Chapter 1 Waldorf Teacher Education

Total Page:16

File Type:pdf, Size:1020Kb

Chapter 1 Waldorf Teacher Education Chapter 1 Waldorf Teacher Education: Methodology of the Study Section 1 Introduction 1. Background information The primary focus of most of the literature on Steiner or Waldorf Education ~ whether couched in ways variously intending to theorise, compare, inform, expound, or extol ~ has been on the question of how children (whether of early childhood, primary or high school years) should be educated. The main aim of this thesis is to explore the question of how Waldorf teachers should be educated. In order to begin to tackle this seemingly straightforward question it seemed logical to begin at the beginning, that is, with the theory underlying what Waldorf teachers were being educated for. Steiner’s educational theory is explicit in maintaining that education is about facilitating the process of becoming more human. But aren’t we human enough already? What does it mean to become more human? How are human beings (for so long referred to as ‘Man’) constituted? What is ‘Man’? In some ways the trend of the questioning is reminiscent of, and inevitably leads to, the Classical Greek injunction “O Man. Know Thyself”1. It was in contemplating these questions that the realisation came of what the underlying core of the thesis would be. Something had to be said about what Steiner believed the human being to be, and therefore how the education of the human being should proceed. More specifically still, how the teachers who were to implement the 1 This injunction was engraved above the portal of the temple of Apollo at Delphi. 2 educational ideas would themselves be educated. But why make a study of what constitutes an ideal Waldorf teacher education? Why be concerned about the implications for teacher education of Rudolf Steiner’s educational philosophy and its practice in Waldorf schools? One goal of this study is to bring to the attention of a wider readership some of Rudolf Steiner’s ideas. It is wholly appropriate that an educational philosophy as coherent and internally consistent as Steiner’s, and a teaching method as comprehensive and thoroughly articulated as Waldorf pedagogy, should be more widely known and understood in educational circles. In Teacher’s College or University library shelves, normally laden with books on educational philosophies, one can hardly find a reference to Rudolf Steiner or Waldorf education. Even in the context of progressive educational theory and practice the name of Steiner is barely visible amongst the more popular and somewhat revered figures of Rousseau, Pestalozzi, Froebel, Dewey, Neill, Montessori, and others. One would hardly be aware that the latter three educators were Steiner’s contemporaries. Only a few within the stream of writers on progressive or alternative educational ideas have ventured to try to penetrate or discuss Steiner’s educational work.2 Steiner education or Steiner schools and Waldorf education or Waldorf schools are used interchangeably in this thesis as well as in the Steiner or Waldorf school movement. In recent times the two names have been combined and the terms Steiner Waldorf education and Steiner Waldorf schools are generally used. ‘Steiner’ of course refers to the man who articulated the educational philosophy and brought it into 2 A notable exception to those who omit to mention Steiner, among the ‘mainstream education’ writers, is the text by S. J. Curtis & M. E. A. Boultwood’s A Short History of Educational Ideas, University Tutorial Press, London, 1953. Of the writers in the progressive education stream, a fair coverage of Steiner education is provided by W. A. C. Stewart, Progressives and Radicals in English Education, 1750-1970, Augustus M Kelley, New Jersey, 1972. Chapter 1 Section 1 3 practical expression, and ‘Waldorf’ refers to the name of the very first school which opened on the grounds of the Waldorf Astoria cigarette factory in Stuttgart, the founding of which will be discussed in detail in due course. Knowledge about Waldorf schools varies widely around the world; for example, they are well known in Germany since Waldorf education began there eighty years ago, and constitutes the largest non-government school movement. However, this widespread knowledge about and acceptance of Waldorf schools is not the case in English speaking countries like Australia, Great Britain or the United States of America. There are at least four reasons for the relative obscurity of Steiner Waldorf schools. • First: After the first Waldorf school was founded in 1919, it (and subsequent schools) did not become a member of the New Education Fellowship which, founded in 1921, included most of the progressive school movement at that time. It is probable that either the Waldorf school teachers did not know of the existence of the NEF, or they were not invited, Germany being the recently defeated WWI enemy. Hence their absence at NEF conferences probably contributed to their continuing obscurity among the wider community of progressive schools. • Second: Waldorf schools largely kept to themselves, perhaps believing that they had a unique educational mission to accomplish, the aim of which was incompatible with many developments in a world which seemed increasingly to be adopting materialistic values. For example, the instrumentalist aims and greater dominance of the economy in education was compromising both teachers’ and students’ spiritual freedom. Waldorf schools were probably hoping to maintain, as Chapter 1 Section 1 4 one Waldorf educationist wryly commented, ‘an educational moral high ground…in an increasingly laissez-faire world’.3 • Third: After