to talk the ‘threefolding’ of what is striving to separate. to will soon see this and will simply continue, in this field, to This will be human knowledge permeated by Christ; it will not take us seriously, as has been happening for too long now. be human willing permeated by Christ. And it will express I come back to my earlier question “to whom or to where itself in no other way than that the idol of the unitary State can those people go to find what they need whose karma or will become threefold. And those who stand properly in the destiny has given them the impulse to work towards bringing a spiritual life will recognise, as did the shepherds in the field, healing to the social life of humanity?” Such people will hardly what it is that the earth experiences through the Christ. And be looking towards the Anthroposophical movement at present. those who stand rightly within the economic life, within the Surely this is not a question just for the social section, or economic associations will unfold, in the true sense, a will that for those interested or keen to study it. Is it not a question for brings a Christ-filled social order. anyone concerned with anthroposophy itself? Do we not already see signs of the unitary state beginning As I said earlier, when Francis Edmunds founded Emerson to burst asunder? The great leaders of even a short time ago, college he did this on the basis of his deep understanding, out people with vision and qualities of leadership who could be of anthroposophy, of the needs of young people of our time, looked up to and trusted - are there no such people now? It the time of the awakening consciousness soul. This understand- seems that, if there are such people, they do not choose, or are ing also led him to the necessary form for the administrative

10 structure. In doing this he could not help arriving at a form nature of the activities of the institution. But my experience that bore within it much of the inherent threefold nature of is that something of the nature of the work, of its spiritual human social life. substance and truth, is also visible in the spiritual environ- I understand that Steiner said something to the effect that ment of the place and is, even if unconsciously, perceptible to in a waldorf school teachers should carry responsibility for more people than we may realize. I was constantly amazed by the administration. I do not think that he meant they should the questions I was asked by many people visiting the college, do all the actual administrative work, but that they should be often even on their first visit. Not only Anthroposophical or sufficiently involved to ensure that the administrative decisions other such visitors, but more so from people who came on and arrangements conformed to, and arose out of, the spiritual professional business such as inspectors, consultants, service anthroposophical foundation of the school. engineers, police, plumbers and bricklayers. Many, if not most, Then it might be possible for more Steiner schools to begin sooner or later, would ask something like “what is this place, it to form their organisational structure on a true anthroposophi- is different?” Many remarked that there was something special cal basis, that is, on the threefold nature of human social life. about it. The observations were always positive. And nearly Then it might also be possible for this to be introduced into always former students from that time that I have since met the curriculum for the older children of the upper school, have spoken of how special a place it was, or of how it had been as I understand Steiner also wanted. It seems to me that that the most important year, or years, of their lives. would be the right age for them to begin to understand and The questions have always lived with me: “What did they connect with the deeper nature of the society they were about actually see?” and “What was it that made it such a special to enter, particularly of the true nature of economics and its place?” I always came back to the thought that it was the truth underlying basis of mutuality that could provide for all human- that was there, the truth in that the college tried always, so ity, rather than as at present on egoism. This would not only far as it was possible at the time, to form every aspect of its help them to connect in a healthy way to the world into which organisational form and structure on the same spiritual realities they were entering, but for those intending to work into the as that which the students were taught in the classroom and social life of humanity it would give them a sure foundation that they met in the Festivals. on which to start. Without such people it is hard to see how Then it was always possible to say something of the three- any progress can be made. fold nature of human social life, and to be listened to with A person does not have to understand and recognise the interest, because such an explanation was true to what they reality of destiny and karma to find the experience of working had actually experienced. in an organisation where karma is taken as the basis for their Michael Spence employment and the setting of their salary, an enormously free- 6 Silverwood Road ing and soul satisfying experience. I come back to the question Lake Albert, NSW2650 pointed to earlier. How is it possible that committed and serious Australia anthroposophists doing important work in waldorf schools and [email protected] other such Anthroposophical institutions, while committed to taking anthroposophy seriously in their work, seem to take for granted that the legal, financial and administrative arrange- i The Story of Emerson College- published by Temple Lodge, UK ments and the social structure of their employment should be in 2013 based on a conventional understanding of life quite alien to ii After Capitalism - published by Adonis Press in USA in 2014. the spiritual foundation of the work they do? Earlier version translated and published by Remedium Kft in 2012. I was employed at Emerson College for 27 years until I Now also published in French by aethera pour Triades in 2016 retired, though I continued to be involved after retiring. There iii World Economy, GA340 14 lectures given in Dornach 24/7 to was no relationship between the work people did and the 5/8/1922 – published in 2013 by SteinerBooks in money they received as salary. Salaries were based purely on in- USA as Rethinking Economics. dividual needs, that is, on karmic needs, but the proportion of iv The Esoteric Aspect of the Social Question– GA328 - lecture 4, “needs” covered had to relate in some way to what our students Rudolf Steiner Press – 9/3/1919, Zurich v The Social Question, GA305 - lecture 2, 28/8/1922, Oxford could afford to pay. This applied equally to all full-time staff, vi World Economy lecture 10, page 129, Rethinking Economics whether teaching, or in the office, maintenance or kitchen. page 124 It was understood that it was karma that brought people viii World Economy - lecture 14 penultimate paragraph to the college, whether as students, teachers or other staff, and ix The Mysteries of Light, of Space and of the Earth–GA194 lecture there was remarkable freedom given to all of us to do the work given in Dornach on 15th December 1919 we had come to do. (I have gone into all of this in more detail x World Economy, lecture 14, page 176, Rethinking Economics in my book, mentioned earlier, The Story of Emerson College). page 172 It is always good to give attention to the artistic outer ap- xi The Search for the New Isis, Divine Sophia, GA202- Lecture 3: The Magi pearance of an institution in order to express something of the and the Shepherds – 25/12/1920 - end of lecture.

11 Light into the World Ether founded and is under the direction of Marianne Gropietsch Aban Bana, Mumbai, India from Germany. The auditorium was full of children and adults from Shanti and Nepal’s minister of health attended as a guest [First printed in Anthroposophy Worldwide, 9/17] of honor. The outstanding performance was framed by artistic demonstrations presented by Shanti children. It was The Light Eurythmy Ensemble in Nepal: eurythmy workshop at simply beautiful, a great festival of encounters. A well-rehearsed the Tashi Waldorf School in Kathmandu team The twelve members of the Light Eurythmy Ensemble are excellent in how they present this art. The well-rehearsed From 29 May to 8 June 2017 the Arlesheim Light Eu- team can set up the stage in no time. Stage curtains, a stage rythmy Ensemble (ch) went on a tour of Nepal, presenting floor and even lighting equipment they bring with them on the eurythmy performances for the first time ever in Kathmandu, plane from Switzerland. Their aim is to carry eurythmy into Dakshinkali and Pokhara. In addition to the artistic demonstra- the world, to bring the light of this art to foreign countries, tions on stage, members of the ensemble also gave workshops. particularly to poor countries where people would otherwise The ensemble first performed in the capital, Kathmandu, not have the opportunity to experience the art of eurythmy. at the Rastriya Naach Ghar (National Dance Theatre). Thanks The Light Eurythmy Ensemble has the task to disperse light to the organizers, the Kevin Rohan Memorial Eco Foundation into the world ether and, by doing so, deepen the anthropo- (krmef), the auditorium was filled twice: there was a perfor- sophical activity in the countries they visit. I would also like mance for children in the afternoon and an evening perfor- to thank my sister, Dilnawaz Bana, for taking the initiative to mance for adults. The program with speech and music was very bring eurythmy to Nepal. diverse, and the Indian folktale Bhakta Dhruva (child of the North star) turned out the be the audience favorite! Festival of encounters. The bus journey to Pokhara was a real adven- ture. With an average speed of not more than 20 kilometres per hour on roads some of which were mere tracks, we took a whole day to cover a distance of 200 kilometres. We stayed at Maitreya Pathshala, a Waldorf farm school that overlooks the snow-capped Himalayan mountains. The performance was in the town center, in quite a small but very beautiful and atmospheric theatre. Thanks to our local organizer, Ritmann Gurung, the auditorium was filled to the last seat: 500 children had come to see the folktale. The final peformance was held again in the auditorium of the Rastriya Naach Ghar, this time organized by Shanti Sewa Griha, a home for lepers, home- less people, people with disabilities and orphans, which was

