Steiner provides practical exercises of inner and outer observation and moral development. By patiently and persistently following his guidelines, new "organs" of soul and spirit begin to form, which reveal the contours of the higher worlds thus far concealed from us.
Steiner in this important work becomes a teacher, a counselor, and a friend whose advice is practical, clear, and effective. The challenges we face in life require increasingly deeper levels of understanding, and Steiner's text helps readers to cultivate the capacities for such insights and places them at the service of humanity.
This is Steiner's most essential guide to the modern path of initiation he advocated throughout his life. It has been translated into many languages and has inspired hundreds of thousands of readers around the world. How to Know Higher Worlds has been admired by some of the most brilliant minds of our time.
Contents:Foreword by Arthur Zajonc Prefaces by Rudolf Steiner How to Know Higher Worlds The Stages of Initiation Initiation Practical Considerations Requirements for Esoteric Training Some Effects of Initiation Changes in the Dream Life of the Esoteric Student Achieving Continuity of Consciousness The Splitting of the Personality in Esoteric Training The Guardian of the Threshold Life and Death: The Great Guardian of the Threshold Epilogue (1918) Afterword by Arthur Zajonc Index
"A true classic of spiritual literature. It is one of the best ways I know for opening up one's life to the spiritual realms in a manner that is balanced, integrated, and loving. It is the product of a great soul who pointed out new routes into the interior." --David Spangler, author of Blessing: The Art and the Practice
"It is not only a personal guide to the spirit, but also a path through self-knowledge to compassionate action in the world."--Arthur Zajonc, author of Catching the Light: The Entwined History of Light and Mind
In 1904, Rudolf Steiner first made this account of the Western esoteric path of initiation public. With great precision, he carefully leads us from the cultivation of the fundamental soul attitudes of reverence and inner tranquility to inner development through the stages of preparation, illumination, and initiation. Practical exercises in inner and outer observation and moral development are given. By patiently and persistently following these, new organs of soul and spirit begin to form that reveal the contours of the higher worlds hitherto concealed from us.
"The methods by which a student is prepared for the reception of higher knowledge are minutely prescribed. The direction he is to take is traced with unfading, everlasting letters in the worlds of the spirit where the initiates guard the higher secrets. In ancient times, anterior to our history, the temples of the spirit were also outwardly visible; today, because our life has become so unspiritual, they are not to be found in the world visible to external sight; yet they are present spiritually everywhere, and all who seek may find them."
"Not everyone can immediately achieve spiritual vision; but the discoveries of those who have it can be health-giving life nourishment for all. The results of supersensible knowledge, when properly employed in life, prove to be not impractical, but rather, practical in the highest sense....
"The acquisition of higher knowledge is not the end, but the means to an end; the end consists in the attainment, thanks to this knowledge, of greater and truer self-confidence, a higher degree of courage, and a magnanimity and perseverance such as cannot, as a rule, be acquired in the lower world....
"The student places all the higher knowledge he has acquired at the service of humanity." --Rudolf Steiner
Keep in mind, however, that these two powers do not work separately; rather, they are working increasingly together. Our task as human beings is to hold them in balance, continually permeating one with the other. Steiner tells us that "Lucifer and Ahriman must be regarded as two scales of a balance, and it is we who must hold the beam in equipoise. How can we train ourselves to do this? By permeating what takes ahrimanic form within us with a strongly luciferic element." To accomplish this task we need a new, more conscious inner life.
"Esoteric science is the science of what takes place esoterically, in the sense that it is perceived not outside in nature but where one's soul turns when it directs its inner being toward the spirit. Esoteric science is the opposite and counterpart of natural science."
This masterwork of esotericism places humankind at the very heart of the vast, invisible processes of cosmic evolution. When we use the term "natural science," don't we mean that we are dealing with human knowledge of nature?
Steiner worked and reworked his Rosicrucian cosmology to make it increasingly precise and accurate. An Outline of Esoteric Science is as vital and relevant now as it was when first published in 1910 and remains the most comprehensive and effective presentation of a spiritual alternative to contemporary, materialistic cosmologies and a strict Darwinian view of human nature and evolution.
In this foundational work of spiritual science, we see how the creation and evolution of humanity is embedded at the heart of the vast, invisible web of interacting cosmic beings, through whom the alchemical processes of cosmic evolution continue to evolve. Included are descriptions of the physical-spiritual makeup of the human being; the relationships of the different "bodies" of the human being to sleep and death; and a detailed, practical guide to methods and exercises, including the "Rose Cross Meditation," through which we can attain knowledge of the spiritual worlds.