Steiner’s death in 1925, the growth of Waldorf schools amounted to a cultural phenomenon, largely proceeding from a ‘grass roots’ level using local networks. There was no ‘central headquarters’ initiating or promoting the expansion of the Waldorf school movement, and therefore its growth around the world did not acquire a high profile. • Fourth: The literature on Waldorf pedagogy was not readily available in English translation until the 1970s, and what could be purchased was not always digestible to readers outside of the Waldorf school movement. Nevertheless, from the early 1970s there was a rapid growth in the number of Waldorf schools in many countries, including Australia. It was not until the late-1980s and beyond, with notable exceptions, that efforts were made within the Waldorf Movement to become less isolated from mainstream education and more visible to government funding bodies as well as the broader world of what came to be called ‘the education industry’, including teachers’ unions and academia. Such attempts at bridge building could be seen in the efforts of a new generation of anthroposophists4, including some Waldorf educators, who began publishing their own research in diverse fields, reinterpreting Steiner’s original work or extending it. Some areas of Steiner’s work, such as the Threefold Social Order, were revisited and found currency in such fields as Business Management, Economics and Social Science. For example, the theoretical justification for freedom in education could be found in Steiner’s Social Theory, and 3 Brien Masters, An Appraisal of Steinerian Theory and Waldorf Praxis: How do they compare, Unpublished doctoral thesis, University of Surrey, England, 1997, p. 5 Chapter 1 Section 1 5 this theory could help support the resistance to the pervasive influence of economic rationalism. Having been one of the founding teachers of a Waldorf school in the late 1970s, and further working as a classroom teacher for twelve years, educational administrator, Waldorf consultant and teacher educator, and having assisted Waldorf school initiatives to develop, and seen the number of schools grow from five to fifty in Australia in under twenty years, it became increasingly obvious to me, as I travelled around the country visiting new schools, that the continued value of Steiner’s educational philosophy, and the integrity of the Waldorf school movement, lay in the quality of the education, both pre-service and in-service, undertaken by those working in the schools. This then provided the primary motive for undertaking this research: to interrogate the validity of my concerns by investigating them from both a theoretical as well as empirical basis. 2. Research questions The various practical initiatives in the Waldorf School Movement ~ from Early Childhood, through to Primary and Secondary Education ~ provided a range of fields from which to choose an area of research. As mentioned above, from the late 1980s an increasing number of writers began exploring Steiner’s ideas and started to review and reinterpret his views on child development, as well as his practical indications on the development of a wide range of curriculum areas. However, little attention was given to the field of teacher education, despite the fact that its vitality, richness and effectiveness were crucial to ensure that the rapidly growing number of Waldorf schools could be staffed with trained Waldorf teachers. It appeared that developing a healthy education for children took precedence, and rightly 4 The adjective derives from the noun ‘Anthroposophy’, which is the name Steiner gave to his Chapter 1 Section 1 6 so, but how were the educators to be educated? What constituted best practice in Waldorf teacher education? The essential starting point in pursuing these questions must be Steiner’s educational philosophy, and his views and practice in training teachers for the first Waldorf school. From that starting point, it is also necessary
Recommended publications
  • What Else Is Going on in the General Anthroposophical Society!
    Entwurf - vertraulich 9. Dezember 2018 What else is going on in the General Anthroposophical Society! Issue No. 4 / 16 December 2018 This newsletter is an independent and private initiative on current and historical questions and affairs concerning the General Anthroposophical Society and its environment. Each author is solely responsible for his articles. Unlabelled articles originate from the publisher himself. Editor: Thomas Heck. Imprint at the end of this issue. A Reflection in Preparation for being once again, ... and how the visions of the seers are crowned [during the time of the Holy Nights] ... by the im- the Twelve Holy Nights agination of Christ ...."2 Every year we can use the time of the twelve Holy Nights Those who know the lecture cycle "The fateful year 1923"3 anew to achieve a special understanding and a deepening of know what a catastrophic state the Anthroposophical Society insight, and thus allow this time to become a source of was in at that time. Until as late as mid-November, Rudolf strength for the New Year. Steiner struggled with the question of whether he should withdraw from the Society with a small circle of people. There This particularly applies to people who feel connected to the was an enormous resistance within the Society to his inten- impulses Rudolf Steiner gave when the Anthroposophical tions, an inner opposition to him from the unconscious soul- Society was re-founded at Christmas 1923. After all, the life, and thus an opposition to the impulses from the spiritual events of the Christmas Conference and the laying of the world, to Michael, the Spirit of the Age.