12 China's Yuppies Want Schools to be opened in 2004, the first in China to use that name. It teaches More Laid-back Try a Waldorf about 500 pupils from kindergarten through to senior high — (between the ages of three and 18). Another 70 or so Waldorfs are sprinkled across China’s other big cities. Their free-spirited [This article appeared in the China section of the print edition style of teaching is similar to that of Montessori schools (of under the headline “Salad days”. Oct 12th 2017. https://www. which China now has at least 900 at the kindergarten level, and economist.com/news/china/21730183-try-waldorf-chinas- perhaps many more). It is unlikely that many Waldorf parents yuppies-want-schools-be-more-laid-back] fully understand Steiner’s theories about “spiritual science”, let alone his mystical approach to agriculture. But Ms Sun says they hear echoes in them of traditional Chinese philosophy, to which some people in China are far better attuned. Another fad is for education that is directly inspired by ancient Chinese culture, often delivered by small schools in the countryside that offer instruction in subjects such as archery, traditional medicine and Confucianism. Some have only a handful of full-time students, but also run popular workshops and summer schools. (Not all their patrons want touchy-feely education: at the far fringes of this movement are schools that require students to do little besides memorizing classical literary and philosophical texts, as their ancestors might once With a postgraduate degree in literature, Ruby Li has have done.) ridden China’s education system almost to the top. Now a A few parents who want to free their children from the state mother-of-two living in Chengdu, a city in the south-west, she system’s stifling constraints, but who can find no handy alterna- hopes to spare her children the high pressure and long hours tive, are trying home schooling instead. A survey published this of homework that she endured at their age. Some years ago year by the 21st Century Education Research Institute, a think- Ms. Li and her husband, a businessman, moved their elder son tank in China, found only about 6,000 families educating their from a conventional kindergarten to another one that uses less children exclusively at home—still a tiny number, but one that formal and rigid methods of teaching. She says that since then is rising by around one-third each year, the institute reckons. he has been happier and healthier, and their home life more harmonious, too. Ms. Li is among the well-heeled parents who send their children to Chengdu Waldorf School, a fee-paying institu- tion inspired by the quirky philosophies of Rudolf Steiner, an early-20th-century Austrian educationalist. The school (pictured) aims to teach in creative ways, says Zhang Li, one of its founders. That means plenty of music, storytelling and play. The campus is scruffy but cheerful, boasting an ink-stained calligraphy studio and a wall daubed with stone-age cave paint- ings (the result of a class art project). At going-home-time three small children clamber around in the branches of a tree. The stellar performance of children in China’s richest cities in international tests of ability in maths, science and reading has lent the country’s education system a glossy sheen abroad. Rules bent and broken But feelings are mixed in China, where parents fret that state The national curriculum, which is compulsory for children schools are too competitive, that the exam culture is too in the first nine years of school (ie, aged between six and 15), stressful and that curriculums favor cramming over creativity. allows some room for experimentation. Primary schools can One result of this is a steady leak of pupils out of the state usually find time to supplement mandatory material with sector and into private schools that drill for entry into foreign some of their own choosing, says Jiang Xueqin, a researcher universities. Another trend is the rise of schools that use less and consultant. Motivated teachers can deliver the obligatory structured approaches to teaching than commonly found in stuff in unconventional ways. But some of the progressive mainstream ones. Sun Yifan, a researcher at the University of schools pay only lip service to the state’s curriculum. Some of Cambridge, says such progressive schools are burgeoning “like them obtain government approval to operate as schools. But bamboo shoots in spring”. others affiliate themselves with licensed schools to avoid the Waldorf schools are one example. The one in Chengdu tricky process of having to get their own permits. Many smaller

13 institutions get by without Taiwan: Sweet Potato of the Pacific official blessing. Van James, Honolulu, Hawaiʻi Better-off parents ap- pear unfazed by the lack of proper paperwork for some progressive schools (the Waldorf in Chengdu has licences for its nursery and primary schools, but the authorities want it to find a bigger campus before they will issue a permit for its secondary school). However, some worry about the later years of their children’s school- Map of Taiwan and detail with mainland China. ing. Parents who want their offspring to study In the shape of a sweet potato (Taiwanese call them- abroad can safely keep selves “son’s of the sweet potato,” hanji ah gyen), Taiwan is them in progressive schools. Those who want them to cram an island country smaller than Switzerland that sits on the for the national entrance exam for universities in China, or Tropic of Cancer in the western Pacific a little more than gaokao, often choose to move them back into conventional one hundred miles off the coast of mainland China. With schools for that period of study. Few parents want to take risks a population of over 23 million people it is highly ranked with a potentially life-changing test. in terms of public education, health care, freedom of the The government itself sees benefit in having well-educated press, economic freedom and human development. It has a youngsters who are self-starting and creative—the kind of highly skilled workforce and is known to be one of the most people needed to build a more innovative economy. In the early highly educated countries in the world. It is no wonder that 2000s it began encouraging schools to make lessons more lively Waldorf education is flourishing on this relatively small, and textbooks more varied. Yet the gaokao system continues Chinese-speaking garden isle. to give schools a strong incentive to stuff their students with stodgy facts. Parents deplore the pressure that the gaokao im- poses. But they also distrust less objective types of assessment, which may be prone to corruption. The Communist Party has reservations about non- mainstream schooling. It frets that some unlicensed schools may be peddling unsavory ideologies or , such as Christianity or Islam. A government circular issued in Febru- ary reminded parents that taking lessons at home or attending traditional-culture schools was no substitute for attendance at state-approved institutions during the period of compulsory education. It is highly unlikely that the government will ban progressive schools. Too many wealthy parents want them, and keeping the middle class happy is one of the party’s priorities. But officials are wary of giving schools too much latitude. This year they imposed limits on the number of translated children’s books by foreign authors that are published in China. They are also trying harder to ensure that private schools have active party committees. If such efforts discourage experimentation, Chinese children will be the losers.

Ci-Xin Waldorf School in Ilan, Taiwan, is the largest Waldorf school in Asia. 14 The first Taiwanese Waldorf kindergartens were started in the 1990s by Chuen Sue Chang at Ilan on the east coast and by June Lin in Taichung on the west coast. Ci-Xing in Ilan grew quickly with government support and is now the largest Waldorf school in Asia. Leichuan Waldorf School likewise flourished and now has several kindergarten groups, a grade school and a full high school up to class 12. Many other schools followed so that there are presently about 60 Waldorf kinder- gartens, 30 grade schools and 6 high schools throughout the country—and still growing.

Many schools have mentors regularly visiting from Europe, Leichuan Waldorf School and class eleven students. America and Australia who help teach classes and carry-out teacher training programs. But most of the daily work is carried-on by Taiwanese teachers and very committed parent communities. A Union of Taiwan Waldorf Schools was recently founded and greater communication between the various schools is now happening. Taichung, the city with the great- est concentration of Waldorf schools (10 kindergartens, some with as many as 8 groups; 6 grade schools; and 2 high schools), will host the bi-annual Chinese language conference in April of 2019, the hundredth anniversary of Waldorf education. Taiwanese have many sayings about the sweet potato, a “foreign potato.” Most of these sayings suggest a common earthiness that flourishes and gives up its benefits just because of this earthy quality. The Taiwanese, coming originally from mainland China, are landed guests of a native aboriginal cul- ture, and like the sweet potato have taken root on this island home and have prospered here. Waldorf education, another foreign potato, is adapting and flourishing in a very similar way and it is indeed sweet to see.

Front entrance (upper right) and greeters at the Hai Siann Waldorf School in Taichung. 15 Does Steiner Education Work? Some current research

[First printed in the Newsletter of the Anthroposophical Society in Great Britain from a report of the Steiner Waldorf Schools Fellowship: www.steinerwaldorf.org]

Shan Mei Zhen Waldorf School In the light of recent critical public perception of Waldorf Education, it is heartening to read the following excerpts of a report on a comprehensive research project carried out by the University of Dusseldorf in Germany. The report was published in the national Newspaper Die Welt on 2nd October 2012. Translated by the Steiner Waldorf Schools Fellowship. New research shows that Steiner students learn with more enthusiasm and interest, feel more supported, and know their strengths better than students in mainstream schools. The survey of educational experiences of Steiner pupils was done by three experts: scientific co-worker Sylvia Leibenwein, Pro- fessor Heiner Barz, both of the University of Dusseldorf, and Dirk Randoll, Professor at the Alanus Hochschule. It examines the educational experiences of Steiner students age 15–18 in Germany. 80% of Steiner students find their learning fun (compared to 67%). 85% find the environment supportive (compared to 60%). The relationship with teachers is judged significantly better at 65% compared to 31%. Andreas Schleicher, education expert and international coordinator of the Program for International Student As- sessment (Pisa) wrote an informative foreword to the survey. He praised the emphasis on personal responsibility and self- motivation, preparing children for the life that awaits them after graduation. “There is a high degree of congruence between the requirements of the modern world and what is taught to Steiner students,” said Andreas Schleicher. “Remembering facts has less and less importance,” the important thing was “to have creative and solution-orientated knowledge that you can apply to new areas.” A wide range of experts, students and teachers agree that the optimal learning environment is one with a high degree of initiative, a lot of creative freedom and a high level of student support. The study showed that providing students Shan Mei Zhen Waldorf School in Taichung, as many other with motivating performance feedback and the opportunity to schools in Taiwan, hosts teacher training classes at various times learn together and from each other, as in Steiner Schools, are throughout the year. the elements for a successful modern education.