The most remarkable and revolutionary aspect of this work is the central function that Steiner attributes to the Christ and his involvement in human and earthly evolution through the Mystery of Golgotha.
Introduction by Clopper Almon Preface by Rudolf Steiner The Character of Esoteric Science The Makeup of the Human Being Sleep and Death Cosmic Evolution and the Human Being Knowledge of Higher Worlds--Initiation Cosmic and Human Evolution--Now and in the Future Details from the Field of Spiritual Science Appendix: Rudolf Steiner's Early Introductions Further Reading
This is essential reading for all serious students of esoteric spirituality.
Previous translations: An Outline of Occult Science and Occult Science: An Outline.
An Outline of Esoteric Science is a translation of Die Geheimwissenschaft im Umriss (GA 13).
This series of lectures provides the basis for an entirely new psychology. The first four lectures give a precise, dynamic understanding of the human soul in relation to the activity of the senses and to the subtle processes that make up the human being on Earth. The next four lectures focus on what we can know of the human soul based on direct observation alone. No theorizing takes place. To show what we can know of soul life through the immediacy of engaged observation of oneself and others, Rudolf Steiner refrains from using his own higher capacities of clairvoyance to form a picture of our soul life. The concluding lectures portray the relationship of soul life to spirit life, showing us how to awaken individual spirit life and how to distinguish between illusory and genuine spiritual experiences.
Presented more than a century ago, we might be tempted to think that, insofar as psychology is concerned, the content of these lectures are outdated. It is also tempting to think that, because Steiner is not usually associated with the founders of modern psychology, his efforts must be considered, at best, an interesting aside. On the contrary, these lectures are actually a wellspring for the true stream of psychology, as the term itself means "soul study."
A Psychology of Body, Soul, and Spirit should be read by anyone interested in psychology as well as by those interested in inner development. Whether we are involved in education, medicine, art, drama, economics, or business, the perspectives contained in this book have the potential to restore the frequently missing element of soul in psychology today.
Robert Sardello's in-depth introduction places Steiner's lectures in the context of modern life and psychology and provides insights into how to read and use this text for inner development and a deeper understanding of spiritual science.
"Steiner does not talk about soul; he speaks from soul. That is the entire method. There is, however, an entrance fee for doing psychology. The fee is that you need to leave behind your well-known-to-you self-identity. You must suffer the experience of leaving behind not only what you know, but also what you think you know of yourself. This requirement qualifies psychology as integral to the work of initiation. --Robert Sardello, from his introduction
A previous translation of these lectures were published as Anthroposophy, Psychosophy, Pneumatosophy and as Wisdom of Man, of the Soul, and of the Spirit. This volume is a translation from German of Anthroposophie, Psychosophie, Pneumatosophie (GA 115)
Against this background, Steiner described the ascent of Michael as cosmic ruler, his battle with the "dragon" of the spirits of darkness, and his roles as the countenance of Christ and the guardian of cosmic intelligence. He also gave many profound indications of how Michael's evolutionary task depends on the free and independent collaboration of human coworkers. Speaking on behalf of Michael, Steiner laid out the essentials for a new Michaelic path to full humanity.
Among the elements of this path are the development of selfless individuality; cosmopolitanism; the practice of the presence of Christ; fearlessness; the transformation of thinking and perception in a new synthesis of science, art, and religion; the spiritualization of space; and the separation of thought from language.
The Archangel Michael gathers most of Steiner's statements on this subject, making it an important source for coming to terms with today's political, social, psychological, and spiritual crises.
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Waldorf education, an established and growing independent school movement, continues to be shaped and inspired by Rudolf Steiner's numerous lectures on education.
In Rhythms of Learning, key lectures on children and education have been thoughtfully chosen from the vast amount of material by Steiner and presented in a context that makes them approachable and accessible. In his many discussions and lectures, Steiner shared his vision of an education that considers the spirit, soul, and physiology in children as they grow.
Roberto Trostli, an experienced Waldorf teacher, has selected the works that best illustrate the fundamentals of this unique approach. In each chapter, Trostli explains Steiner's concepts and describes how they work in the contemporary Waldorf classroom. We learn how the teacher-child relationship and the Waldorf school curriculum changes as the students progress from kindergarten through high-school.
