By Rudolf Steiner
14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307)
In this effective advent to Waldorf schooling, written out of a sequence of lectures given in 1924, Steiner offers some of the most finished introductions to his pedagogical philosophy, psychology, and perform. Steiner starts off by way of describing the union of technology, paintings, faith and morality, which used to be the purpose of all his paintings and underlies his idea of schooling.
Against this history, the various lectures describe a brand new developmental psychology. in this foundation, having proven how children’s awareness develops, Steiner discusses how varied matters may be awarded in order that contributors can develop and flourish inwardly. provided that the kid absorbs the perfect topic within the correct manner on the correct time can the internal freedom so beneficial for all times within the glossy international turn into moment nature.
- creation by means of Christopher Bamford
- technological know-how, paintings, faith, Morality
- the foundations of Greek schooling
- Greek schooling and the center a while
- Spirit’s courting to the physique
- releasing Volition within the Human Organism
- jogging, talking, pondering
- Rhythm, Sleep, Imitation
- analyzing, Writing, Nature learn
- mathematics, Geometry, background
- Physics, Chemistry, Handwork, Language, faith
- reminiscence, Temperaments, actual schooling, artwork
- schooling towards internal Freedom
- the 3 Eras of Human spiritual schooling
- last deal with
“Readers of Steiner’s lectures revealed right here should be ‘quietly astonished’ and ‘genuinely enthusiastic.’ After an creation, within which he speaks of reuniting technological know-how (intellectual knowledge), artwork, and morality once more, he turns to the foundations of Greek schooling, within which physique, soul, and spirit have been nonetheless a solidarity. He then lines the improvement during the heart a long time, within which new, evolving parts have been extra. In our time, he says, we needs to comprehend the concrete connection of the spirit with the individual, in order that pondering, feeling, and keen can once again develop into alive. He relates this to the child’s developmental phases, in addition to the human fundamentals one of these slumbering and waking. Then he turns to the specifics of the curriculum: analyzing, writing, nature examine, mathematics, geometry, historical past physics, chemistry, crafts, language, and faith. ultimately, he turns to reminiscence, the temperaments, actual tradition, artwork, and the particular association of a Waldorf school―to which this quantity is, all in all, the most effective introductions.” ―Christopher Bamford, from his introduction
German resource: Gegenwärtiges Geistesleben und Erziehung (GA 307).
Previous English version: Education and smooth non secular Life.
Read Online or Download A Modern Art of Education (Foundations of Waldorf Education) PDF
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Additional resources for A Modern Art of Education (Foundations of Waldorf Education)
Gymnasts knew how to handle the soul only to the degree that it manifested physically in the body. A gymnast trains the body and, through it, the soul and spirit, to the heights of Greek civilization. The orator was concerned with the soul and attained a crown and glory as the speaker of soul matters, as a church orator. And finally, we see how the ability to act is no longer valued. Those who only know and no longer work with the soul’s nature in its physical activity, but only what rules invisibly in one’s inner being, became the ideal of the highest level of education.
Not just the first teeth, but the whole body is cast off around the age of seven and, indeed, every seven years. In the first seven years, the bodily sheath revealed to the Greeks what the forces of prenatal life had made of children. Children carry their earthly sheath proper, their first true earthly sheath, only after the seventh to fourteenth years and onward. 38 A MODERN ART OF EDUCATION I am trying to express these things as they were conceived by the highest type of Greeks. They thought that, if they revere the divine in little children, there was no need to be concerned with them during the first seven years of life.
Out of what they experienced in dance, people were inspired to make the strings vibrate, so that they could hear the sound arising from the choral dance. From their own movement they experienced something that poured into their words—and their words became song. Gymnastic and musical culture predominated in Greek education in the arenas. But the musical and soul qualities they acquired arose from the outer, physical movements, performed in wonderful harmonious form in the arena dances. Today, if we directly perceive the meaning of those orderly movements in a Greek arena—which could not be understood by the barbarian prince—one finds that all the forms of an individual’s movements were wonderfully arranged, so that the most immediate result was not the musical element I described, but something else.