16 What I Have Learned About Waldorf things less by taking them away. But then large, boisterous and and Being Human Between Ages 6-40 immensely generous Mrs. Multiplication would come in and, with a touch of her wand, things would double and triple, and Shanti McCarter, Portland, Oregon, USA everyone would celebrate. Later, with a lit candle, we would listen to stories of children having adventures in nature while [First printed Oct 20, 2017, Portland Waldorf School website] we shaped foxes from orange beeswax. And towards the end of the day my teacher would sing, “the painting fairies love silence and color and calm,” and he would lay thick wet paper on each of our boards. Sounds of amazement and excitement would echo through the classroom as we watched the mysteri- ous dance of the paint colors as they spread into each other creating new colors. As I think back, the stories of fairies and children in the woods are enmeshed with memories of forts in the playground bushes where I think the fairies and various animals joined us. By skillfully blending magical beings, animals, nature, academics, and humans together through the mediums of stories, songs, drawings and paintings, I believe that my teacher created a oneness amongst these things that has nurtured me since then. The feelings the animals had were just as real and important as the human characters. The unique shape and color of each item on our nature table was as deserving of rec- ognition and appreciation as the art we created in our books.

The way that numbers created patterns or letters combined to Shanti McCarter make new sounds was just as magical as the wizards and fairies. I remember when my son was in second grade and other Everything, real and imaginary, had beauty, mystery, magic, parents in his class were so worried about reading. The students and value, and everything seemed possible. didn’t yet know how to read, and the parents wondered whether These same principles remained true through the grades. As Waldorf education would actually prepare their children for we moved past Mr. Minus, we found the fractions were hid- success in life. I felt so lucky because I didn’t have any of those den in the pie we baked, or the piece of lumber we measured worries. I’d been through the education, and I’d watched as to build a pigeon coop. In the third grade garden we learned a teacher my students go through the education, and I knew that we had magic and power in our own hands to transform without a doubt that this was the best possible education my seeds into tomato or corn plants and churn cream into butter. son could have. I also learned as a parent that children don’t Perhaps the mystery of where our food came from went away, tell us everything that happens in the classroom, so how could but the magic of the process did not. my fellow parents possibly know how amazing this education is? This is why I’ve agreed to share my story—with the hope that these reflections from my experiences as a student, teacher, parent, and administrator can help an understanding of what makes this education so amazing. I. Student Prior to first grade I had attended a public kindergarten. I have distinct memories from public school of the recorded bugle announcing the start of school, and of worksheets that had stick figure type drawings of incomplete pictures for which I was to figure out what was missing and draw in the rest. We all sat alone with our multi-page worksheets and lead pencils, adding the missing handle to the scissors, or the missing leg on the table. I also had to memorize standardized reading flashcards. And then I entered the magical land of first grade in the Honolulu Waldorf School, where our mornings began with singing, clapping, and stomping followed by the most magical stories about miserly and thin Mr. Minus who always made

17 Honolulu Waldorf School Lei Day (May Day) festival. In fourth grade, the animals we loved as our friends became we built relationships with each person in history. We never our research topics, and reading books about the octopus was wanted to miss school, even when we were sick, because our like reading my friend’s biography and realizing there was so teacher had a knack for cliff-hangers—he would stop each much I didn’t known about them! It was also fourth grade day’s story right before something new was to be uncovered, where my love of world really began to blossom, first and we couldn’t wait to get back the next day for the next with the outlandish characters of the Norse gods, and then chapter of Joan of Arc’s story, or Thomas Jefferson’s story, or the more serious Hawaiian gods, and in later years Greek, Ghandi’s story. Hindu, Native American, Islamic, and so many more! It wasn’t Science was just as much a part of the magic as anything a conscious thought then, but in hindsight I felt inspired to else. Stories of nature turned to detailed observations and find so many ways of understanding the spiritual world which drawings in fifth grade botany, and study of prism colors in our was so interwoven with nature, humans, and art. For me this blacked-out classroom in 6th grade. We watched sound waves instilled an interest, familiarity and comfort with things that appear as patterns in salt when our teacher dragged our violin were very different from my own way of living. Everything bow across a metal plate. In 7th and 8th grade I designed a we learned about was made into a hands-on experience that mousetrap with pulleys and levers; we took a trip to the shore- we could call our own, and from that point forward we felt a line to see the geological layers of the earth; we watched what connection with that culture. happened to various substances as our teacher held them to a As we grew older we explored not just cultures, but real flame. Nature, transformation, awe and curiosity—that’s what historical figures, and again, through story and hands-on activi- science and everything else was for me in Waldorf. ties we were transported to the Renaissance where we joined And then my time at Waldorf came to an end. Our school Leonardo de Vinci in watching birds take off and land and did not yet have a high school. then sketching the movements we saw in their muscles and Several of us chose to attend a private, college prep school wing angles. And we laughed and worried when we learned that was known for its strong arts program. What I soon dis- that some of his art would eventually disappear because his covered was that, although the art curriculum was very diverse constant drive to experiment meant that some of the paint and of high quality, I was only allowed to take one art class he created was decomposing. Through our teacher’s stories during my seven-period day. So I could have clay in my life,

18 or I could draw, or I could play music, but I couldn’t do more An Update From than one thing per year. Our academic classes were taught by Lightweight Theatre caring and skilled teachers and usually included interesting With thanks to those who supported us on our topics, but almost everything that we took in and knowledge NZ/Australia/UK/European tour we expressed through assignments was done via worksheets, essays and tests. Space was rarely given for us to act out scenes Michael Burton, Sydney, Australia from history or literature, to draw or write poetry about what we saw in the science lab, to build models of historical scenes We have now completed the first phase of our Threefold or go outside and see the connections to nature. It felt like I Social Organism Theatre Project. We did twelve performances had gone from participating in a live, colorful musical to pas- in New Zealand, seven in Australia, nine in the United sively watching a silent, black and white film. Or you may say Kingdom and Ireland, six in Germany and one in Slove- that my learning diet was reduced to just carbs with very little nia - 35 in total – plus shortened high school performances in flavor, texture or nourishment. This richness was replaced with three different countries. More than 2,000 people have seen competition around grades and college entrance. My Waldorf the show and many of these now have a whole new interest peers and I all experienced the stress of this in different ways, in . We’ve been back – me in Auckland and and yet most everyone, including myself, earned honors and Ryan in Stroud – for more than a month. For myself, it is awards throughout high school. great to be back - to be able to recuperate, reflect and prepare I attribute my success in high school and later in college to work on what is next. So this is a little review of all that’s to the deeply rooted love of learning that Waldorf had planted happened as well as a preview of what’s to come. in me. I was predisposed to be curious and see things as in- Our early performances were full of areas where we had to learn quickly and do things better, but we did indeed get teresting, even when the material wasn’t brought creatively better – so much so that when we returned to New Zealand by the teacher. I felt comfortable talking to my teachers and and did the show for the N.Z. Anthroposophical Society an- asking questions in class. Even when I knew I could get away nual conference people who had seen earlier performances felt with doing less, I did more because I enjoyed discovering new it was an entirely new show. We have achieved a vigorous and perspectives, I enjoyed the process, and I enjoyed expressing powerful theatre experience for audiences - one that is great my thoughts on a topic. I’ve heard Waldorf alums joke that theatre while being at the same time informative regarding they found other Waldorf alums at their college because they what the Threefold Social Organism really is. were the only people in class asking questions and sharing their I started documenting some highlights and lowlights but perspectives with the teacher. there were too many of them. I wish I could write about the One of the main reasons I came back to Waldorf as an adult performances in Stroud and Shannon (two of my favourites) was because I remembered how enjoyable learning and life had or the conversations around Botton Camphill or our amazing been when I attended Waldorf. Even as a college graduate it experiences in Germany. Well, I must say something about was clear to me that that foundation had propelled me through Germany! My good friend Lara stayed with us through five the academic and social challenges of high school and college. I also knew from my education outside of Waldorf that what set me and my Waldorf peers apart from other students was our close relationship with teachers, our insistence on making learning meaningful for ourselves, our inclination to work collaboratively with our peers, and our ability to see the con- nections between ideas, between subjects and between the class material and life. I wanted to be a part of giving those same gifts to more people.

Shanti McCarter is currently the Interim School Chair of Portland Waldorf School, and the parent of a 10th grader. She was a student and later a teacher at the Honolulu Waldorf School. This is the first installment of a three part series to be continued.

Ryan and Michael in This War is not Inevitable.