This book will serve as an excellent resource for parents who want to understand how their child is learning. Parents will be better prepared to discuss their child's education with teachers, and teachers will find it a valuable reference source and communication tool.
"The deepest truths of Christianity may be considered quite naturally in connection with this document, for it contains a great part of the mysteries of Christianity--that is, the profoundest part of what may be described as esoteric Christianity."
Steiner shows that the messages to the seven churches and the unsealing of the seven seals must be understood as an initiation text. Based on his initiation and on spiritual science, Steiner interprets John's insights into cosmic and human history. In this way, the spiritual images of John's writing--the twenty-four elders, the sea of glass, the woman clothed with the sun, the vials of wrath, the lamb and the dragon, the new heaven and the new earth, and the number of the beast --all take on new meaning.
Since the previous painful century has closed, these important words have even greater meaning and significance; readers interested in contributing their moral will to future generations cannot afford to pass them by.
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The feminine divine has had many names in many cultures: Ishtar in Babylon, Inanna in Sumeria, Athena, Hera, Demeter, and Persephone in Greece, Isis in Egypt, Durga, Kali, and Lakshmi in India. She is the Shekinah of the Cabalists, and the Sophia of the Gnostics. To Steiner, she is Anthroposophia (or Divine Wisdom), who descended from the spiritual world and passed through humanity to become now the goal and archetype of human wisdom in the cosmos.
This book contains most of Steiner's statements on Sophia. We see him "midwifing" the birth of the Sophia, the new Isis, and divine feminine wisdom, in human hearts on earth. Each chapter explores the mystery of the various relationships of Sophia: Sophia and Isis, Sophia and the Holy Spirit, Sophia and Mary, the mother of Jesus (and Mary Magdalene), Sophia and the Gnostic Achamod, and Sophia and the New Isis.
Above all, in a remarkable way, Steiner makes clear the relationship of Christ and Sophia.
Introduction by Christopher Bamford Prologue: Living Thinking Thinking Is an Organ of Percpetion Thinking Unites Us with the Cosmos The Holy Spirit and the Christ in Us Sophia, the Holy Spirit, Mary, and Mary Magdalene The Virgin Sophia and the Holy Spirit Mary and Mary Magdalene Sophia Is the Gospel Itself Wisdom and Health The Nature of the Virgin Sophia and of the Holy Spirit Isis and Madonna Wisdom and Love in Cosmic and Human Evolution The Being Anthroposophia The Gifts of Isis From the Fifth Gospel Sophia and Achamoth The Legend of the New Isis The Search for the New Isis Sophia and Pistis Michael, Sophia, and Marduk A Christmas Study: The Mystery of the Logos
In his thorough introduction of more than a hundred pages, Michael Howard takes readers through these thought-provoking chapters:Is Art Dead? To Muse or Amuse Artistic Activity As Spiritual Activity The Representative of Humanity Beauty, Creativity, and Metamorphosis New Directions in Art Lectures include: The Aesthetics of Goethe's Worldview The Spiritual Being of Art Buildings Will Speak The Sense Organs and Aesthetic Experience The Two Sources of Art The Building at Dornach The Supersensible Origin of the Arts Truth, Beauty, and Goodness Christ, Ahriman, and Lucifer Plus a bibliography and index
This seminal work asserts that free spiritual activity--understood as the human ability to think and act independently of physical nature--is the suitable path for human beings today to gain true knowledge of themselves and of the universe. This is not merely a philosophical volume, but rather a warm, heart-oriented guide to the practice and experience of living thinking.
Readers will not find abstract philosophy here, but a step-by-step account of how a person may come to experience living, intuitive thinking--"the conscious experience of a purely spiritual content."
During the past hundred years since it was written, many have tried to discover this "new thinking" that could help us understand the various spiritual, ecological, social, political, and philosophical issues facing us. But only Rudolf Steiner laid out a path that leads from ordinary thinking to the level of pure spiritual activity--intuitive thinking--in which we become co-creators and co-redeemers of the world.
"When, with the help of Steiner's book, we recognize that thinking is an essentially spiritual activity, we discover that it can school us. In that sense--Steiner's sense--thinking is a spiritual path" (Gertrude Reif Hughes).
Translator's Introduction Introduction by Gertrude Reif Hughes Preface to the Revised Edition, 1918
Part 1: Theory: The Knowledge of Freedom Conscious Human Action The Fundamental Urge for Knowledge Thinking in the Service of Understanding the World The World as Percept Knowing the World Human Individuality Are There Limits to Cognition?