    [Show full text]
  • A Window on Nature Stirring the Biodynamic Preparations Jimmy
    Journal of the Biodynamic agricultural association n ISSUE NO: 112 n WINTER 2010 n ISSN NO: 1472-4634 n £4.50 harnessing the energy of the soil chromas - a window on nature stirring the Biodynamic preparations Jimmy anderson - in conversation the Biodynamic seed development project STAR & FURROW agricultural The Association is working to develop a sus- Journal of the Biodynamic Agricultural Association association (BDAA) tainable on-farm plant breeding programme, Published twice yearly increase the availability of high quality seed Issue Number 112 - Winter 2010 The Association exists in order to sup- varieties suited to organic growing condi- ISSN 1472-4634 port, promote and develop the biodynamic tions and encourage the establishment of approach to farming, gardening and forestry. a cooperative network of biodynamic seed This unique form of organic growing seeks producers. The breeding and development of STAR & FURROW is the membership magazine to improve the nutritional value of food and appropriate site adapted varieties is of vital of The Biodynamic Agricultural Association the sustainability of land by nurturing the vi- interest to biodynamic farmers and offers (BDAA). It is issued free to members. tality of the soil through the practical applica- the only long term alternative to biotech- Non members can also purchase Star and tion of a holistic and spiritual understanding nology. It also requires an ongoing research Furrow. For two copies per annum the rates are: of nature and the human being. Put simply, commitment that is entirely dependent on UK £11.00 including postage our aim is greater vitality for people and gifts and donations.
    [Show full text]
  • Rudolf Steiners Oppdrag Til De Første «Formidlerne» En Beretning Med Konklusjoner Med Henblikk På Den Nåværende Tilstand for Antroposofisk Esoterikk
    DE FØRSTE «FORMIDLERNE» Rudolf Steiners oppdrag til de første «formidlerne» En beretning med konklusjoner med henblikk på den nåværende tilstand for antroposofisk esoterikk Johannes Kiersch ed sitt dristige forsøk på å gi den an- usleste forhold, beror ikke minst på de strenge troposofiske bevegelse en esoterisk reglene som Rudolf Steiner gav for å beskytte den kjerne til fornyelse, etterlot Rudolf dyrebare visdommen som han formidlet i sine ti- SteinerM seg en oppgave som stadig må løses på mer. Fra 1992 er avskriftene av timene, inkludert nytt.1 Dermed satte han sin lit til selvstendighet mantraene og tavletegningene, av nøye gjennom- og individuelle initiativer. Med ideen om Den tenkte grunner blitt fullstendig offentliggjort og frie høyskole for åndsvitenskap som hjerteorgan er tilgjengelig i bokhandlene – fra 2011 kom de skisserte han samtidig et ledebilde for formen også i en billigutgave.2 De beskyttende reglene som det nødvendige samarbeidet måtte ha. Som er dermed gjort fullstendig innholdsløse. Hvert hjelpemiddel for dem som ville arbeide sammen menneske har rett til å lese tekstene og dermed til med ham, gav han gjennom høyskolens timer en å omgås dem som han eller hun vil. Mange som rekke mantra til individuell meditasjon, og for- gjør det, ser seg i sin streben stilt overfor spørs- klaringer til disse. Det lyktes ham også å fullføre målet om hvordan de kan komme til et samar- et kurs for Første klasse av skolen frem til høsten beid med andre, likesinnede, og om det ennå er 1924. Men hva foresvevet ham for den videre meningsfullt å tenke på Rudolf Steiners ledebilde oppbygningen av skolen? Han utnevnte ingen et- med Høyskolen som hjertet i et blodkretsløp.