19 out of the six performances, three of which were specifically to to penetrate the text. In the first ten or so performances we young student audiences. In Germany we made contact with really weren’t able to do that. This very demanding text asked a producer and a director who may mount a German produc- a great deal from the actors and we had to work hard to tion in the German language. I had reached out to one of these bring it properly to life. people earlier but it was only when we were actually there that I am extremely grateful to Ryan who has been playing something shifted and he became genuinely interested. We Otto and Emil Molt and sharing all the tasks and rigors of needed to be there and knock on that door. touring with me. He risked everything to join a theatre initia- And whatever effect the play had on Germany, I feel we had tive that was at first unfunded and untested but had only a to go there for what happened to us in giving these words – in script and a vision. Ryan helped turn that English – in the place where the original events happened a vision to reality. Yes, we now know the idea works and that hundred years earlier. When Ryan came on as Emil Molt in it shows audiences what social threefolding is in a dynamic and Uhlandshoehe, Stuttgart, he was doing this right there at the interesting way, avoiding the intellect and making an impres- place where Molt and Steiner founded that first school that sion on people’s wills through touching first their feeling life. has been the start of so many good things in the world. Awe- Now Ryan is back to England taking on the part of Johannes some, as they say! in the Stroud production of Steiner’s Fourth Mystery Drama About our most recent performance, it was very nice that and I am preparing to work in the new year with an American New Zealanders, who made up for the greatest number of our actor on a whole new incarnation of the play. I thank Ryan supporters on Kickstarter and in private gifts, were able to see for his contribution to this production and wish him much the play as has become through the many experiences we’ve success with his next big challenge. had in Australia and Europe. It was extremely gratifying to Yes, I am now working on the task to bring this play to hear comments about how much it had changed. Many were North America. The main problem has been finding a second surprised to hear that the script has hardly changed at all. actor. Ryan was irreplaceable – how could I find someone What had changed fundamentally had been the actors’ ability who would replace him? Booking venues and raising funds could not really begin until this illusive person was found. I am delighted to be able to report that Christian Peterson, a 24-year old actor from the East Coast will be my new actor. Hawaii should be a very nice way to start the new tour. (We’ll try and arrange at least one day off at the beach.) If you know people in the US who would like to see this, please let them know – we begin to book venues now. And I am starting to make a second crowd-funding video to raise funds for our initiative. The first campaign we made was quite amateurish, and yet somehow it must have caught people’s imaginations, for it got us our first seed money and allowed us to begin. This time we will be able to present a much better video with clips from early rehearsals and past performances. We shall be directing this new campaign mainly at the Americans but we’ll keep others in touch. If you get an invitation to go to the Kickstarter application, please don’t feel you have to contribute; Australians and New Zealanders especially, you have now done your task! You made it possible that we could get around Australasia and to Europe, and this next tour is primarily for America, so it is the Americans to whom we need to be reaching out. To others, therefore, there is no pressure to contribute, but just have a look at our three minute trailer for the American tour on Kickstarter looks like when the link arrives. Right now there is also a 20-minute video of moments from the play on youtube – the link for this is below. Many of you know, too, that I link this play not only with the Threefold Social Organism but also with the new mystery drama, The Working of the Spirit, where the TSO is spoken of in the third scene and becomes a major theme. I wrote the new play as a way of staying connected in my work with this Michael Burton as Rudolf Steiner 20 theme and I call it a “curtain-raiser to the new mystery drama”. 2018 U.S. TOUR Things are happening there, both regarding future performance Written by Michael Hedley Burton; performed by Michael and publication. Martin Large from Stroud, the main speaker Burton and a second actor. Concerning the birth of the idea at the NZ conference last month, has begun working on the publication of the full text. I’m still hoping to get it out by of the Threefold Social Organism in 1917-1919 Christmas. It has been a rocky road to get to this point, but Rudolf Steiner launched the idea of the Threefold Social things are definitely moving forward at last. Organism (Threefold Social Order) in 1917 in the hope that There were times on tour that were very tough physi- this would shorten the war and prevent another great conflagra- cally and mentally, so it has been great to be able to stop and tion from breaking out at a later date. The times were against reflect during the last month. Sometimes in my thoughts the him then and he was unsuccessful, but the question of the play feels a very small player in a big and often hostile world; hour is: “Did what Steiner attempted in those years plant then I again become aware of the power that‘s in it to touch a seed that has waited a hundred years in order to come to people in a way that only live theatre can do. Performances maturity in our own age?" are not just for the 70 or so who are there that night – they reach out much further than that and connect with other For information about The Threefold Social Organ- events. There is positive change happening in the world (see ism Theatre Project please contact Lightweight Theatre on: my second PS below) as well as dangers and negative tenden- +64 9 963 2171 [email protected] cies. Over 2,000 people have seen the play and been touched or visit by the theme of the Threefold Social Organism and many of www.wordrenewal.org these have then thought about how this social form can in- spire social renewal today. May all our most heart-felt prayers PS Our 20 minute youtube video is at: and wishes flow together for the good of humanity in these https://youtu.be/MsKb4jAS44I . crisis-laden times!

presents 'THIS WAR IS NOT INEVITABLE' (The Threefold Social Organism Theatre Project)

21 Don't keep cell phones next to your body, pocket, not putting it up to your ear for a prolonged amount California Health Department warns of time, keeping use low if there are two bars or less, not sleeping near it at night and to be aware that if you are in a

fast-moving car, bus or train, your phone will emit more RF [Posted on Techcrunch.com, Dec 15, 2017, energy to maintain the connection. by Sarah Buhr (@sarahbuhr)] Other organizations have warned of the dangers of cell phone radiation exposure as well, including the Connecticut Department of Public Health, which issued similar recom- mendations in May of 2015. However, Moskowitz maintains most state and federal health agencies have not kept up with the research. “The pre- ponderance of the research indicates that cell phone radiation poses a major risk to health,” he said in a statement.

The California Department of Public Health (CDPH) issued a warning against the hazards of cellphone radiation this week. Yes, the thing we are all addicted to and can’t seem to put down is leaking electromagnetic radiation and now California has some guidance to safeguard the public. The CDPH asks people to decrease their use of these devices and suggests keeping your distance when possible. “Although the science is still evolving, there are concerns among some public health professionals and members of the public regarding long-term, high use exposure to the energy emitted by cell phones,” said CDPH director Dr. Karen Smith. The warning comes after findings were offered up this week from a 2009 department document, which was published after an order from the Sacramento Superior Court. A year ago, UC Berkeley professor Joel Moskowitz initiated a lawsuit to get the department to release the findings after he started looking into whether mobile phone use increased the risk of tumors. A draft of the document was released in March, but the final release is more extensive. “The cellphone manufacturers want you to keep a mini- mum distance away from your body and you should find out what that distance is,” Moskowitz told local news station KCRA, shortly after the draft release. “If you keep the device by your body you will exceed the safety limits provided by the FCC.” According to the Federal Communication Commission’s website, there is no national standard developed for safety limits. However, the agency requires cell phone manufactur- ers to ensure all phones comply with “objective limits for safe exposure.” The CDPH recommends not keeping your phone in your

22 THEODORE C. MAHLE Watercolor paintings by Ted Mahle at: www.outofthecolor.com

Returning to the US, Ted directed the Arts Program: “Renewing the Art of Painting,” a year-long morning course at Rudolf Steiner College in Fair Oaks, California, from 1982 to 2003, as well as teaching many other art classes. From 2003 to 2005 he taught art at Davis Waldorf School. Travels to see the great visual art works of the world, in their original environment, formed the basis *1/14/1946—12/9/2017+ for art history studies. Ted is survived by his former wife Raised on a dairy farm in Berks County, and his daughter. Pennsylvania, Ted sketched the countryside around him. At age 16 he studied art for a year with Conrad Roland, a well known artist from Kempton. He graduated from Kutztown University of Pennsylvania with a B.S. in Art Education. Then he worked for 7 years as a graphic designer in New York City, while attending evening classes in drawing, illustration and design at the School of Visual Arts. After taking the Foundation Year in Anthroposophical Studies at Emerson College, England, Ted studied German and speech-formation at the , Dornach, Switzerland, for 2 years. He completed a 3-year painting training, accord- ing to Rudolf Steiner's methods, with Beppe Assenza at the Goetheanum Painting School in 1976 (ERES MFA Equiva- lent), and was a teaching assistant in the school from 1975 to 1978. For 3 years he was employed as a painting therapist at Sonnhalde Schulheim Curative Home, Gempen, Switzerland, working with all ages from early childhood to adults.

23 NEWS Conferences and Courses—2018

January 14 - 19 Class 1-7 Class Teacher Intensives Glenaeon Rudolf Steiner School, Sydney, NSW, AUS. Contact: [email protected] The Sacred Gateway: Conscious Living, Conscious January 15 - 19 Dying, and the Journey Beyond Steiner High School Teacher Professional Development Intensive April 6, 7, 8 in Sacramento, California Melbourne Rudolf Steiner Seminar, Warranwood, Melbourne, VIC. AUSTRALIA • Bring a new your consciousness to your own life and death. http://steinerseminar.net.au/high-schoolintensive- • Support those who are crossing and who have crossed coursefor-steiner-teachers-january-2018/ over. • Expand your practice and knowledge of working with February 12 the dying. The Role of Inner Work in Changing the World Lecture by Lisa Romero Through interactive workshops, keynote discussions with Anthroposophical Society in Hawai’i, Dennis Klocek, Sanford Miller, and Nancy Poer, and experi- Mānoa Valley, Honolulu ential activites, we will consciously explore the spiritual and Contact: [email protected] practical aspect of human life and death. REGISTRATION OPENS SOON! February 17 - 20, 2018 Hawai'i Kolisko Conference Truth, Beauty and Goodness: The Future of Education, Healing Arts & Health Care With Michaela Glöckler Honolulu Waldorf School, Hawai'i, USA Contact: [email protected] The International Youth Initiative Program, YIP, is February 23 - 25 a societal entrepreneurship The Physiology of Boundary: Allergy, training, offering a holistic Digestion and Autism. educational program that With Dr Adam Blanning promotes an expanded global Hastings, Hawkes Bay, NEW ZEALAND and personal awareness. YIP Contact: [email protected] aims to strengthen young people’s capacity to take ini- July 1 - 7, 2018 tiative in the face of current The Dawning Mysteries of the 21st Century global challenges. Up to 40 The Melbourne Rudolf Steiner Seminar, participants, between 18 and 28 years old, from all over the Michael Centre, Warranwood, VIC, AUS. world, live, learn, create and organize together for 10 months. Contact: [email protected] With its format YIP provides a platform for young people to develop their fullest potential, expand their understanding and July 24 - 26 find their authentic task in society and the world. Kolisko Conference with Michaela Glöckler Beijing Nanshang Waldorf School, Beijing, CHINA Contact: [email protected]