Part 2: Practice: The Reality of Freedom The Factors of Life The Idea of Freedom Freedom--Philosophy and Monism World Purpose and Life Purpose (Human Destiny) Moral Imagination (Darwinism and Ethics) The Value of Life (Pessimism and Optimism) Individuality and Genus
Final Questions: The Consequences of Monism Appendixes Bibliography Index
This volume is arguably the most essential of Steiner's works. The thoughts in this book establish the foundation for all of Anthroposophy.
Other translations: The Philosophy of Freedom and The Philosophy of Spiritual Activity. German edition: Die Philosophie der Freiheit
In these eight talks on education for adolescent-aged young people, Steiner addressed the teachers of the first Waldorf school two years after it was first opened. A high school was needed, and Steiner wanted to provide a foundation for study and a guide for teachers already familiar with his approach to the human being, child development, and education based on spiritual science.
Steiner's education affirms the being of every child within the world of spirit. This approach works within the context of the child's gradual entry into earthly life, aided by spiritual forces, and children's need for an education that cooperates with those forces.
Some of Steiner's remarks may be controversial, but unbiased study will lead to an appreciation of the profound thought and wisdom behind what is presented here.
German source: Menschenerkenntnis und Unterrichtsgestaltung (GA 302).
This is an excellent book for all those who want to deepen their understanding of the Western stream of Christian esotericism and Rudolf Steiner's approach to Christianity as a spiritual practice.
Also included here are several early lectures on education (1906-1911).
Contents:"The Education of the Child in the Light of Spiritual Science," essay "Teaching from a Foundation of Spiritual Insight," Berlin, May 14, 1906 "Education in the Light of Spiritual Science," Cologne, December 1, 1906 "Education and Spiritual Science," Berlin, January 24, 1907 "Interests, Talent, and Educating Children," Nuremberg, November 14, 1910 "Interests, Talent, and Education," Berlin, January 12, 1911
Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.
These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.
Here is one of the best introductions to Waldorf education, straight from the man who started it all.
German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).
SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.
In 1923 Rudolf Steiner predicted the dire state of today's honeybee. He stated that, within fifty to eighty years, we would see the consequences of mechanizing the forces that had previously operated organically in the beehive. Such practices include breeding queen bees artificially.
The fact that over sixty percent of the American honeybee population has died during the past ten years, and that this trend is continuing around the world, should make us aware of the importance of the issues discussed in these lectures. Steiner began this series of lectures on bees in response to a question from an audience of workers at the Goetheanum.
From physical depictions of the daily activities of bees to the most elevated esoteric insights, these lectures describe the unconscious wisdom of the beehive and its connection to our experience of health, culture, and the cosmos.
Bees is essential reading for anyone interested in understanding the true nature of the honeybee, as well as those who wish to heal the contemporary crisis of the beehive. Bees includes an essay by David Adams, "From Queen Bee to Social Sculpture: The Artistic Alchemy of Joseph Beuys."
The art and social philosophy of Joseph Beuys (1921-1986) is among the most influential of the twentieth century. He was strongly influenced by Rudolf Steiner's lectures on bees. The elemental imagery and its relationship to human society played an important role in Beuys's sculptures, drawings, installations, and performance art. Adams' essay on Beuys adds a whole new dimension to these lectures, generally considered to be directed more specifically to biodynamic methods and beekeeping.
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We spend a third of our life asleep--a fact that dream theorists rarely consider. This startling collection of lectures by Rudolf Steiner, selected and introduced by the psychologist Michael Lipson, provides a truly unique way of approaching dreams, based on an understanding of the spiritual nature of human beings. A radically new view of dreams "as the threshold to spiritual reality" arises, once we acknowledge that physical existence is only the tip of an iceberg hidden largely in the spiritual world.
Sleep, death, and meditation are the three realms in which consciousness has the opportunity to deepen its immersion in the divine flow of existence. In principle, we can become infinitely more self-aware in each of them, since human consciousness is not fixed--neither in contents nor in terms of alertness. All day long, the contents of our consciousness change, and during the night, the level changes.
These lectures permit readers to glimpse the fantastic depths of experience we normally "sleep through" and to contemplate Steiner's astounding program: to maintain self-aware consciousness through sleep, through death, through all being.