    [Show full text]
  • Vom Gewöhnlichen Zum Höheren Selbst 100 Jahre Anthroposophische Gesellschaft Die Oberuferer Weihnachtsspiele Wege Aus Der Welt
    Jg. 17/Nr. 2/3 Dezember/Januar 2012/13 Symptomatisches aus Politik, Kultur und Wirtschaft Vom gewöhnlichen zum höheren Selbst 100 Jahre Anthroposophische Gesellschaft Die Oberuferer Weihnachtsspiele Wege aus der Weltwirtschaftskrise Unveröffentlichter Aufsatz von W. J. Stein D.N. Dunlop, Mabel Collins, St. Exupéry Fr. 22.– € 17.– Monatsschrift auf der Grundlage Geisteswissenschaft Rudolf Steiners Fr. 22.– € 17.– Perseus-Michael Die Erneuerung des anthroposophischen Inhalt Strebens vor 100 Jahren – und heute? Vom «Ich in seinen Schranken» zum höheren Selbst 3 ach dem Rauswurf der Deutschen Sektion der Theosophischen Gesell- Thomas Meyer Nschaft aus der internationalen Theosophischen Gesellschaft im Dezem- ber 1912 – bedingt durch die Nicht-Annahme der Krishnamurti-Doktrin durch Vorwort zu Polzers «Mysterium Rudolf Steiner – wurde auf die Initiative von Mathilde Scholl hin beschlossen, der europäischen Mitte» 4 Thomas Meyer eine Anthroposophische Gesellschaft zu gründen. Nach den fatalen Erfahrun- gen innerhalb der TG wirkte Steiner in dieser neuen Gesellschaft nur als Leh- Vorwort zur Neuauflage 6 Editorial - rer, ohne deren Mitglied zu sein.* des Romans Ein neuer Zug ging nun durch Rudolf Steiners ganzes Wirken. «Der unverbrüchliche Vetrag» «Es war einfach nicht möglich», bilanziert Steiner in der Einleitung zum Was sagen uns die Haager Zyklus (GA 145) am 20. März 1913 die Wirksamkeit innerhalb der Oberuferer Spiele heute? 8 TG, «dasjenige, was man in berechtigter Weise Okkultismus nennt, in all sei- Frank von Zeska ner Weitherzigkeit
    [Show full text]
  • Ms. Tomer Rosen-Grace Harduf 1793000, D.N. Hamovil [email protected] Last Update: October 2016
    Ms. Tomer Rosen-Grace Harduf 1793000, D.N. Hamovil [email protected] Last Update: October 2016 Tomer Rosen Grace, Translator, Copy editor & Proofreader CV, Anthroposophical and other Translation Projects, and relevant work experience Name: Tomer Yasmin Rosen Grace Born: 12 September 1968, Mother of 2. Currently living in Harduf Anthroposophic Community in the North of Israel. Over the past 25 years I have translated 15 books as well as articles from English and German into Hebrew, mostly in the areas of literature, Jewish and New Age spirituality, Anthroposophy, self help, parenting, couples help and new age psychology & channelling. Recently I also translated an 300-page autobiography from Hebrew into English. I have also written, illustrated and self-published 12 children's books in Hebrew to-date, with more intended in near future. The first of them I also translated into English and published on Amazon July 2015. Part of my expertise lies in presenting a well written translated text, i.e. I always edit my own text for accuracy and style, making sure each dot lies in its rightful place. In addition to translating, I also take editing and proof-reading works in Hebrew, concentrating on polishing-up the text in terms of style and spelling/punctuation, rather than re-writing it. Punctuation in Hebrew (Nikkud) is another skill I offer, as well as editing already-translated work from German or English, including comparing the translation to the original and correcting it as necessary. Translations and Editing of Anthroposophical Writings
    [Show full text]
  • Forum Antroposofi