July 27 – August 7 Deepening in Waldorf Art Education: Grades 1-8 with Van James Yinchuan, CHINA Contact: [email protected] [email protected] www.yip.se

24 Some Anthroposophical Newsletters and Websites Poems written as an artistic response to reading The Study of Man by Rudolf Steiner A n t h r o p o s o p h y W o r l d w i d e Poem 1 http://www.goetheanum.org/Newsletter.aw.0.html?&L=1 Before I was born where was I? A r d e n t Was I floating in warm fluid through [email protected] the stretches of space? Did I work out a plan? B e i n g H u m a n Decide who to become? [email protected] Could I see what would be C h a n t i c l e e r my life? http://www.berkshiretaconicbranch.org/chanticleer.php Before I was born who was i? J o u r n a l f o r S t e i n e r / W a l d o r f E d u c a t i o n Did I plan my passions [email protected] and challenges? Did I know of my N e w V i e w gifts? my faults? http://www.newview.org.uk/new_view.htm The ones that would take N e w s N e t w o r k A n t h r o p o s o p h y care of me, did I choose them? www.nna-news.org Before I was born did I dance with the angels-- S c o p e cloud leaping--all around the universe-- [email protected] Were you in my plan before I was born? S o u t h e r n C r o s s R e v i e w http://southerncrossreview.org/

S p h e r e [email protected]

The Anthroposophical Society in Hawai'i; older issues of Pacifica Journal can be downloaded at: www.anthrohawaii.org

Check-out the Waldorf 100-year musical at morgenroete.org

25

Independent School for Creative Speech and the Art of Drama New Zealand

Based on the work of Rudolf Steiner

5-Day Introductory Course

An Exploration into the Creative Forces of the Word through Movement, Form, Colour and Sound

As nature constantly creates its myriad forms from the four elements of Earth, Water, Air and Fire, so can we, playing with the sounds of language, create magical pictures –‘the Stuff that Dreams are Made of’ in Shakespeare’s poetic world. In us these four elements of nature are transformed into the four temperaments.

In looking outward, find yourself In looking inward, find the world – from ancient Mystery Wisdom

Vowels and consonants can become portals to divine creative beings inspiring creative work and everyday life.

7th – 12th January 2018

at Rudolf Steiner Centre Hastings

For more information please visit: https://spiritofthewordschool.wordpress.com T: 06 857 7113; E: [email protected]

26 HAWAI‘I INTERNATIONAL Health & Education KOLISKO CONFERENCE

FEBRUARY 17–20, 2018

“Now our culture will become evermore unhealthy and humanity will more and more have to make out of the educational process a healing process against all the things that make us sick in our environment. We may not allow ourselves to indulge in illusions about this.”

—Rudolf Steiner

TRUTH, BEAUTY the future of education, healing arts and AND GOODNESS health care WITH DR. MICHAELA GLÖCKLER, MD, INTERNATIONAL AND LOCAL PRESENTERS

27 DEAR FRIENDS,

Ever since the Greek philosophers characterized the three the sacred ground of early childhood (birth to age 7) foundational ideals for attaining wisdom, Truth (science), where imitation develops the will capacity and play is Beauty (art) and Goodness (religion), these ideals have the catalyst for authentic learning. Beauty characterizes been significant influences on all levels of the artistic focus and sense for peace and education. Howard Gardener, the Harvard harmony – so that the feeling life gains professor behind multi-intelligence theory, a crucial training in lively imagination, explored this topic in his book Truth, brought to the grade school child (7 to Beauty and Goodness Reframed. But these 14 years of age), aided by the experience three basic orientations are not only crucial of adults around who can be loved as real for education and any cultural development authorities. Truth is the crowning in humanity – they are the main pillars feature of a holistic education grounded in of healthy development of body, soul and scientific veracity for the adolescent spirit –as reflected in integrated medical (14 to 21), where idealism fructifies the health care systems worldwide. thinking and the intellectual capacities of the young person. The Hawai‘i International Kolisko Conference, named after the first Waldorf We are happy to invite you to share with us school doctor/teacher, Eugen Kolisko, will the concern, and strong wish, to do what we explore the relevance of Truth, Beauty and can to support communities of the future in Goodness in the context of where education, the best possible way. Let us make this work, the healing arts and health care are today and where they may which started as a deep philosophical insight and valuable be going in the future. How do goodness, beauty and truth act inspiration for humanity, into a daily practice. as preventative medicine in education and in social life? Welcome to the Hawai‘i International In Waldorf education we learn to see these ideals Kolisko Confernce 2018, developmentally with the Good as primarily fostering Dr. Michaela Glöckler, MD and the faculty of the Honolulu Waldorf School

THE KOLISKO CONFERENCE DR. EUGEN KOLISKO (1893-1939)

The first Kolisko Conference took place in 1989 as a 50th Eugen Kolisko was an Austrian physician who specialized anniversary honoring of the lifework of Dr. Eugen Kolisko. in preventative medicine and worked closely with Rudolf This was an international gathering of physicians and Steiner. He extended health practices consistent with the age teachers and has since then become a platform for promoting specific learning process of body, soul and spirit in children education as preventative medicine. from kindergarten to the end of school age. He worked as the first school doctor and chemistry teacher at the first Waldorf Kolisko Conferences have taken place in 1992 (Austria), School in Stuttgart. He worked closely with teachers and 1994 (UK), 1998 (USA), and 2002 (Finland), often with students to better understand learning processes and healthy over 1,000 participants taking part. In response to the ways of living. He left an important legacy for the school: the needs and interests of various regions, in 2006 the collaboration of teachers, doctors, therapists, and parents to Goetheanum in Switzerland together with UNESCO and support the healthy development of each child. many local organizations sponsored Kolisko conferences in nine countries (India, South Africa, Philippines, Ukraine, DR. RUDOLF STEINER (1861-1925) Australia, Mexico, Sweden, France and Taiwan). In France the Paris UN building was provided as the venue for a Rudolf Steiner was a philosopher, scientist, and initiator of Waldorf exhibition and forum to discuss “World Education Anthroposophy (the study of human wisdom) and Waldorf and Health.” In 2010 a Hawai‘i Kolisko conference was Education. He established various practical endeavors held with the theme, “Reading the needs of children and whereby over 10,000 institutions and initiatives have understanding the stages of human development—birth to been founded, including: , Waldorf age 21.” In 2013, the Taiwan Kolisko conference theme was education and parenting; Anthroposophical extended “Shaping a sense of community: From blood family to world medicine, pharmaceuticals, nutrition, therapeutic (curative) family.” In 2015, a Kolisko conference was held in Malaysia. education and communities, social therapy, psychotherapy; Economics and banking; Architecture, visual and performing arts, Eurythmy; Natural science.

HAWAI‘I INTERNATIONAL HEALTH & EDUCATION KOLISKO CONFERENCE 2018

28 HAWAI‘I KOLISKO CONFERENCE SCHEDULE

SATURDAY, FEBRUARY 17 MONDAY, FEBRUARY 19 8:00am – 8:30am Arrival 7:00am – 8:00am Coffee and Tea 8:30am – 10:00am Registration & Snack 8:00am – 8:30am Artistic Speech 10:00am – 10:30am Blessing & Welcome 8:30am – 10:00am Keynote 3 – Auditorium 10:30am – 12:30pm Keynote Lecture 1 – Auditorium 10:00am – 10:30am Snack Break 12:30pm – 1:45pm Lunch 10:30am – 12:30pm Morning Workshop 1: Session 2 1:45pm – 3:45pm Afternoon Workshop 2: 12:30pm – 1:45pm Lunch First Session 1:45pm – 3:45pm Afternoon Workshop 2: 3:45pm – 4:30pm Snack Break Second Session 4:30pm – 5:45pm Cultural Presentation for All 3:45pm – 4:30pm Snack Break Auditorium 4:30pm – 5:45pm Artistic Activity for All – Auditorium 6:00pm – 7:30pm Lu‘au Dinner 6:00pm – 7:30pm Dinner 7:30pm – 9:00pm Lu‘au 7:30pm – 9:00pm Cultural Presentation

SUNDAY, FEBRUARY 18 TUESDAY, FEBRUARY 20 7:00am – 8:00am Coffee and Tea 7:00am – 8:00am Coffee and Tea 8:00am – 8:30am Artistic Speech 8:00am – 8:30am Artistic Speech 8:30am – 10:00am Keynote 2 – Auditorium 8:30am – 10:00am Keynote 4 – Auditorium 10:00am – 10:30am Snack Break 10:00am – 10:30am Snack Break 10:30am – 12:30pm Morning Workshop 1: Session 1 10:30am – 12:30pm Group sharing & Plenum – Closing 12:30pm – 1:45pm Lunch at 12 Noon 1:45pm – 3:45pm Optional Excursions 12:30pm – 1:45pm No Meal 3:45pm – Free (No Meal) 1:45pm – 3:45pm (AWSNA Delegates Meeting)

Optional Excursions for Sunday afternoon: Local beach swim, Hike option, Local cultural sites, Waikiki beach and or historic downtown drop-off.

