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The Light Course [Iii] THE LIGHT COURSE [III] FOUNDATIONS OF WALDORF EDUCATION RUDOLF STEINER The Light Course FIRST COURSE IN NATURAL SCIENCE: LIGHT, COL OR, SOUND— MASS, ELECTRICITY, MAGNETISM TRANSLATED BY RAOUL CANSINO Anthroposophic Press Published by Anthroposophic Press P.O. Box 799 Great Barrington, MA 01230 www.anthropress.org Translation copyright © 2001 by Anthroposophic Press This work is a translation of Geisteswissentschaftliche Impulse zur Entwickelung der Physik: Erster naturwissenschaftlicher Kurs: Licht, Farbe, Ton—Masse, Elektrizität, Magnetismus (GA 320); copyright © 1964 Verlag der Rudolf Steiner–Nachlass- verwaltung, Dornach, Switzerland. Translated with permission. Publication of this work was made possible by a grant from the Waldorf Curriculum Fund. Book design by Jennie Reins Stanton. Library of Congress Cataloging-in-Publication Data Steiner, Rudolf, 1861-1925. [Lichtkurs. English] The light course : ten lectures on physics : delivered in Stuttgart, December 23, 1919-January 3, 1920 / by Rudolf Steiner ; translated with a foreword by Raoul Cansino. p. cm. -- (Foundations of Waldorf education ; 22) ISBN 0-88010-499-6 1. Light. 2. Color. 3. Anthroposophy. I. Title. II. Series. QC361 .S8313 2001 535--dc21 2001003239 10 9 8 7 6 5 4 3 2 1 All rights reserved. No part of this book may be reproduced in any form without the written permission of the publishers, except for brief quotations embodied in critical articles and reviews. Printed in the United States of America Contents Translator’s Introduction ................................................................. 7 A Note on the Text ........................................................................ 13 FIRST LECTURE December 23, 1919 ..................................................................... 15 SECOND LECTURE December 24, 1919 ..................................................................... 33 THIRD LECTURE December 25, 1919 ..................................................................... 51 FOURTH LECTURE December 26, 1919 ..................................................................... 69 FIFTH LECTURE December 27, 1919 ..................................................................... 85 SIXTH LECTURE December 29, 1919 ..................................................................... 95 SEVENTH LECTURE December 30, 1919 ................................................................... 111 EIGHTH LECTURE December 31, 1919..................................................................... 124 NINTH LECTURE January 2, 1920 ......................................................................... 138 TENTH LECTURE January 3, 1920.......................................................................... 155 DISCUSSION STATEMENT August 8, 1921 ........................................................................... 172 Notes .......................................................................................... 186 Index ......................................................................................... 197 The Foundations of Waldorf Education......................................... 203 Rudolf Steiner’s Lectures and Writings on Education...................... 205 Translator’s Introduction On a parent education evening at Green Meadow Waldorf School in New York, the class teacher of the seventh grade demonstrates a first physics experiment for the parents in attendance. Over a Bunsen burner he heats a beaker of water containing a piece of ice. The parents watch in rapt silence for several minutes while tiny bubbles form on the bottom and sides of the beaker. Losing its milky opacity and gradually tak- ing on the transparency of the surrounding water, the chunk of ice becomes more mobile, swimming about slowly in the bea- ker. Bubbles begin to form around the piece of ice, and, one by one, little bubbles rise from the bottom of the beaker, describ- ing erratic paths to the surface. Soon the chunk of ice is no more than a ghostly semblance of its former self, perceptible only as a fleeting watery “thickness” or as a sensation of move- ment. Then, with surprising suddenness, the water itself is full of motion and no longer transparent but turbulent with large bubbles that swiftly ascend the sides of the beaker. The water itself appears to flow upward and then toward the center of the surface, where it seems to be sucked down again into the boil- ing cauldron. Surprisingly, very little steam is generated in this process, but when the teacher turns off the Bunsen burner, steam suddenly becomes visible, rising from the now quiet water, in which there is no more ice to be seen. The ice has “melted.” The parents then offer their observations. What did they see? 8 THE LIGHT COURSE For many of the parents, it