    Forum Antroposofi nr 4 2o18 forum för antroposofi nr 4 2o18 4–5 22–24 Notiser Levnadsteckning & Till minne 6–1o 25 Samtal: Höstmöte 2o18: Intervju med Anders Kumlander Protokoll & verksamhetsplan Samtal om meditation 26–29 Kalendarium: 1o–15 Fria Högskolan för Antroposofi Krönikor: Antroposofiska Sällskapet Där misstar ni er Järna, Stockholm och Norrköping En mänsklig blick på solen och månen... Unga mår allt sämre. En myt? 3o–31 Förteckning över medlemsgrupper Brev från Rudolf Steiner Artiklar på hemsidan "Inte vad är viktigt i detta ..." Tack till trogen skribent Medlemssekretariat Specialskola startade Medlemskap Styrelse 16–17 Bilduppslaget 32 Bildberättelse 18–21 Krönikor: The Humane School Samarbete och ansvar När aristotelikerna blev en landsplåga Världens uppfostran av jaget Mysteriedramaveckan Mysteriedramaarbetet behöver vårt stöd Goetheanum: Konferens & böcker perspektivet Viljans gåta Regula Nilo Kära läsare, sakta men säkert sänker sig helt ny språkundervisning för att förmed- kroppsligt förkrossad. Denna känsla va- mörkret runtomkring oss. Dagarna blir la språkets valörer till unga människor. rade i fjorton dagar. Med viss bitterhet kortare och kvällarna nästan oändligt Efter kriget 1919 sökte Herbert anställ- tänkte han på de medlemmar i rörelsen långa. Vi tänder ljus både i oss och om- ning som gymnasielärare, dock utan som med avund såg på dem som hade en kring oss i tystnaden. Låt mig då få un- framgång. I det skedet hörde Emil Molt nära samvaro med Rudolf Steiner. ”Om de derhålla dig med en berättelse som väck- talas om honom och han lär ha utropat: bara visste hur man blev medveten om sin er frågor och funderingar, kanske en och ”Det är just den mannen jag söker!” Molt egen erbarmlighet, och hur man ibland annan av oss blir drabbad… var i färd med att bygga upp en utbildning blev förkrossad ända in i benmärgen.” När vi nu står inför 1oo-års jubileum av för sina medarbetare på Waldorf-cigarett- Kort efter denna episod började som- Waldorfskolan 2o19 är det på sin plats att fabriken i Stuttgart.
    [Show full text]
  • Autunno 2018
    NATURA E CULTURA editrice catalogo AUTUNNO 2018 www.naturaecultura.com Siamo una piccola realtà editoriale indipendente, dal 1989 pubblichiamo opere scelte in area antroposofica. Nel nostro catalogo trovate autori che hanno approfondito con dedizione e originalità le indicazioni di rudolf Steiner, fondatore dell’antroposofia. Fedeli alle nostre radici, la sfida che ci poniamo è di proporre libri coerenti ai valori che riteniamo importanti senza fermarci di fronte alle etichette. conoscenza, autoeducazione, esperienza concreta sono le nostre parole chiave. i temi prediletti sono la pedagogia e la genitorialità, la ricerca e lo sviluppo personale, l’alimentazione e la cura della salute, lo sguardo alla vivente natura, l’agricoltura biodinamica, il sociale. i nostri libri sono reperibili o ordinabili presso la vostra libreria preferita, nei negozi di prodotti naturali e biologici NaturaSì, nei bookshop online. Visitate la sezione librerie del nostro sito www.naturaecultura.com per scoprire i negozi che ci ospitano. i nostri contatti: NATURA E CULTURA EDITRICE società cooperativa tel.+39 338 5833907 / Fax +39 1782733370 e-mail [email protected] www.naturaecultura.com Naturaeculturaeditrice distributore nazionale per le librerie: o.N.B. old New Books distribuzioni editoriali Via a. Piutti, 2 – 33100 Udine tel. 0432 600987 / Fax 0432 600987 e-mail [email protected] aderisce al circuito FaSt Book e liBro.co 3 SalUte e Malattia. iN raPPorto a ViceNde UMaNe e karMiche rudolf Steiner Pag. 128, cm 14x21 - 3° edizione italiana, 2016 iSBN: 978-88-95673-36-3 € 12,00 ogni malattia è assimilabile a una disarmonia, a uno squilibrio tra l’uomo interiore e quello esteriore.
