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Rudolf Steiner Speaks to the British by Rudolf Steiner Pdf
As demonstrated by the contents of this book, Rudolf Steiner was able to speak to the British in a very direct and lively way. He did not need to give a long introductory build-up to his main theme, as was expected of him in Germany for instance, but could refer immediately to esoteric ideas. The intention of this volume is to give a fuller picture of Rudolf Steiner's work in Britain, and his approach to esoteric ideas while on British soil. Although the major lecture series he gave in Britain have been previously published, this book gathers together various lectures, addresses, question-and-answer sessions, minutes of important meetings and articles - a good deal of which has been unavailable in English until now. It also features a complete list of all the lectures and addresses Steiner gave in Britain, making it a valuable reference book for students of Rudolf Steiner's work.
Rudolf Steiner in Britain by Crispian Villeneuve Pdf
Rudolf Steiner spent some five months of his life in Britain, visiting there ten times between 1902 and 1924. With the exception of German-speaking countries, the longest time Steiner spent abroad was in Britain, a place he clearly considered central to his work.In this extraordinary, thorough study of more than 1,200 pages and dozens of illustrations, Crispian Villeneuve documents those important visits, reproducing letters, articles, records and other archival material, much of it published for the first time. He also studies the interconnected theme of the life and work of D.N. Dunlop, Rudolf Steiner's closest British colleague.
Following his major work on Rudolf Steiner's ten visits to Britain, Crispian Villeneuve studies Steiner's relationship to the British Isles during the approximately forty years before those visits. The theme of Steiner's early connection to British culture leads inevitably to the broader topic of his relationship to modern science. This in turn highlights the polarity and tension between the Goethean philosophic view that arises from Central Europe, and the "Baconian" perspective emanating from Western Europe. Interweaving these contrasting Baconian and Goethean worldviews, Villeneuve presents numerous primary texts--often culled from obscure sources and many previously unavailable in English--with commentary on Rudolf Steiner and the nineteenth century. We learn about Steiner's teachers, Karl Julius Schröer and Edmund Reitlinger, as well as English polymath William Whewell, perhaps the greatest admirer of Francis Bacon in recorded history, though he maintained numerous connections to Central Europe. Crispian Villeneuve offers genuinely new and valuable research into the early life and thought of one of the greatest cultural innovators of our time.
In an astonishing series of lectures on the science of spiritual knowledge, Rudolf Steiner begins by addressing an audience in Dornach, Switzerland – where, only months earlier, his architectural masterpiece, the first Goetheanum, had been destroyed by fire. He discusses the nature of our planetary system, revealing the planets that are characterised by freedom and those that determine destiny. The spirits of the moon live in seclusion, preserving ‘original wisdom’ and reflecting powers connected to sexuality, whereas the sun creates harmony. Jupiter is ‘the thinker’, whilst the spirits on Saturn act as ‘living memory’. Speaking in London, Steiner states that the things that happen to people in sleep are more important than anything that occurs during waking hours! Human beings, he says, must learn to see themselves as an image of spirits and spiritual activities on earth. In a break from the theme, and returning to Dornach, Rudolf Steiner reports on his recent visit to England and Wales, where he attended an educational conference in Ilkley, a Summer School in Penmaenmawr and a school for the disadvantaged in the East End of London. Steiner speaks of the particular atmosphere he experienced in West Yorkshire and North Wales, where remnants of Druid spirituality live in the surroundings. The latter theme emerges strongly in the next lectures, which examine the Druid priest’s sun initiation and perception of moon spirits. The Druids investigated the secrets of the universe, influencing both social and religious life. Steiner also describes the mythic being of Woden, who signified the birth of intellectuality and the subsequent fear of death – which, he asserts, can be healed by the Mystery of Golgotha. In the final section, Rudolf Steiner discusses: ‘The past, present and future development of the human mind’. Again, he references the importance of Druid culture, noting that the ground plans of the stone circles in Penmaenmawr are similar to that of the first Goetheanum. He also points to the crucial roles of the ancient Mysteries and Christ’s deed in human development.