The Secrets of Sleep Sleep and the Three-Part Soul Sleep and the World of the Stars Understanding Sleep through Imagination, Inspiration, and Intuition An Active Spirit: Dreams and the Spiritual Researcher Our inner Undercurrent: A Continual Dreaming Preparing for a New Birth Dreaming and the Etheric Body Inspiration: Bringing the Unconscious to Consciousness Confronting the Totality of Our Lives through Dreams The Logic and Illogic of Dreams Dreams and Human Development Interpreting Dreams Dreams: The Human Essence in Spiritual Connection
In "Overcoming Nervousness," Steiner shows us how exercises in thinking also give us the calm centered sense needed to lead purposeful, healthy lives.
"Facing Karma" takes us to the heart of life, where we experience suffering and happiness. The law of karma that determines life's experiences and encounters also helps us develop the self-knowledge required for self-transformation.
Finally, "The Four Temperaments" show us how the union of hereditary factors and our own inner spiritual nature shape our psychology. The guide here is the ancient classifications of sanguine, choleric, phlegmatic, and melancholic. Renewed understanding of these allows us to develop a truly modern spiritual psychology, which is the basis of all real inner development.
With its many practical exercises, mantras, and meditations, this book is a fundamental introduction for anyone beginning or needing encouragement along the path of inner development.
Well aware of the dangerous tendencies present in modern culture that undermine a true social life--such as psychic torpor and boredom, universal mechanization, and a growing cynicism--Steiner recognized that any solution must address not only economic and legal issues but also that of a free spiritual life.
Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood.
Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education.
Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children.
German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volkspädagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und pädagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).
How do Waldorf teachers put their educational ideals into practice in the classroom? How does a teacher connect geography and art and language in a way that enlivens the souls of children? What does a child's respect for the teacher mean for later life? These are only a few practical aspects of this initial course for Waldorf teachers.
During an intensive two weeks, Rudolf Steiner gave three simultaneous educational courses to those who would be the first teachers of the original Waldorf school. One course provided the foundational ideas behind Waldorf education (The Foundations of Human Experience); another provided a forum for questions and lively discussions on specific issues in the classroom (Discussions with Teachers). In this course, Steiner takes the middle-path by integrating theory and practice.
Here, Steiner spoke of new ways to teach reading, writing, geography, geometry, language, and much more. His approach is tailored to the spiritual and physical needs of the children themselves, not to an arbitrary curriculum based solely on external results.
At a time when public education is in a state of crisis, this book describes how children around the world are being guided into adulthood with a fuller sense of themselves and with a creative approach to life and the world around them.
German source: Erziehungskunst. Methodisch-Didaktisches (GA 294).
Starting with a new look at the festival of Pentecost, Steiner shows how the chaos of his timeâ "and oursâ "can be transcended by a shift or transformation of consciousness. Ranging over a wide variety of topics, he moves from a description of balance in life to a discussion of the twelve senses and their relationship to the cosmos, psychology, and art. In the process, he reveals the central importance of the development of Imagination.
Contents:1. The Immortality of the I 2. Blood and Nerves 3. The Twelve Human Senses 4. The Human Organism through the Incarnations 5. Balance in Life 6. The Feeling for Truth 7. Toward Imagination
Through true imagination, it is our task to renew human knowledge related to the creative forces in nature, which the Egyptians attempted through the Osiris-Isis myth, and the Greeks through the myth of Demeter. This is what Rudolf Steiner attempts in this lecture cycle.
Steiner's subjects include: experiences of Egyptian initiations; esoteric anatomy and physiology; the stages of evolution of the human form; and much more. The final lecture is on the Christ impulse as the conqueror of matter.
"Just as an age was once ready to receive the Copernican theory of the universe, so is our own age ready for the ideas of reincarnation and karma to be brought into the general consciousness of humanity." --Rudolf Steiner
Steiner introduced the West to his detailed, scientific knowledge of reincarnation and karma. He gave concrete descriptions of the way individuals transform during the course of successive incarnations and specific examples of how karma works.
Steiner also provides practical exercises that lead us to experience the reality of reincarnation. He believed that by experiencing the reality of successive earth lives, we can form a foundation for a spiritual understanding of the relationship between humankind and the cosmos.
These talks contain some of Steiner's most important teachings on reincarnation and karma. His examples and exercises can lead us to direct knowledge of the laws of reincarnation and karma.