Special interest groups (grade levels, subject areas, departments, etc.) to meet by arrangement at lunch or on Sunday afternoon. Meeting of the School of Spiritual Science to be announced.

CONFERENCE SPONSORS

HAWAI‘I INTERNATIONAL HEALTH & EDUCATION KOLISKO CONFERENCE 2018

29 1E. Futures in Waldorf Schools: Cultures, Consciousness KOLISKO WORKSHOPS and a Global Education MORNING WORKSHOP 1 There has been a long-standing question around the role of different peoples and their consciousness, the mosaic of Sunday & Monday, 10:30am – 12:30pm human cultures, and how this picture is carried in the Waldorf curriculum. The role of imagination, creative visualization and 1A. Anthroposophical Physiology and Perspectives on an active meditative life were quite radical in Steiner’s time, Child Health for Waldorf Teachers but are now far more accessible in the 21st century with deeper Education as healing—bringing insights from anthroposophical understanding of brain plasticity, positive psychology and medicine into usefulness in the classroom. even quantum physics. We will explore the role of the teacher’s Dr. Christian Wessling, M.D. – Practicing anthroposophical consciousness in the classroom, with colleagues, and how this physician in St. Louis since 1986 and president of the Physician’s work may grow in the future. Association for Anthroposophical Medicine. Andrew Hill – Former anthropologist, class teacher for three cycles, teacher trainer, and presently Head of School (Glenaeon 1B. Sex Education and the Spirit: Our Communal Rudolf Steiner School, Sydney, Australia). Responsibility for Healthy Development of Gender and Sexuality Within Society 1F. Why are Truth, Beauty and Goodness Resources of The form of gender and sex education that we bring primary Health? children not only needs to be appropriate to their developmental To understand the healing impact of truth, beauty and goodness stage and work to combat the inner disturbances and imbalances in todays learning environment is a challenge with regards our created by social media and exposure to pornography but it also daily practice with students, parents, and colleagues. How do needs to serve them in cultivating useful capacities with which to we find these themes activated in age appropriate ways and as meet the growing societal changes around this fundamental aspect methodological tools in realizing a healthy Waldorf curriculum? of the human being. Dr. Michaela Glöckler, MD – Michaela is a medical doctor, Lisa Romero – Complementary health practitioner, former leader of the Medical Section at the Goetheanum in international lecturer and author of several books on healthcare Switzerland, and an international consultant in health, education and adult self-development. and medical issues.

1C. Biodynamic Agriculture and Eurythmy: 1G. The Uplifting Power of Choral Singing – A Marriage of Life Forces Sacred Music, Canons, and Folk Songs Root, leaf, flower, and fruit: the metamorphosis of the plant Group singing, in unison and in parts, for singers and for those reveals the laws of the four elements and the ethers. In creating who think they can’t sing! healthful foods and farms, the biodynamic farmer supports this Ronald Koetzsch and Anne Riegel – Ronald is editor of process by working with the heavenly and earthly forces. In this Renewal: A Journal for Waldorf Education and former dean of workshop, we will deepen our experience of the etheric world students at Rudolf Steiner College. Anne is a musician and artist, through eurythmy movements and plant studies. a former faculty member at RSC, and assistant editor and art/ Cynthia and Harald Hoven – Cynthia is an international design director of Renewal. Anne and Ronald are the musicians at teacher for Eurythmy and Anthroposophy, specializing in Adult of Sacramento. Education. Following 25 years working as core faculty at Rudolf Steiner College, she travels widely, bringing both joy and depth 1H. Educational Support as an Element of Waldorf to her workshops. Master Biodynamic farmer Harald Hoven Pedagogy gardened and taught for 30 years at Rudolf Steiner College, and Using Socratic conversation, lecture and artistic activity this now consults and teaches internationally, specializing in leading workshop will show how Waldorf pedagogy can meet 80% of the people to develop deeper, more sensitive perceptions for the accommodations that are called for in educational assessments. living, ensouled forces active in the natural world. Paul Gierlach – Grade school and high school teacher for over thirty years, focusing on extra support and accommodations for 1D. Can Honeybees Light the Path for our Future as students in need. Envisioned by Rudolf Steiner? The honeybee colony, as a whole, shows the characteristics of 1I. Thinking, Feeling and Willing in Stone: one living organism, rather than simple individual components Carving an Oloid grouped together. Acting as a cohesive unity, honeybees transcend their biological shackles and demonstrate attributes Participants will develop an Oloid form using soapstone or and characteristics approaching the homeodynamics (dynamic alabaster. This remarkable shape will provide the medium for homeostasis) of mammals. The question then arises: “How do engaging in a truly balancing, formative activity. honeybees transcend their phylogeny?” Jack Bryant – Jack has been a longtime practical arts and Terra Malmstrom – M.S. in Neuroscience, M.S. Ed. In Waldorf sculpting teacher at Highland Hall Waldorf school in Los Angeles. Education, 20 years as research scientist and 15 years in Waldorf He is the founder and director of Waldorf Practical Arts Training Education. courses in Los Angeles CA, and in several locations in China.

HAWAI‘I INTERNATIONAL HEALTH & EDUCATION KOLISKO CONFERENCE 2018

30 AFTERNOON WORKSHOP 2 2F. Leading a Living Organism Saturday & Monday, 1:45pm – 3:45pm The aim of this workshop is to bring an understanding of “facilitative leadership,” a method of leadership that acknowledges that a school 2A. How Inner Development Supports our Outer Tasks or organization is a living organism that changes with each individual involved and that must adapt constantly to its environment. Through Through an active inner life changes take place that evolve our a presentation, journal style writing, movement, and conversations, inner capacities and transform our way of seeing, experiencing we will explore the nature or organizations and working with and acting in the world around us. Understanding our individual the human beings that form them. The work of Otto Scharmer, relationship to the inner work will enable us to hold and further Frederick Laloux, and Rea Taylor Gill will serve as resources. daily practices that strengthen us for our tasks. Jocelyn Romero Demirbag, Ed.D. – Jocelyn is the Lisa Romero – Complementary health practitioner, Administrative Director of Honolulu Waldorf School and former international lecturer and author of several books on meditation Administrator at Haleakalā Waldorf School. She is a board and adult self-development. member of RSF Social Finance, the Hawai‘i Association of Independent Schools, the Hawai‘i Council of Private Schools, and 2B. Artistic Workshop in Plant Observation she serves on the finance committee of the Association of Waldorf What is our inner experience in studying plants: as insight for Schools of North America. meditation, as inspiration for poetry and drawing, as a model for a botanical illustration, as a specimen to label, as material for a 2G. Breathing Life into Integrative Medicine culturally-connected craft. In which way(s) can we experience a What happens in the lives of patients when cared for in a practice healing of our own soul? that brings together the best of modern medicine and traditional Beth Allingham – Waldorf high school science teacher for 22 healing arts? Consider insights gleaned from a collaborative years in Honolulu and San Francisco, Educational Support for five team-based approach to restoring health through balance. For years, and educational coaching in Denver. sixteen years, Manakai O Malama Integrative Healthcare Group and Rehabilitation Center has cultivated a team of physicians, 2C. What Colors May Lead to an Experience of Truth acupuncturists, naturopaths, psychologists, physical therapists and Beauty? and sleep specialists to nourish the physical, spiritual, emotional A pastel drawing workshop dealing with colors that may lead to an and social health of those who engage in health care. experience of the conference theme. Dr. Ira Zunin, M.D., M.P.H. – Ira is founding medical Iris Sullivan – B.A. in Psychology and Art, M.A. in Art Therapy, director of Manakai O Malama Integrative Healthcare Group diploma in painting therapy from Emerald Foundation, high and Rehabilitation Center. He earned his BA from UC Berkeley school art teacher for eight years at Sacramento Waldorf School in medical anthropology and his MD from UCLA. He is boarded and international teaching of adults for over 20 years. in Preventive Medicine and Public Health. He writes a regular column for the Honolulu Star Advertiser and for several years appeared weekly on his KITV television show, The Doctor Is In. 2D. “I See What You’re Saying”—a Theater Workshop He has dedicated his career to the synthesis of spiritual, somatic Active movement and theater improvisation will be explored and psychological aspects of healthcare. as means of communication through body language, character development, and written dialogue. Lively fun for all and no 2H. Laying the Ground for Truth, Beauty and Goodness experience necessary. through the Waldorf Method of Teaching Mathematics and Mary Jo AbiNader – Theater Arts specialist and Class Teacher Geometry th for 15 years. 8 grade teacher at the HWS. This course will give an overview of mathematics and geometry and how it brings enlivening forces to a school’s curriculum. 2E. Awakening to the Etheric in the Digital Age: A Georg Glöckler – Georg has an academic training in Holistic Spiritual Scientific Approach Empowered by mathematics and physics from the University of Stuttgart, was a Eurythmy Waldorf high school teacher in Marburg, Germany for 20 years, did This workshop will focus through lecture, discussion and Waldorf teacher training in Witten-Annen for 10 years, and was eurythmy on the implications of modern technology and leader of the Mathematical-Astronomic Section at the Goetheanum, counterbalancing measures by means of experiences of the Switzerland for 18 years. Today, he lectures worldwide. etheric. Florian Sydow and Marguerite McKenna – Florian 2I. The Art of Needle Felting for Early Childhood Puppetry is Co-founder of Kahumana Farm & Community, twenty Needle felting is a wonderful craft. Even if you don’t think you years in building and design work, and Vice Chairman of the are creative, the wool somehow inspires you to create. The course Anthroposophical Society in Hawai‘i. An alum from Honolulu is suitable for beginners or those with some experience of felting Waldorf School, Marguerite is the current eurythmy teacher at the already. You will learn the basics of needle felting, how to make HWS. She holds an M.A. in Spiritual Philosophy and is completing seasonal animals and dolls toward the end of creating puppet play. her M.A. in Eurythmy Therapy. She has lectured internationally Sarita Sanghai – Sarita lives part-time in Hyderabad, India, and authored several articles on eurythmy. where she was a Waldorf parent. She attended Waldorf teacher training courses and conferences in many countries over the years (India, New Zealand, Thailand, Philippines, Korea, Japan, Switzerland, USA, etc.), and earned her Early Childhood Diploma from Sunbridge Institute, New York. She has taught kindergarten and was a class teacher. She actively supports the Waldorf movement in Nepal, her birthplace, and is co-founder of the Kathmandu Waldorf Kindergarten.