The first truly popular biography of the influential twentieth-century mystic and educator who-while widely known for founding the Waldorf schools and other educational and humanitarian movements-remains a mystery to many who benefit from his ideas. People everywhere have heard of Waldorf schools, Biodynamic farming, Camphill Villages, and other innovations of the Austrian philosopher Rudolf Steiner (1861-1925). Indeed, Steiner—as an architect, artist, teacher, and agriculturalist—ranks among the most creative and prolific figures of the early twentieth century, pioneering work in alternative education, holistic health, and environmental research. While his accomplishments are felt all over the world, few people understand this unusual figure. Steiner's own writings and lectures fill several bookcases, intimidating those who would like to know more. Works on Steiner are often dense and "insider" in tone, further deterring the curious. No popular biography, written by a sympathetic but critical outsider, has been available. Gary Lachman's Rudolf Steiner provides this missing introduction. Along with telling Steiner's story and placing Steiner in his historical context, Lachman's book presents Steiner's key ideas in a readable, accessible manner. In particular, Lachman considers the spread of Steiner's most popular projects, which include Waldorf schools-one of the leading forms of alternative education-and Biodynamic farming-a popular precursor to organic farming. He also traces Steiner's beginnings as a young intellectual in the ferment of fin de siécle culture, to his rise as a thought leader within the influential occult movement of Theosophy, to the founding of his own metaphysical teaching called Anthroposophy. Finally, the book illustrates how Steiner's methods are put into practice today, and relates Steiner's insights into cosmology to the work of current thinkers. Rudolf Steiner is a full-bodied portrait of one of the most original philosophical and spiritual luminaries of the last two centuries, and gives those interested in the history of ideas the opportunity to discover one of the most underappreciated figures of the twentieth century.
The Life and Work of Rudolf Steiner by Guenther Wachsmuth Pdf
Zanoni, first published in 1842, was inspired by a dream. Sir Edward, a Rosicrucian, wrote this engaging, well-researched, novel about the eternal conflict between head and heart, between wisdom and love, played out by the Rosicrucians before the dramatic background of the French Revolution. He described his book Zanoni as "a truth for those who can comprehend it, and an extravagance for those who cannot." Following his introduction, the novel is divided into seven parts, whose titles indicate the sevenfold path of spiritual development. The fourth section, "The Dweller of the Threshold," is the book's centerpiece, revealing significant esoteric facts and experiences. A novelist, a dramatist, a scholar, an editor, and an active member of Parliament, Sir Edward was an extremely successful author whose writings were widely read throughout England and Europe. He poured into this esoteric work all of the ancient esoteric wisdom that he felt he could reveal to the public during an age buried deeply in materialism. This work remains one of the great, pioneering landmarks of esoteric writing.
The Spiritual Ground of Education by Rudolf Steiner Pdf
9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about teachers who, freely and unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305).
Man as a Picture of the Living Spirit by Rudolf Steiner Pdf
This lecture was given on the day of the foundation of the Anthroposophical Society of Great Britain. It is therefore especially important for English-speaking people. It contains the following verse: I gaze into the Darkness./In it arises Light/Living Light /Who is this Light in the darkness/It is I myself in my reality./This reality of the I/Does not enter into my earthly life./I am but a picture of it./But I shall find it again/When with good will for the Spirit/I shall have passed through the Gate of Death.
Our Connection with the Elemental World by Rudolf Steiner Pdf
The heart of this volume comprises Rudolf Steiner’s commentary on the elemental forces that are responsible for our earthly nature as human beings – forces that influence us through our membership of a national or geographical group. When such elemental forces are not recognised and understood, he states, they cause conflict and chaos. However, Steiner indicates an important accompanying task that calls upon each human being to develop individuality, emancipating ourselves from the earthly influences underlying national and racial groups. These great themes are framed by Rudolf Steiner’s pioneering research into the two major Northern folk-poems, the Kalevala and The Dream Song of Olaf Åsteson. The former tells of the elemental spirits who created the conditions for our earthly incarnation, whereas the Dream Song has to do with the drama of excarnation – the journey of the human soul after death. Linking these vast motifs is Steiner’s unique description of the mission and tasks of the Russian people and the contrast of their destiny to the North American people (who, he says, are ‘dominating the Earth for a brief period of increasing splendour’). Steiner explains how elemental beings, responsible for the balance of land and sea, have created conditions where various peoples are enabled to develop their gifts and fulfil their destinies. Thus he speaks of Finland as the ancient conscience of Europe, Russia as the future bearer of the Christ-imbued Spirit Self, and the differing but complementary environments of Germany and Britain. Strikingly, he states that, ‘no souls on Earth love one another more than those living in Central Europe and those living in the British Isles’. Rudolf Steiner also speaks of the necessary work of luciferic and ahrimanic beings that collaborate to enable the solid spatial forms of our physical bodies. Likewise, they influence our etheric and astral bodies, facilitating thinking, feeling and will to be imbued with life and consciousness.
