In 1924, Rudolf Steiner delivered 14 lectures to an audience of workers. The topics covered are wide-ranging as Steiner answers many questions from his audience. They want to know about everything from the evolution of the world, the influences of the stars, nutrition, the sense of smell, Chinese culture, and volcanos …
By Rudolf Steiner
This account of the Western path of initiation began appearing in installments in 1904. Steiner openly describes a path of development for all who seek to have real experiences of the spiritual world without sacrificing their practical duties in everyday life. The student is led through the cultivation of reverence and inner tranquility to the development of inner life through the stages of preparation, illumination and initiation.
Steiner describes how we pass through the trials of Fire, Water and Air, and new qualities of feeling, judgement and perception unfold. He shows how the transformation of feelings occurs and indicates the consequences of such practices on our inner and outer lives. A guide to working with the chakras is also given. Finally, the student is led to the first stage of spiritual development: the meeting with the Guardians of the Threshold.
By Rudolf Steiner
This book of lectures, given by Rudolf Steiner, may be recommended as one of the most comprehensive introductions to his philosophy, psychology and practice of education. It describes how the union of science, art, religion and morality forms a vital element in his concept of education. A survey of the changing ideal of humanity is made in relation to education. The rhythmical stages of child development are also discussed.
By Rudolf Steiner
In the eight meditations of A Road to Self-Knowledge the spiritual world is described as it “can be experienced by a soul which sets out on the path to the Spirit in a certain manner … [one can] imagine that what is depicted here has been actually lived through by an individual soul.”
The Threshold of the Spiritual World was also intended by Rudolf Steiner “to complete and amplify” his other writings, for he was concerned to give accounts of the spiritual spheres from “contunally fresh points of view.” He says, however, “It has also been sought to give the description in such a way that it may be read independently, without any knowledge of these other works.”
By Rudolf Steiner
Each section of Rhythms of Learning introduces aspects of the child’s rhythm of development, and to the ways that Waldorf education responds to the child at each stage of growth. We are shown how Waldorf teachers must, through their own inner capacities and awareness, learn to recognize and meet each new stage of development in children as they unfold new capacities of body, soul, and spirit. Waldorf education is not based on pre-set methods and curricula, but depends on the creativity and spiritual development of the teachers themselves, who must respond spontaneously to each child and situation anew. When children relate what they learn to their won experiences, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning. Parents can see in their children the results of an education that considers the whole child as body, soul, and spirit.
By Rudolf Steiner
This book of lectures may be recommended as one of the most comprehensive introductions to his philosophy, psychology and practice of education.
It begins by describing that union of science, art, religion and morality, which was the aim of all Steiner’s work and forms a vital element in his conception of education. It goes on to make a penetrating survey of the changing ideal of man in human history, leading to the need of a new ideal today, such as may form the basis of an education for the future.
By Rudolf Steiner
Theses seven lectures abound in practical illustrations and revolve around certain themes: the need for observation in the teacher; the dangers of stressing the intellect; the need in younger children for what is concrete and pictorial; the education of the soul through wonder and reverence; and the difference it makes when the imagination first grasps a whole so that the parts then later enter into their proper relation.
Steiner shows how essential it is for teachers to work upon themselves – to transform their natural gifts – and to use humour to keep their teaching lively and imaginative. Above all, he stresses the grave importance of doing everything in the light of the knowledge of the child as a citizen of the spiritual as well as the earthly world. Throughout, he returns to the practical value of Waldorf education.
By Rudolf Steiner
Outlines the developmental forces of the child through to year twelve. Explains the importance of the arts – drawing, painting, sculpture, music and physical exercise – action games, eurythmy and gymnastics.
By Rudolf Steiner
1923 – three and a half years after founding the first Waldorf school – an audience of Swiss school teachers, most of whom have little knowledge of anthroposophy: this is the setting for these lectures, which are among the most accessible Steiner gave on the subject of education. These are ideal lectures for someone approaching Waldorf pedagogy for the first time. Using language any teacher or parent can understand, Steiner goes into the basis of his educational philosophy, giving many examples and anecdotes to convey his meaning. In this way, against the background of the developing child, he allows the curriculum and the method of teaching to emerge as the commonsense conclusion of practical experience.
By Rudolf Steiner
In these four lectures Rudolf Steiner addresses the evolutionary task facing contemporary humanity, particularly with regard to issues of race and racial conflict. He describes the origins of racial diversity among human beings and vividly describes the dangers of the ever-widening chasm separating different peoples. To avert this threat of the fragmentation of our species, we much strive for an awareness of ourselves and others as spiritual beings with a unique and individual karma.