HAWAI‘I INTERNATIONAL HEALTH & EDUCATION KOLISKO CONFERENCE 2018

31 2J. Carving a Polynesian Fish Hook SATURDAY AFTERNOON Design and craft a replica Polynesian fish hook. Images of Hawaiian bone hook artifacts from Bishop Museum will be used CULTURAL ACTIVITY as source material to design the hooks. The Hawaiian fishhook Saturday 4:30pm, Auditorium course is usually taught at Honolulu Waldorf in ninth grade in Kumu Kathy Mahealani Wong and Sam ‘Ohu Gon, III tandem with the students’ Hawaiian Studies main lesson. Priority Kathy is the Kumu Hula and Hawaiian Studies teacher at the will be given to practical art and shop teachers from Polynesia Honolulu Waldorf School. She leads her own Hula Halau and is and Asia-Pacific areas that wish to develop this course material well known for her blessings, weddings and cultural events. Sam and offer it to their students. Limit eight participants. is a “Living Treasure of Hawai‘i,” botanist, senior scientist and Phil Dwyer – Phil teaches practical/applied arts at Honolulu cultural advisor for the Nature Conservancy for over 25 years, Waldorf School. He brings years of experience—as a professional and a talented musician. silversmith, goldsmith in Beverly Hills, sculptor, handyman, and biodynamic farmer—to all of his course material. Phil calls his practical arts curriculum, Earth Arts and refers to it as, “art with MONDAY AFTERNOON ARTISTIC ACTIVITY substance.” Monday 4:30pm, Auditorium Van James – Van is a visual artist and has been a teacher at FOR ALL the Honolulu Waldorf School for 35 years. He is chairman of the Anthroposophical Society in Hawai‘i, a council member of the Visual Art Section of North America, editor of Pacifica MORNING ARTISTIC SPEECH Journal, and author of several art books and a series of Hawai‘i Sunday, Monday & Tuesday, 8am – 8:30am guidebooks. He is a former board member of the Hawai‘i Alliance The Healing Art of Speaking for Arts Education and an active international teacher trainer and Introduction to elements of speech, breath and articulation advocate for culture and the arts. exercises, creative speaking for verse, poetry and story. Robyn Hewetson – Long-time teacher trainer and founder of WELLSPOKEN in New Zealand where she teaches creative speech in curative communities, schools and businesses.

HAWAI‘I INTERNATIONAL HEALTH & EDUCATION KOLISKO CONFERENCE 2018

32 Health and Education Hawai‘i International Kolisko Conference FEBRUARY 17-20, 2018 (SATURDAY-TUESDAY)

REGISTRATION INFORMATION

FULL NAME JOB TITLE

SCHOOL/INSTITUTION

PHONE CELL PHONE EMAIL ADDRESS

ADDRESS CITY STATE ZIP CODE

PAYMENT

Mail registration form and payment to: HONOLULU WALDORF SCHOOL c/o KOLISKO CONFERENCE 2018 Payment accepted by check or credit card. Payable to the Honolulu Waldorf School.

MAIL PHONE EMAIL 5257 KALANIANAOLE HWY., HONOLULU, HI 96821 USA (808) 735-9311 [email protected]

Please find enclosed my payment: Conference fee: $275 Early Bird Fee: $225 (If paid by January 1, 2018)  Enclosed is my check #______in the amount of $______.

 Please charge my credit card in the amount of $______.  Master Card  Visa  Discover Card

CARD NUMBER EXP. DATE NAME ON CARD

BILLING ADDRESS CITY STATE BILLING ZIP CODE Needed for card security verification

SIGNATURE

TRANSPORT DETAILS (if applicable)

ARRIVAL TO HONOLULU INTERNATIONAL AIRPORT (HNL):

 I will arrange my own transportation.  I would like a free pickup up at the following time: FRIDAY, FEB. 16:  2pm  8pm SATURDAY MORNING, FEB. 17:  7am  8am  9am (last pickup)

AIRLINE FLIGHT # DATE TIME Come out to curb with baggage and look for car with “Kolisko” sign. Free airport pickup is only available at the times listed above. Note: There will not be any pickups after 9am Saturday.

DEPARTURE FROM SCHOOL TO HONOLULU INTERNATIONAL AIRPORT: (for estimating numbers)

 I will arrange my own transportation.  I would like a free drop-off at the following time: TUESDAY, FEB. 20:  Depart school at 12:30pm / Arrive at HNL at 1:15pm or  Depart school at 1:30pm / Arrive at HNL at 2:15pm Drop-off is offered only at these times listed above. Sign-up will take place at the conference.

MEALS

There is a $20 / $25 dinner and a $15 lunch fee for meals. There are also some restaurants/fast food places across the highway from the school.

DIETARY REQUIREMENTS For ‘in school’ menu, if you are purchasing meals.

FOOD INTOLERANCES VEGETARIAN OTHER

SATURDAY/SUNDAY/MONDAY (Please indicate the meals you would like to buy):  Saturday lunch $15  Sunday lunch $15  Monday lunch $15  Lunch for delegates on Tuesday  Saturday luau dinner $25 There is no Sunday dinner  Monday dinner $20

Total amount for Meals Indicated Above: $______

33 OPTIONAL AFTERNOON EXCURSIONS

SUNDAY, FEBRUARY 18 (check one) Are you interested in a tour of Oahu’s beautiful Ka ʻIwi Coast (includes a swim)?  Yes I would like to go on an organized ridge or valley hike in the area?  Yes I would like to dropped-off in Waikiki or historic downtown Honolulu?  Yes Meet in a special interest group?  Yes What kind of group? ______I will arrange my own afternoon.  Yes

ACCOMMODATION CHOICE

 DORMITORY STYLE – Futon on classroom floor (bring your own bedding) $15 fee for all four nights (Fri, Sat, Sun, Mon.) payable at registration check-in.  PRIVATE AREA STAY – Futon on private office/classroom floor (bring your own bedding): $15 fee per night payable at registration check-in. (These are limited). HOMESTAY, BED AND BREAKFAST – $25 fee per night payable in-full on the first night to host. (These homestays have limited availability, first come first served.)  I WILL MAKE MY OWN ARRANGEMENTS

WORKSHOPS Place numerical preference (1, 2 and 3) for Workshop 1 (Mornings) and Workshop 2 (Afternoons) MORNING WORKSHOP 1: SUNDAY AND MONDAY, 10:30am-12:30pm ___ 1A. Anthroposophical Physiology and Perspectives on Child Health – Dr. Christian Wessling, MD ___ 1B. Sex Education and the Spirit – Lisa Romero ___ 1C. Biodynamic Agriculture and Eurythmy: a Marriage of Life Forces – C. and H. Hoven ___ 1D. Can Honeybees Light the Path for our Future? – Terra Malmstrom ___ 1E. Futures in Waldorf Schools: Cultures, Consciousness and a Global Education – Andrew Hill ___ 1F. Why are Truth, Beauty and Goodness Resources of Health? – Dr. Michaela Glöckler, MD ___ 1G. The Uplifting Power of Choral Singing – Sacred Music – Anne Riegel and Ronald Koetzsch ___ 1H. Educational Support as an Element of Waldorf Pedagogy – Paul Gierlach ___ 1I. Stone Carving an Oloid – Jack Bryant

AFTERNOON WORKSHOP 2: SATURDAY AND MONDAY, 1:30PM-3:30PM ___ 2A. How Inner Development Supports our Outer Tasks – Lisa Romero ___ 2B. Artistic Workshop in Plant Observation – Beth Allingham ___ 2C. What Colors May Lead to an Experience of Truth and Beauty? – Iris Sullivan ___ 2D. “I See What You’re Saying”—a Theater Workshop – Mary Jo AbiNader ___ 2E. Awakening to the Etheric: Spirit Scientific & Eurythmy – F. Sydow and M. McKenna ___ 2F. Leading a Living Organism – Jocelyn Romero Demirbag, Ed.D. ___ 2G. Breathing Life into Integrative Medicine – Dr. Ira Zunin, MD, MPH ___ 2H. Truth, Beauty and Goodness: Mathematics and Geometry – Georg Glöckler ___ 2I. The Art of Needle Felting for Early Childhood Puppetry – Sarita Sanghai ___ 2J. Carving a Polynesian Fish Hook – Phil Dwyer

REGISTRATION

The Conference Registration Fee is $275.00 (Early Bird fee is $225, if paid by January 1, 2018). Please make payment for conference fee and your meals to Honolulu Waldorf School.