    [Show full text]
  • Europaer 09 2008.Pdf
    Jg.12/ Nr.9/10 Juli/August 2008 Symptomatisches aus Politik, Kultur und Wirtschaft Weltgeschichte und Zeitgeister Die 12 Weltanschauungen Eurythmiefiguren Ita Wegman und der Michael-Impuls Homer-Ausstellung in Basel 12.– Monatsschrift auf der Grundlage der Geisteswissenschaft Rudolf Steiners € New Age-Phänomene Fr. 19.– Fr. Barack Obama «Die Mitte Europas ist ein Mysterienraum. Er verlangt von der Menschheit, dass sie sich dementsprechend verhalte. Der Weg der Kulturperiode, in welcher wir leben, führt vom Westen kommend, nach dem Osten sich wendend, über diesen Raum. Da muss sich Altes metamorphosieren. Alle alten Kräfte verlieren sich auf diesem Gange nach dem Osten, sie können durch diesen Raum, ohne sich aus dem Geiste zu erneuern, nicht weiterschreiten. Wollen sie es doch tun, so werden sie zu Zerstörungskräften; Katastrophen gehen aus ihnen hervor. In diesem Raum muss aus Menschenerkenntnis, Menschenliebe und Menschenmut das erst werden, was heilsam weiterschreiten darf nach dem Osten hin.» Ludwig Polzer-Hoditz Die sieben Zeitgeister und die zwölf Weltanschauungen Inhalt «Zeitgeist» ist ein viel gebrauchtes Wort. Selten wird es in klarem, konkretem Sinne verwendet. Gewöhnlich wird damit ein recht diffuses Etwas bezeichnet, das Weltgeschichte im Lichte des irgendwie tonangebend hinter den Erscheinungen des Lebens der Gegenwart konkreten Zeitgeist-Wirkens 3 stehen soll. W. J. Stein Anders für die anthroposophisch orientierte Geisteswissenschaft: In ihr wird mit diesem Wort eine ganz bestimmte geistige Wesenheit bezeichnet, welche Die 12 Weltanschauungen und während rund 350 Jahren verschiedenartige Inspirationsimpulse in das jeweilige die Anthroposophie – Zeitalter einfließen lässt. mit besonderem Blick auf den Insgesamt gibt es sieben Zeitgeister, welche im Zusammenhang mit den sieben Anthropomorphismus 6 ptolemäischen Planetensphären wirksam sind (im ptolemäischen Sinne wird Nach einem Vortrag von Thomas Meyer auch die Sonne als «Planet» betrachtet).
    [Show full text]
  • Over De Redding Van De Ziel
    Over de redding van de ziel Bernard Lievegoed Over de redding van de ziel De samenwerking van drie grote mensheidsleiders Inhoud Voorwoord Jelle van der Meulen / 7 De eerste dag Over het waarom van dit boek / 19 De tweede dag De drie geestesstromingen / 34 De derde dag Rudolf Steiner als brenger van inzicht / 46 De vierde dag De stroming van Christian Rosenkreutz / 63 De vijfde dag De huidige taak van de Rozenkruisers / 75 De zesde dag De geestesstroming van Manoe / 82 De zevende dag De toekomstige taak van Manoe / 95 De achtste dag De strategie van de tegenmachten / 103 Noten bij de tekst / 117 Lijst van personen / 127 Appendix / 131 Voorwoord Toen Bernard Lievegoed op 12 december 1992 op zevenentachtige leeftijd overleed, had hij het werk aan dit boek nog maar net afgerond. Het laatste gesprek erover vond tien dagen voor zijn dood plaats. Bernard Lievegoed beschouwde dit boek als zijn afscheid en sprak meerdere malen van zijn ‘geestelijk testament’. In ons laatste gesprek vroeg hij mij een voorwoord te schrijven over de omstandigheden waaronder het is ontstaan. Naar zijn mening moest de lezer daarvan op de hoogte zijn om zich een goed oordeel te kunnnen vormen. Graag voldoe ik aan dit verzoek. Met het thema van dit boek heeft Bernard Lievegoed, zoals hij het in het eerste hoofdstuk vertelt, meer dan zestig jaar geworsteld. Het betreft dringende vragen over de innerlijke en spirituele achtergronden van de antroposofische bweging in de wereld. Lange tijd bleven die vragen onbeantwoord; na een ingrijpende operatie 7 kreeg hij echter eindelijk antwoord. Zijn vreugde daarover was groot en hij zette vervolgens alles op alles om dat antwoord op schrift te stellen.
