2 volumes: September 8, 1919 - September 3, 1924 (CW 300a/b) The Waldorf school movement has its roots in the chaotic period following World War I. Struggling to create the first school, Rudolf Steiner worked on every detail-lesson plans, religious education, school hours, course resources, administration, finance, and child study. Guiding the faculty, Steiner moved toward his goal of creating a vehicle for social transformation. These two volumes span 1919 to 1924 and cover, meeting by meeting, the development of the first Waldorf school. Participating in a work in progress, Steiner deals with an amazing array of problems, frustrations, successes, and failures. His sleeves rolled up and his sight on a vision that he made a reality, Steiner lays the foundations of Waldorf education. This detailed look behind the scenes will interest not only teachers, but also parents, students, and anyone who wants to know how a successful worldwide school movement arose. German source: Konferenzen mit den Lehren der Freien Waldorfschule 1919-1924 (GA 300a-c)
"We're trying to get to the castle of the Wise Enchanter,' Michael said. 'It's very difficult." "But you have found your way to the Enchanted Islands," said the hermit. "That is the first step, and that is good. I can't tell you which way to go, since I have no idea. You see, very few people have ever reached the castle itself, and no one has been there since I have been here, but I can tell you one thing...if you keep going straight through the forest, it will end. At the end, there are two paths. One path is the Right Way. The other is the Left Way. One of these paths is the true way, and will take you where you need to go; but you can only know which is which once you have gone along the way of your choice for some time." "What if the Right way is the wrong way, or the Left way is the right way?" Lauren asked. "It sounds confusing." "Yes, yes, of course it does. But once you've done it, everything will be perfectly clear." Words are disappearing from the world. Something is lurking in the deepest waters, devouring all the words that are no longer used. No one has noticed, but the world is slowly growing darker. For many years no children have come to the Enchanted Islands in search of Wisdom, and the Wise Enchanter is growing old. Four children from the corners of the earth have been sent on a quest to rediscover each letter, unlock the treasure of language, and thereby grow wise. Time is running out; if the children do not reach the castle of the Wise Enchanter in time, Wisdom and light may vanish from the world altogether.
5 lectures, Cologne, Dec. 28, 1912 - Jan. 1, 1913 (CW 142) 9 lectures, Helsinki, May 28 - June 5, 1913 (CW 146) 1 lecture, Basel, Sept. 19, 1912 (CW 139) This combination of two volumes in Rudolf Steiner's Collected Works presents Steiner's profound engagement with Hindu thought and, above all, the Krishna in the Bhagavad Gita as they illuminate Western Christian esotericism. In his masterly introduction, Robert McDermott, a longtime student of Rudolf Steiner, as well as Hindu spirituality, explores the complex ways in which the "Song of the Lord," or Bhagavad Gita, has been understood in East and West. He shows how Krishna's revelation to Arjuna --a foundation of spirituality in India for more than two and a half millennia --assumed a similarly critical role in the Western spiritual revival of the nineteenth and twentieth centuries. In the West, for instance, leading up to Steiner's engagement, McDermott describes the various approaches manifested by Emerson, Thoreau, H.P. Blavatsky, and William James. In the East, he engages with interpretations of historical figures such as Mahatma Gandhi and Sri Aurobindo, relating them to Steiner's unique perspective. In addition, and most important, he illumines the various technical terms and assumptions implicit in the worldview expressed in the Bhagavad Gita. The main body of The Bhagavad Gita and the West consists of two lecture courses by Rudolf Steiner: "The Bhagavad Gita and the Epistles of Paul" and "The Esoteric Significance of the Bhagavad Gita." In the first course, his main purpose is to integrate the flower of Hindu spirituality into his view of the evolution of consciousness and the pivotal role played in it by the Mystery of Golgotha --the incarnation, death, and resurrection of Jesus Christ. Steiner views Krishna as a great spiritual teacher and the Bhagavad Gita as a preparation, though still abstract, for the coming of Christ and the Christ impulse as the living embodiment of the World, Law, and Devotion, represented by the three Hindu streams of Veda, Sankhya, and Yoga. For Steiner, the epic poem of the Bhagavad Gita represents the "fully ripened fruit" of Hinduism, whereas Paul is related but represents "the seed of something entirely new." In the last lecture of part one, Steiner reveals Krishna as the sister soul of Adam, incarnated as Jesus, and claims Krisha's Yoga teachings streamed from Christ into Paul. In the second lecture course, five months later, Steiner engages the text of the Bhagavad Gita --on its own terms --as signaling the beginning of a new soul consciousness. To aid in understanding both of these important cycles, this book includes the complete text of the Bhagavad Gita in Eknath Easwaran's luminous translation. In our age, when East and West are growing closer and we live increasingly in a global, intercultural and religiously pluralistic world, this remarkable book is required reading. The Bhagavad Gita and the West is a translation of two volumes in German: Die Bhagavad Gita und die Paulusbriefe (CW 142) and Die okkulten Grundlagen der Bhagavad Gita (CW 146). The lecture in the appendix is translated from Das Markus-Evangelium (CW 139) and was published in The Gospel of St. Mark (Anthroposophic Press, 1986).
