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Drawing on the ideas of Rudolf Steiner's pioneering Curative Education course, this book goes back to basics and examines the potential benefits of this unique educational approach in today's classrooms.
Selected lectures During the early seventeenth century, Europe was suddenly embroiled in controversy after the publication of the first Rosicrucian texts. Ever since, Rosicrucianism has been at the center of Western Christian esotericism. Forced underground by the Thirty Years War, it was secretly handed down by alchemists, hermeticists, and Masons to the nineteenth century, when it inspired new spiritual movements such as Theosophy, the Order of Golden Dawn, and Rudolf Steiner's Spiritual Science. 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.
These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. 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 LECTURES LECTURE 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
Steiner describes polarities of illness and courses of treatment from a comprehensive analysis. He considers many cases and gives indications on therapeutic exercises, diet and medicine, how the 'I' relates directly to the physical body, and spirit and soul need to be taken into consideration when making diagnoses. Revolutionary in its approach, the far-reaching perspectives of these lectures are a living source of inspiration to both professionals, parents and others seeking spiritual insight.
Teaching Children Handwriting is not just another book about teaching block printing and cursive script. It is actually a reference for the whole language arts curriculum in the first three grades and beyond. It begins with the young child's orientation in space and presents written language in the context of the development of human consciousness. Offering practical suggestions for activities, posture, choice of writing instruments, and much more, Audrey McAllen also provides helpful insights into learning difficulties that can be observed through a child's writing and offers guidance and encouragement. Teaching Children Handwriting is a real treasure for teachers, homeschooling parents, and all who love the written word.
Interest in implementation research is growing, largely in recognition of the contribution it can make to maximizing the beneficial impact of health interventions. As a relatively new and, until recently, rather neglected field within the health sector, implementation research is something of an unknown quantity for many. There is therefore a need for greater clarity about what exactly implementation research is, and what it can offer. This Guide is designed to provide that clarity. Intended to support those conducting implementation research, those with responsibility for implementing programs, and those who have an interest in both, the Guide provides an introduction to basic implementation research concepts and language, briefly outlines what it involves, and describes the many opportunities that it presents. The main aim of the Guide is to boost implementation research capacity as well as demand for implementation research that is aligned with need, and that is of particular relevance to health systems in low- and middle-income countries (LMICs). Research on implementation requires the engagement of diverse stakeholders and multiple disciplines in order to address the complex implementation challenges they face. For this reason, the Guide is intended for a variety of actors who contribute to and/or are impacted by implementation research. This includes the decision-makers responsible for designing policies and managing programs whose decisions shape implementation and scale-up processes, as well as the practitioners and front-line workers who ultimately implement these decisions along with researchers from different disciplines who bring expertise in systematically collecting and analyzing information to inform implementation questions. The opening chapters (1-4) make the case for why implementation research is important to decision-making. They offer a workable definition of implementation research and illustrate the relevance of research to problems that are often considered to be simply administrative and provide examples of how such problems can be framed as implementation research questions. The early chapters also deal with the conduct of implementation research, emphasizing the importance of collaboration and discussing the role of implementers in the planning and designing of studies, the collection and analysis of data, as well as in the dissemination and use of results. The second half of the Guide (5-7) detail the various methods and study designs that can be used to carry out implementation research, and, using examples, illustrates the application of quantitative, qualitative, and mixed-method designs to answer complex questions related to implementation and scale-up. It offers guidance on conceptualizing an implementation research study from the identification of the problem, development of research questions, identification of implementation outcomes and variables, as well as the selection of the study design and methods while also addressing important questions of rigor.
Working from the premise that every natural and human-made space has an energy of its own that can physically and emotionally effect anyone in that space, this introduction to ancient practices of environmental shamanism--or transformation of the energy of spaces--explains in practical terms how to liberate old, unproductive energy that may be stored in any space, making room for new vibrations to circulate and increase inhabitants' well-being. Combining timeless traditions with the author's vast experience in energy transformation, this manual offers step-by-step guidance for recognizing and manipulating the unseen forces that affect everyday life. Real-life examples, guided exercises, annotated endnotes, and an extensive glossary to supplement case studies making the book both informative and accessible for practical use.
In this updated and expanded edition of her alternative-health classic, Eden shows readers how they can understand their body's energy systems to promote healing.
The vocation of teaching has been under considerable pressure over the last several decades. Unions would push teachers to count hours and demand breaks and benefits, while every teacher's heart knows that students need attention that is difficult to count in hours or wages. Standardized tests and demands to prove their competence make teachers relinquish their own knowledge of the mysteries of child development and the need for compassion and grace. Torin Finser uses his decades of knowledge of teaching both children and aspiring teachers, and adults in many walks of life to describe full-heartedly how important the preparation of teachers is and how rich the possibilities for teachers to influence the coming generation. He thrills with the future teachers hold in potential through their teaching. This is a book worth reading and then considering, for everyone, not only for teachers or those wishing to become teachers. Our young carry the promise of the coming days, and how we speak to them, love them, teach them now, holds the future. Very few books deeply describe the importance of teacher preparation. This is a golden contribution to that library of insightful contemplation of this all important, and future-bearing calling - the call to teach!
A practical guide to strengthening the foundations for professional development, student capacities and readiness, and parent support - - - "Our rightful place as educators is to be removers of hindrances." --Rudolf Steiner (Aug. 19, 1922) There is growing recognition in educational circles that helping children to build the skills they need to thrive in adult life is as important as content delivery linked to achievements on benchmark tests. These important skills include communication, persistence in the face of challenge, adaptability, teamwork, good manners, self-control, responsibility, and punctuality. A unifying goal for every Waldorf-Steiner school--anywhere in the world, large or small--is to provide a gradual progression of challenging academic content for which the students are (or soon will be) emotionally and physiologically prepared. Waldorf schoolteachers recognize that all true learning requires inner composure and flexibility, and that what can be seen and developed through outer movement is vital for mental health and acuity throughout life. Physical activity fuels the brain with oxygen and decreases stress. Every movement creates and strengthens connections within the brain and in the nerve pathways throughout the body. The importance of developmental movement is also clearly validated by modern science as a path to physiological and emotional development, and might be just as important as academic presentation, especially in the early grades. Activities that build such basics as postural control, spatial orientation, physical coordination, and body geography are not merely classroom extras. All children (perhaps more than ever before) need a rich diet of developmental movement, drawing, and painting exercises, as indicated by Rudolf Steiner, Audrey McAllen, Karl König, Olive Whicher, and numerous others. Although nearly all of these tools have been within the domain of Extra Lesson practitioners and Waldorf movement teachers for decades, Jeff Tunkey asserts that they should be staples for all students, in all classes, every day. C O N T E N T S Foreword Guiding Thoughts 1. Lenses on Teacher Development 2. Foundations for Student Capacities and Readiness 3. Exercises and Activities for Strengthening the Whole Class 4. The Values of Organized Play 5. Building a Schoolwide Culture 6. Building Bridges with Parents Appendix and Resources Afterword Bibliographic Notes Index of Exercises