    [Show full text]
  • Understanding Young Children
    UNDERSTANDING YOUNG CmLDREN EXCERPTS FROM LECTURES BY RUDOLF STEINER COMPILED FOR TIlE USE OF KINDERGARTEN TEACHERS Published by the International Association of Waldorfkindergartens, Stuttgart, 1975 Reprinted 1994 by the Waldorf Kindergarten Association of North America, Inc. Copies available from the Waldorf Kindergarten Association 1359 Alderton Lane SHver Spring, MD 20906 (301) 460-6287 Permission to duplicate these excerpts has been given by: The Rudolf Steiner NachlaBverwaltung, the Library of the Anthroposophical Society in Great Britain and the Rudolf Steiner Press, London INTRODUCTION 1bB book is meant to be a help for those working in Kindergartens founded on the educational prila;iples of Rudolf Steiner. All the parents of little children, students and friends of Waldorf Education who are interested in a deeper understanding of child development will find in this book guide lines for The Study oj Man. It was Elizabeth Grunelius who first suggested compiling the following excerpts from Rudolf Steiner's books and lectures. Already in the early twenties she asked Rudolf Steiner for suggestions on pre-school education, and founded the very first Waldorf Kindergarten in Stuttgart. We are happy to publish this collection in time for the 50th anniversary of Waldorf education in England. It is advisable to read the quoted passages in the context of the whole lecture. Unfortunately some of Rudolf Steiner's lectures on education have not yet been translated. The books and lectures we quote have all been translated into English. Other books about the education of the child are: • Francis Edmunds, Rudolf Steiner Education: The Waldorf Schools, Rudolf Steiner College Press and Rudolf Steiner Press.
    [Show full text]
  • Sergei Prokofieff the Threshold for More Than a Hundred Years
    General Anthroposophical Society Annual Report 2001 Contents General Anthroposophical Society The General Anthroposophical Society ................................................................................................... 3 The Society World-wide ........................................................................................................................ 3 The Annual Theme for 2002/03 ............................................................................................................. 4 School of Spiritual Science The Sections General Anthroposophical Section.......................................................................................................... 5 Section for Mathematics and Astronomy ................................................................................................ 6 Medical Section .................................................................................................................................... 6 Science Section and Agriculture Department .......................................................................................... 7 Pedagogical Section.............................................................................................................................. 9 Art Section ..........................................................................................................................................10 Section for the Spiritual Striving of Youth ..............................................................................................11
    [Show full text]
  • Vida Y Obra De Eugen Kolisko 255 Peter Selg
    ABRIL · MAYO · JUNIO 2016 53 sumario Editorial 254 Joan Gasparin Vida y obra de Eugen Kolisko 255 Peter Selg Manual de Agrohomeopatía 269 Radko Tichavsky Joan Gamper 22 · 08014 BARCELONA TEL. 93 430 64 79 · FAX 93 363 16 95 [email protected] www.sociedadhomeopatica.com 253. Boletín53 Editorial Apreciado Socio/a, Este Boletín, está conformado por un interesante Dossier sobre Agroho- meopatía. Ha sido por casualidad que podamos contar con el profesor Radko Tichavsky, una de las personas que más está contribuyendo al desa- rrollo de la homeopatía para los cultivo y para las plantas. Creemos que es un profesional con unas ideas que van muy en la línea que seguimos en la escuela; y, además, es un tema poco desarrollado a nivel bi- bliográfico. Es por esta razón, que estamos muy contentos de poder contar con la posibilidad de organizar un Seminario sobre Holohomeopatía para la Agricultura, los próximos 23 y 24 de Julio. Estamos seguros que será una buena oportunidad de conocer a este maestro. Esperemos que nos pueda aclarar las dudas sobre la utilización de los remedios homeopáticos para la mejora y el rendimiento de las plantas. Hemos incluido también la biografía del matrimonio Kolísko. Fueron discí- pulos de Rudolf Steiner, pionero en la utilización de los remedios homeopá- ticos para las plantas; sus ideas de biodinámica son aún, hoy en día, de máxima actualidad. Los estudios de los austriacos Eugen y Lili Kolísko, y, posteriormente, de cientos de investigadores más, marcaron una línea científica en agrohomeopatía. Reciban un saludo. Joan Gasparin Presidente de la Sociedad Española Homeopatía Clásica .254 Boletín53 PETER SELG VIDA Y OBRA DE EUGEN KOLISKO 21.
    [Show full text]