is a first glimpse into the phe- nomenally based science curriculum that their children have been learning since their botany block in fifth grade. For the class teacher, it is an opportunity to explain that Waldorf edu- cation aims to bring the children an understanding of the phys- ical world that is based on what they can actually observe with their senses. After observing such an experiment, the children attempt to put into their own words what they have seen. If they say that the water boiled and the ice melted, the teacher encourages them to describe the actual individual moments until the class has built up a full picture of the process. The children are learning (or actually relearning) how to attend to a natural phenomenon without substituting concepts such as “boil” or “melt” for actual perceptions. This sense-based way of doing science, which has its roots in Goethe’s scientific prac- tices, is to continue throughout the children’s education even through the high school. As a dyed-in-the-wool friend of the humanities, who as a schoolboy had avoided the “hard” sciences whenever possible, I was fascinated by both the demonstration and the explana- tion. As a student of German literature, I had heard about Goethe’s ideas on color and had a passing acquaintance with the controversies surrounding the great poet’s work in science. A subsequent Waldorf conference, at which science teachers Stephen Edelglass and Michael D’Aleo spoke about the Goet- hean approach to physics, once again piqued my interest: here was a way of looking at the natural world without reducing it to dry formulas and invisible forces. Where had this approach come from? “We can definitely stick with the phenomenon. That is good,” said Rudolf Steiner in the “Discussion Statement” (August 8, 1921) that has been printed here in lieu of an afterword to The Light Course. A simpler description of Translator’s Introduction 9 Goethe’s approach could hardly be given, yet it captures the essence: Goethe was not interested in “natural laws,” in find- ing a cause lurking behind the phenomena. Instead he sought by dint of careful observation to create what Steiner called “a kind of rational description of nature” (First Lecture), which would reveal the “archetypal phenomenon” (Urphänomen), consisting of the most basic elements of the observed phe- nomena. Goethe saw such an archetypal phenomenon in the colors that appeared when he first looked through a spectrum toward a window where the darkness of the frame met the brightness of the sky. “First Course in Natural Science” was the name Rudolf Steiner originally gave to this series of ten lectures for the teachers of the new Waldorf School in Stuttgart from Decem- ber 23, 1919, to January 3, 1920. Over the intervening years these lectures gained the sobriquet “The Light Course,” a mis- nomer perhaps, since the course deals with a much larger range of phenomena, encompassing, besides light and color, discus- sions of sound, mass, electricity, and magnetism, and even ven- turing into areas such as radioactivity, relativity, and quantum mechanics, which constituted the cutting edge of physics at that time. Nevertheless the nickname does have a certain justi- fication, since all of lectures three through seven and a good deal of lecture two are devoted to light and the related phe- nomenon of color. Equally significant, the discussion of light gave Rudolf Steiner the opportunity to establish the phenome- nological approach of Goethe’s Color Theory as the method- ological basis for looking at other physical phenomena. Far from being a straightforward guide to teaching physics in the Waldorf School with practical suggestions on curriculum and teaching methods, The Light Course and two subsequent courses on the natural sciences given in 1920 and 1921 were intended as a basic schooling in the Goethean approach to 10 THE LIGHT COURSE science and as an introduction to Rudolf Steiner’s project of anchoring natural science in a science of the spirit. At its core The Light Course is a critique of the materialistic thinking of modern science that separates the perceived object from the perceiving subject, denying the inner spiritual experi- ence of the human being and reducing consciousness to a mere artifact of stimulated matter. Steiner poses the basic epistemo- logical question: how do we know what we know? He contrasts the purely abstract “mathematical way of looking at natural phenomena” characteristic of classical science with an approach based on human beings and their relationship, through the senses, to the natural world. By reclaiming the validity of sen- sory experience, Steiner bridges the chasm between the inner experience of the human being and the “real” outer world. Guiding his audience through a series of
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