How to perceive directly the part of our being that passes through many lives on earth; How to develop a "feeling memory," which we need before we are able to experience reincarnation; Thought exercises for gaining knowledge of reincarnation and karma; Examples of how karma works between incarnations; How knowledge of reincarnation and karma affects our moral life.
This volume is a translation from German of Wiederverkörperung und Karma und ihre Bedeutung für die Kultur der Gegenwart.
The Secret Stream collects all of Steiner's discussions of the Rosicrucians, answering questions such as Who are the Rosicrucians? What is Alchemy? What is the Rosicrucian path? What is the difference between Rosicrucianism and mysticism? And what does it mean for today? The topics include the Tao and the Rose Cross; the history and mission of Christian Rosenkreutz; the nature of Rosicrucian practice and experience; the meaning of "The Chymical Wedding," and Goethe's Rosicrucian poem, "The Mysteries."
Rosicrucian meditation is also discussed, including how to meditate the Rose Cross itself. This important collection goes to the spiritual heart of Anthroposophy, whose essence is the Rosicrucian path. Edited and introduced by Christopher Bamford, The Secret Stream brings to light the hidden fraternity that has lived and worked since the fourtheenth century. It reveals the Rosicrucian path that is Christian, alchemical, and profoundly modern.
Rosicurcianism The Mission of Christian Rosenkreutz The Rosicrucian Path of Alchemy Rosicrucianism and Modern Initiation Rosicrucian Meditation
Reality, true knowledge of reality, is impossible without love. Only through love can we truly know as we are know, can we encounter the world and its beings in a living way. Without love, knowledge becomes manipulation, domination, control; the world becomes a space of dead things. But, when we know through love, we enter into a pattern of dynamic, potentially redemptive relations and the world becomes a living world of beings working for the good.
This collection gathers all of Rudolf Steiner's main lectures and writings related to love. From earthly love to the nature and function of spiritual love, these pieces are essential reading for anyone concerned with the future of humanity and the Earth.
Love and Its Meaning in the World is essential reading for anyone who'd like to gain a deeper understanding of our true mission as human beings and the purpose of evolution on Earth.
"The Division of the Sexes" "Lucifer and Christ" "The Mission of Reverence" "The Buddha's Teaching of Compassion and Love" "Faith, Love, and Hope" "Love & Its Meaning in the World" "'I'-Feeling, the Soul's Capacity to Love, and Their Relationship to the Elemental World"
Love mediated by the senses is the wellspring of creative power, of what is coming into being. Without sense-born love, nothing material would exist in the world; without spiritual love, nothing spiritual can arise in evolution. When we practice love, cultivate love, creative forces pour into the world....
For human beings, love is the most important fruit of experience in the sensory world. Once we really understand the nature of love, or compassion, we will find that love is the way spirit expresses its truth in the world of the senses....
"We may even say that, in love, the spiritual world awakens in the physical. The more truly a soul inhabits the spiritual worlds, the more it experiences lovelessness and lack of compassion as a denial of spirit itself." --Rudolf Steiner
It is often forgotten that it was as a spiritual teacher that he made these contributions. Unfortunately, while his immediate students had the advantage of Steiner as a personal guide to their inner lives, later readers have had only his written works to guide them.
Steiner, however, did give a few lectures on inner development--especially on beginning a path of practice. This book now collects these lectures--some of which have never been in English--for the first time. It also contains a number of the basic meditations and exercises shared by Steiner with his students.
Here readers will find descriptions of various practical exercises, including exercises for the moral qualities that students must develop, and for the various qualities of consciousness that inner development requires.
This book is not only for beginners. Wherever you are on the path, this book will be your companion.
CONTENTS:Introduction by Christopher Bamford 1. The Inner Life 2. The Path 3. First Steps 4. Ways to Inner Development (extracts)
Six Essential Exercises
The Three Ways
The Christian Way 5. How Does the Soul Find Its True Being? Bibliography
In this fascinating volume on the Theosophical movement, Rudolf Steiner, one of its primary participants, tells his story in his own words. We are told of the origins of the theosophical movement in spiritualism and somnambulism. We are given Steiner's own version of the relationship between Anthroposophy and Theosophy through his White Lotus Day Lectures, given over several years on the anniversary of Madame Blavatsky's death.
Steiner then moves into the realm of occult history, where he relates Theosophy to its historical ground in Western esotericism, especially Rosicrucianism. He reveals events from the seventeenth century that led to the emergence of Freemasonry and other secret societies, as well as the hidden history of the creation of Theosophy in the nineteenth century and the conflicts that still reverberate today between the Anglo-Saxon and Germanic occult streams.
