Download PDF by Rudolf Steiner: Education for Adolescents (Foundations of Waldorf Education,
By Rudolf Steiner
In those 8 talks on schooling for adolescent-aged adolescents, Steiner addressed the academics of the 1st Waldorf institution years after it was once first opened. A highschool used to be wanted, and Steiner desired to supply a origin for learn and a consultant for lecturers already accustomed to his method of the person, baby improvement, and schooling in response to non secular technological know-how. Steiner's schooling affirms the being of each baby in the global of spirit. This strategy works in the context of the kid's sluggish access into earthly existence, aided via religious forces, and kid's want for an schooling that cooperates with these forces. a few of Steiner's feedback should be arguable, yet independent learn will result in an appreciation of the profound concept and knowledge at the back of what's provided right here.
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Additional resources for Education for Adolescents (Foundations of Waldorf Education, 10)
Still we must understand what is actually happening during today’s sermons, preached by people who are living in abstractions, who are ignorant of the connections in nature, whose thoughts do not contain such connections, who in fact do not even enjoy natural phenomena. Let us now assume that the faithful attend such sermons that are not connected to everyday life. There are many such sermons nowadays. The faithful listen. Initially we do not notice anything amiss. But they do get physically ill, albeit only to a slight degree that is outwardly not noticeable.
When they return on the following day they again have the spiritual photographs of the previous day’s lesson in their heads. I connect today’s lesson with them by a reflective, contemplative approach—for example, a discussion on whether Alcibiades or Mithradates was a decent or an immoral person. When I make an objective, characterizing approach on the first Lecture Three 53 day, followed on the next day by reflection, by judgments, I shall allow the three parts of the threefold human being to interact, to harmonize in the right way.
We adapt the physical movements to the children’s needs, to their inner, soul and spirit experience. In the same way, we should encourage the inner experience the children’s physical nature asks for in other areas—in the movements of arms and legs, in running, and so forth. We can thus really connect physical education directly to eurythmy, as it should be connected. Eurythmy makes soul and spirit directly visible, ensouls and spiritualizes everything that moves in us. It makes use of everything human beings have developed for themselves during their evolution.