How are we connected to the world around us? This question, says Rudolf Steiner, is one that lives subliminally, drawing us into the depths of the psyche. There, our candle of consciousness tends to flicker and go out. But spiritual schooling can relight it, so that we learn to perceive realms of our being beyond the restricted self. Whilst Steiner was undertaking major lecture tours of Germany and England, he took time to address his followers at the world centre of anthroposophy in Dornach, Switzerland. He speaks here on three major topics: ‘The Life of the Human Soul’, ‘Spiritual Striving in Relation to Earth’s Evolution’ and ‘The Contrast Between East and West’. The common theme, however, is our mutual responsibility for what the human being and the world will eventually become – which, according to Steiner, is far from a foregone conclusion. Even the way we think can change and affect the future: the degree, for example, to which we concentrate our picturing in meditation, infusing head thinking with warmth of heart. Rudolf Steiner reveals a hugely complex picture of interrelationships between humanity and the cosmos. Our head, heart, lungs and limbs all reveal subtly different qualities of connection with the invisible realities that continue to sustain us. Our eyes, for instance, only gradually evolved into organs of sight and were once vital organs, as our lungs are now. The lungs, in turn, will similarly evolve to provide us with another form of perception. As is usually the case, Steiner addresses a wide variety of topics in addition to those above. Included in this volume are thoughts on the significance of the cinema; the nature of the halo; technology as the ‘true foundation’ of the modern worldview; asceticism in the Middle Ages; the world of machines and the world of rite and worship; yoga and modern meditation exercises; pain as an awakener of knowledge; the emergence of the belief in ghosts; and the connection between stomach acid and soul qualities.
These lectures provide an excellent introduction to some of the leading themes of anthroposophy. Steiner carefully corrects certain misunderstandings that had arisen regarding his spiritual-scientific research and demonstrates how anthroposophy has nothing whatever to do with mysticism or spiritualism; nor is it simply a revival of ancient esoteric teachings. Rather, it is a genuinely modern spiritual teaching for Western humanity that builds upon the achievements of science and develops its exact methodology further into the investigation of spiritual realities through the awakening of higher organs of perception.
Waldorf Education and Anthroposophy by Rudolf Steiner Pdf
9 lectures, various cities, February 23, 1921-September 16, 1922 (CW 304) This is the first of two previously untranslated volumes of Steiner's public lectures on Waldorf education. Readers familiar with Steiner's lectures for teachers will discover here how Steiner presented his ideas to the general public with surprising directness. Teaching, Steiner says, should be artistic, creative, and improvisational, not dogmatic. Yet he is clear that the great battle concerns the spiritual nature of the child. Other themes include understanding the role of health and illness in education, as well as repeated expositions of the three major phases in child development: imitation, authority, and freedom. There are also two lectures Steiner gave in England on Shakespeare and new ideals in education. Topics include: Spiritual Science and the Great Questions of our Present Civilization Education and Practical Life from the Perspective of Spiritual Science Knowledge of Health and Illness in Education The Fundamentals of Waldorf Education Educational Methods Based on Anthroposophy Education and Drama Shakespeare and the New Ideals German source: Erziehungs- und Unterrichtsmethoden auf Anthroposophischer Grundlage (GA 304).
13 lectures, Dornach and Basel, December 4-31, 1916 (CW 173) Although these lectures were given in 1916, they have much to teach us about today's political spin, media distortions, propaganda and downright lies--all delivered by the media on a daily basis. Rudolf Steiner's calm, methodological approach penetrates the smokescreen of accusations and counterclaims, illusions and lies, surrounding World War I. From behind this fog and under the guise of outer events, the true spiritual struggle is revealed. Steiner's words give the reader a deeper understanding of the politics and world conflicts that confront us today through the filter of popular media. Amid the turmoil of World War I, Steiner spoke out courageously against the hate, lies, and propaganda of the time. His detailed research into the spiritual impulses of human evolution allowed him to reveal the dominant role that secret brotherhoods played in events that culminated in that cataclysmic war. He warned that the retarding forces of nationalism must be overcome before Europe can find its true destiny. He also emphasized the urgent need for new social structures in order to avoid such future catastrophes. Political and social changes around the world are moving at a breathless pace, hurtling us all toward an uncertain future. These lectures illuminate much of what lies behind today's turbulent events and the scenes played out on the nightly news. This new edition, reproduced in a larger format, is put in a modern context and introduced by Terry Boardman. This volume is a translation from German of Zeitgeschichtliche Betrachtungen. Das Karma der Unwahrhaftigkeit - Erster Teil. Kosmische und Menschliche Geschichte Band IV (GA 173).
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