"This is the goal toward which mankind strives through the new wisdom, in the new spirit: To find in the spirit itself the power to overcome egotism and the falseness of life, to overcome self-seeking through love, the sham of life through truth, illness through health-giving thoughts that put us into immediate accord with the harmonies of the universe, because they flow from the harmonies of the harmonies of the universe." --Rudolf Steiner
Steiner examines the inner history of Christianity, explaining its relationship to ancient Judaism, Hellenism, Romanism, Gnosticism, and Egypto-Chaldean initiation. He describes the hidden spiritual battle raging today and the need for a renewal of the mysteries in a modern form.
Today's road to Christ must involve a new, formative thinking whose Christian character is shown in the advent of selflessness, health, and a sense for truth. George O'Neil describes the nature of these lectures in his foreword:
"As always, Rudolf Steiner spoke freely without using notes. Most of his audience had studied--or were at least familiar with--his written works and the published lecture cycles on the Gospels and related themes. A similar background will be needed for reading How Can Mankind Find the Christ Again? Such a background will prepare the reader for challenges and vistas not encountered elsewhere. Steiner's message of the new Christ Light midst the shadow existence of our age speaks to the modern soul in search of a cognitive reach"
How Can Mankind Find the Christ Again? is a translation of « Wie kan die Menschheit den Christus wiederfinden? Das dreifache Schattendasein unserer Zeit und das neue Christus-Licht » (GA 187).
What is the relationship between those who have died and those who remain alive on earth? Can we help those now in the spiritual world? Can they help us?
In these talks, Rudolf Steiner deals with the spiritual relationships that the living can have with those who have crossed over the threshold between life and death. In a realistic, practical way, he shows how an understanding of our spiritual nature reveals ways of knowing a world undreamed of by materialists.
The tone of these talks is warm and moving, clearly drawn from Steiner's own experience and the lives of those who had died and who were personally known to him -- Robert Hamerling, Christian Morgenstern, and others.
This is an important work for those who are coming to terms with the death of a love one.
Nine chapters take the reader from the idea of inner development, through the cultural and evolutionary need for higher knowing, and then to examples of the practices and inner gestures required by this work. Steiner describes the necessary steps and stages, always insisting on the free, individual, and cognitive character of anthroposophic spiritual research.
CONTENTS:Introduction by Stephen E. Usher Esoteric Development The Psychological Basis of Spiritual Science Suprasensory Knowledge The Attainment of Spiritual Knowledge General Requirements for Esoteric Development: Guidance in Esoteric Training The Great Initiates The Rosicrucian Spiritual Path Imagination Knowledge and Artistic Imagination Three Decisions on the Path of Imagination Knowledge: Loneliness, Fear, and Dread This essential inner guide is for anyone on a path of true spiritual development.
To understand these differences, the evolution of consciousness must also be taken into account. Originally morality was a part of human nature, for in their essence human beings are good. But through evolution, there have come errors, deviations, times of falling away. In this small, much-loved cycle of three lectures Rudolf Steiner indicates the sources for the recovery of a living morality for our time.
Rudolf Steiner shows the transformation of the virtues through the evolution of consciousness and, above all, through the incarnation of the Christ in the Mystery of Golgotha. Since then, morality works to build up Christ's being.
Why morality needs to be studied. Preaching morality v. founding morality: examples of ancient India (devotion to wisdom) and ancient Europe (courage). Leprosy in the Middle Ages. The biography of Francis of Assisi; the transformation of courage into love. The reality of moral forces. The caste system; differentiation as to a law of evolution. The betrayal of the Atlantean Mysteries; the consequences for the European population. Racial evolution v. soul evolution. The demons of leprosy overcome by the Christ impulse in Francis of Assisi. Francis's prior incarnation; the mysteries at Colchis and the Buddha. Francis's faith in the original goodness of humanity. Plato's four virtues. The nature of evil and freedom; the teaching of the mean. Interest as a precondition for understanding and moral conduct. Spiritual Science, as divine wisdom, stimulates interest. During the third post-Atlantean cultural epoch, interest was regulated by the instinctive virtue of "wisdom"; today, interest must be regulated by conscious truthfulness. The lack of truthfulness in modern times; theosophy as an educator of truthfulness. Truthfulness as the virtue of the sentient soul. Courage as the instinctive virtue of the mind soul in the fourth epoch; today, in the fifth epoch, it must become love, based on understanding. This is promoted by a theosophical comprehension of the Christ. Temperance as the virtue of the consciousness soul is still instinctive in the fifth epoch; it will be replaced by "life wisdom" in the sixth epoch. The effect of spiritual-scientific wisdom on the body. The virtue of "justice." Knowledge of the suprasensory world through wonder, astonishment, faith. The evolution of conscience. The Christ impulse is naked; it must be clothed by impulses of wonder, love, conscience. Founding v. preaching morality: the reality of the Christ impulse v. abstract ideals of brotherhood. How goodness builds and evil destroys.