TOTAL CONFERENCE FEE AMOUNT WITH THIS REGISTRATION FORM: $______

MEALS AMOUNT DUE WITH THIS REGISTRATION FORM: + $______

TOTAL DUE WITH THIS REGISTRATION FORM, BY CHECK OR CREDIT CARD = $______

MAIL PHONE EMAIL WEB 5257 Kalanianaole Hwy. Niu Valley (808) 377-5471 [email protected] honoluluwaldorf.org Honolulu, HI 96821 USA ‘Aina Haina (808) 735-9311

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AURORA AUSTRALIS SCHOOL OF EURYTHMY AND THE ARTS

We are now taking applications for a new training beginning in April 2018. Eurythmy was introduced by Rudolf Steiner in the early 20th century and means beautiful, harmonious movement. Many of us ask questions like “Who am I?”, “Where do I come from?” and “Where am I going?” In doing Eurythmy, we learn to understand ourselves and our relationship to the world around us – not only with our heads but also with our whole body and being. “I not only think IT, I feel IT and I do IT”. Eurythmy asks me to be present and conscious in every moment. By working in the creative and formative forces of speech and music, Eurythmy makes visible the spoken word (through poetry and story) and music. In Speech Eurythmy we seek to express what is in the Word (and al its laws and structure). In Music Eurythmy, we are not moving with the music, we are the music. Thus, the human being is the instrument. As well as studying Eurythmy, the student will, over a four-year training period also study music theory and history, painting, sculpture and art history, from drawing, speech formation English literature, anthroposophical medicine and anthroposophy. In addition, there will be a block of education Eurythmy. On completing the training, students will receive a Diploma in Eurythmy, recognised by the Section for Speech Eurythmy and Music in Dornach, Switzerland. Graduates can work in schools, therapeutic communities and special needs schools and communities. Further training in curative Eurythmy, artistic Eurythmy and pedagogical Eurythmy can be pursued. The training is open to school leavers who wish to pursue a career working with this artistic, educational and healing movement. It is also suitable for the more mature adult. The training will be held in the Michael Centre in Warranwood, Melbourne and is organised and run by a small group of eurythmists. Birgith Lugosi the artistic director brings to the course nearly thirty years of experience. Susan Gould and Beth Christensen will work alongside her, and from time to time guest teachers will be invited.

Enquiries: For further information, please contact Birgith Lugosi. [email protected] - (03) 98528751 [email protected] – 0426617254

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36 Walking the Dog Theater with David Anderson 2018 Schedule

Dec 28 (2017)-Jan 1 Chengdu, Module 5 – rehearse King Lear Jan 4-14 Beijing, Module 6 – rehearse and perform Macbeth Jan 17-23 Guangzhou, Module 5 – rehearse The Tempest Jan 25-31 Hong Kong, Module 3 Feb 1-4 YR – Eurythmy workshop, DA – Tokyo training Feb 6-11 Taipei, Module 5 – Hamlet Feb 20-March 3 Cixin Players rehearse and perform King Lear Class 12 – rehearse Les Miserables March 5-24 Hawthorne Valley Class 10 rehearse and perform March 28-April 3 Xian, Module 4 April 5-14 Shanghai, Module 6, rehearse and perform The Merchant of Venice April 16-May 6 Hudson, Immersion with The Michael Chekhov School May 7-June 2 Hawthorne Valley Class 12 rehearse and perform May 20 Hillsdale, YR and DA wedding June 18-July 29 WTD’s 21st Anniversary celebration – rehearsal and production of Richard II, directed by Melania Levitsky Performing July 19-22 and 25-29 August 3 Taichung, Talk on Drama and Inner Development Aug 4-8 Taichung, Module 1 Aug 9 Taichung Advanced Workshop with The Cicada Ensemble Aug 11-15 Taipei, Module 6 – rehearse Hamlet Aug 18-23 Tianjin, Module 3 Aug 25-26 Tianjin, weekend workshop Aug 29-Sept 3 Chengdu, Module 6 – rehearse King Lear Sept 6-16 Guangzhou, Module 6 – rehearse and perform The Tempest Sept 18-22 Guangzhou, Hairong School, team building Sept 24-28 Hong Kong, Module 4 Sept 30-Oct 6 Fuzhou, Module 3 Oct 8-13 Tokyo, Fujino School Oct 15-20 Kyoto, Kyotanabe School Oct 22-28 Yokohama, Island Culture Project Oct 31-Nov 6 Xian, Module 5 Nov 9-14 Dali, Module 1 Nov-Dec 2 Cixin Waldorf School, class 11 production Dec 4-20 US Tour A Christmas Carol Dec 21-24 Hudson, 13th Anniversary production of A Christmas Carol

37 Poem 2 Join us as we trace threads of spiritual history Teach to the whole human being in the landscape and soul-scape of Scotland Your pedagogy will unify the school Use anthroposophy to develop methods with story, song, eurythmy, and informal talks. Take a lively interest in the world.

Visit the stone circle of the Outer Hebrides and Your task is moral-spiritual and Orkney Islands, the glens and mountains of the Karmic, specific to our time Highlands, the sacred island of Iona, Findhorn The children come from the care of community, historic Edinburgh, castles, rainbows, spirit beings Help them harmonize what comes and much more. from the spirit world with what Tour leaders are native Scots: they meet in the earthly world. Gillian Schoemaker, eurythmist Breathing and sleeping are the keys to Sean Gordon, Celtic scholar, storyteller, and Blue Badge guide the essence of the human being. Scottish Odyssey July 19 to August 7, 2018

Interested? For details contact Gillian at 610.469.0864 or [email protected] Fifth grade student in Taichung, Taiwan.

38 Asia-Pacific Contacts

Friends of Rudolf Steiner Education Korea Nana Göbel Eunhwa Lee Pacifica Journal [email protected] [email protected] is published as a biannual e-newsletter by the Anthroposophical Society in Asia Nepal Hans van Florenstein Mulder Rachel Amtzis Hawai‘i. [email protected] [email protected] Please send subscriptions, donations, Australia New Zealand inquiries, announcements and Jan Baker-Finch Sue Simpson submissions to: [email protected] [email protected] www.anthroposophy.org.au www.anthroposophy.org.nz Pacifica Journal

China Philippines Anthroposophical Society in Ben Cherry, Jake Tan, Hawai‘i [email protected] [email protected] 2514 Alaula Way Hawai‘i Taiwan Honolulu, HI 96822 USA Van James [email protected] [email protected] Ya-Chih Chan www.anthrohawaii.org [email protected] Editor...... Van James Assistant Editor...... Bonnie Ozaki­ James Thailand India Production...... Julian Sydow Aban Bana Dr. Porn Panosot [email protected] [email protected] www.anthroposophyindia.org www.panyotai.com

Japan Viêt-Nam Yuji Agematsu Thanh Cherry [email protected] [email protected] www.anthroposophische-gesellschaft-japan.org

39 Pacifica Journal Number 53, 2018-1 One Hundred Years: ...... 1 The Threefold Social Order...... 2 Light into the World Ether...... 12 China's Yuppies Want Schools to be More Laid-back... 13 Taiwan: Sweet Potato of the Pacific...... 14 Does Steiner Education Work?...... 16 What I Have Learned About Waldorf ...... 17 An Update From Lightweight Theatre...... 19 'This War Is Not Inevitable'...... 21 Don't keep cell phones next to your body, ...... 22 Theodore C. Mahle...... 23 News: Conferences and Courses...... 24 Asia-Pacific Contacts...... 39 The Hawaiian Islands—venue for the 2018 International Health Contents and Subscription Form...... 40 and Education Kolisko Conference. February 17-20, Honolulu Waldorf School, [email protected]

Pacifica Journal Annual Subscription Please submit in US currency 2 years (four) e-issues $15 Name______(e-issues only, no hardcopies) Address ______Make check payable to: ______

______

Email ______Date______2514 Alaula Way Honolulu, HI 96822 www.anthrohawaii.org "Consciousness is a small and limited death. Death is a great and unlimited consciousness." --RUDOLF STEINER

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