This volume is a partial translation of Theosophische Moral (CW 155).
These lectures by Steiner present what he sees as the "fundamentals" in a matter-of-fact, objective, non-dogmatic way. The introduction, wide-ranging and informative, treats of Waldorf education and methodology in general, explaining that, before all else, a Waldorf School is a good school. This is a must-read for anyone involved with, connected to or interested in Waldorf education.
Contents:Introduction by Stephen Sagarin: "Recovering the Quality of Rudolf Steiner's Educational Work" A Lecture for Prospective Parents A Public Lecture on Waldorf Education A Lecture to English Educators
14 lectures, Stuttgart, August 21-September 5, 1919 (CW 293)
2 lectures, Berlin, March 15 and 17, 1917 (CW 66)
"Although we can physically see children only after their birth, we need to be aware that birth is also a continuation. We do not want to look only at what the human being experiences after death, that is, at the spiritual continuation of the physical. We want to be aware that physical existence is a continuation of what higher beings have done without our assistance. Our form of educating can have the correct attitude only when we are aware that our work with young people is a continuation of what higher beings have done before birth." --Rudolf Steiner
This course on education contains some of the most remarkable and significant lectures ever given by Rudolf Steiner. Because these lectures were given to teachers, however, they have suffered the misconception that they are useful only to teachers. Any teacher who wants to teach in a way that encompasses the whole child certainly needs a functional understanding of what Steiner presents here, but these lectures will also greatly benefit parents, psychologists, counselors, or anyone else involved with child development.
Steiner gives his most concise and detailed account of human nature in these lectures, which are absolutely essential for anyone who wants a deeper understanding of Steiner's spiritual science. Those who are willing to work through this work will discover here a new, powerful, convincing, and profoundly phenomenological "anthropology" of human spiritual psychology.
In these lectures, Steiner laid out for the first time the principles that form the basis for renewing the art of teaching. The Foundations of Human Experience is the most important text for studying and understanding the human developmental and psychological basis for Waldorf education.
READ BOBBY MATHERNE'S REVIEW OF THIS BOOK
Translated from the German editions: Allgemeine Menschenkunde als Grundlage der Pädagogik (GA 239); appendix from Geist und Stoff. Leben und Tod (GA 66). An older translation of CW 239 was titled Study of Man.
In these exciting lectures, Steiner also talks about the true nature of numbers, they Mystery of the Grail, and the development of materialism. We need to let go of materialism now that it has fulfilled its task of making us true citizens of Earth. Through spiritual science, we must now be come citizens of the spiritual world.
Steiner begins these three lectures by depicting the background of early Christian thought, from which scholastic philosophers arose. He focuses on the "unanswered question" of the scholastic movement: How can human thinking be made Christlike and develop toward a vision of the spiritual world?
A study of subsequent European thought, especially that of Kant, leads to the possibility of deepening into spiritual perception the scientific thinking that arose from scholasticism. Steiner explains that, since the beginning of the twentieth century, this is true Christianity.
This volume is a translation of Die Philosophie Des Thomas von Aquino (GA 74).
"We must begin by acquiring the discipline that modern science can teach us. We must school ourselves in this way and then, taking the strict methodology, the scientific discipline we have learned from modern natural science, transcend it, so that we use the same exacting approach to rise into higher regions, thereby extending this methodology to the investigation of entirely different realms as well." --Rudolf Steiner
If only sensory phenomena are within the reach of scientific research, the doors are closed to those worlds from which the human being originates and where the creative forces of the world are found. Rudolf Steiner challenges us to develop organs of perception needed to go beyond these limits of perception, so that we can witness the spirit that is active in all natural phenomena.
Read Bobby Matherne's review of this book