"Truths cannot be transmitted simply as stable dogmas. Truths are always of a given moment and, at each moment, must be grasped anew. This demands at each moment a renewed activity in relation to the human gift of understanding." -- Jörgen Smit (from the foreword) The goal of this study is to cultivate the experience of living, intuitive thinking, such as we experience with every new understanding. As Kühlewind puts it, this unique contribution to practice of anthroposophy has a twofold purpose: "to stimulate working with spiritual science through exercises, and to stimulate independent new formulations of its content on the basis of experience." Working with Anthroposophy will help guide beginning students and inspire longtime students of the path opened up by Rudolf Steiner. As with all of Kühlewind's works, this book opens new insights with each reading.
Virgin Mary Apparitions. UFO Sightings. Crop Circles. What do these have in common? Earth-energies expert Richard Leviton is convinced that these three seemingly distinct phenomena are all interconnected. And, he insists, the signs indicate something very real and very important is happening: we're fast approaching the end of the world as we know it--and that might not be such a bad thing. In Signs on the Earth, Leviton combines newspaper and firsthand accounts with his own intuitive research to examine the exploding number of such reports from around the world. He focuses his study by selecting a handful of Marian apparition sites, including Lourdes, Fatima, Medjugorje, and others, as well as UFO hot spots such as California's Topanga Canyon and the Hudson River Valley. For his investigation of the crop circle phenomenon, Leviton takes you Wiltshire, England, an area he calls the crop circle mecca. Encouraging you to think of the Earth as a cosmic bulletin board, Leviton believes that these phenomena are messages from the galaxy and the spiritual worlds offering us an unprecedented opportunity to enter the next level of reality. Signs on the Earth shows that these signs are literally directions to a 3-step process for looking within as well as beyond yourself, and unlocking your vast spiritual potential.
Carlo Pietzner speaks, out of his own ego-directed, inner experiences, about several motifs inherent to inner striving: the problem of self in relationship to the world, the disintegration of the three soul forces, the transition from sense perception to spiritual perception, the reality of evil, the condition of loneliness, and more.
The Gospel of John, distinct from the ‘synoptic gospels’, is the most esoteric and challenging account of the life, death and resurrection of Jesus Christ. John, whose identity has been much debated, mysteriously refers to himself as ‘the disciple whom Jesus loved’. But didn’t Jesus love each of the twelve Apostles? Indeed, did he not love all human beings? However, the Gospel says only of Lazarus that Jesus ‘loved him’. In this profound study, Richard Seddon brings together essential but often overlooked quotations from the work of the philosopher and scientist Rudolf Steiner. Steiner made no claim to divine inspiration, but described how – through the vigorous discipline of inner development – the capacity for spiritual-scientific research could be acquired. Rudolf Steiner, who founded anthroposophy, undertook research into many of the incidents recorded in John’s Gospel, and reported his results in lectures given across Europe. In compiling Steiner’s various statements, The Challenge of Lazarus-John reveals that John’s Gospel not only gives a historical account, but also represents a path of personal development or initiation. After the prelude characterizing Creation, the Gospel describes how the Christ being descended into the physical and spiritual constitution of Jesus of Nazareth at the Baptism. Crossing the threshold between physical and spiritual worlds, the Gospel writer places emphasis on the development of the higher self in freedom, on the rebirth of the soul, and on the raising of Lazarus. An interlude considers the significance of the seven events referred to as ‘signs’, and the seven ‘I am’ statements in relation to higher stages of cognition. The remainder of the Gospel is seen as an expression of the seven stages of Rosicrucian-Christian initiation and their reformulation in the process of human evolution described in anthroposophy. This culminates in an examination of the spiritual processes that take place in the constitution of Jesus during the Crucifixion and Resurrection. It is Lazarus-John’s personal witness of these events that enables him to write his unique Gospel. Drawing together such insights and interpretations, Seddon has produced a comprehensive monograph that supplements existing biblical commentaries and illumines John’s enigmatic Gospel as a truly Christian path of modern initiation – a challenge to all human beings that will remain for millennia to come.
Journal for Star Wisdom 2015 includes articles of interest concerning star wisdom (Astrosophy), as well as a guide to the correspondences between stellar configurations during the life of Christ and those of today. This guide comprises a complete sidereal ephemeris and aspectarian, geocentric and heliocentric, for each day throughout the year. Published yearly, new editions are available beginning in October or November for the coming new year. According to Rudolf Steiner, every step taken by Christ during his ministry between the baptism in the Jordan and the resurrection was in harmony with--and an expression of--the cosmos. The Journal for Star Wisdom is concerned with these heavenly correspondences during the life of Christ. It is intended to help provide a foundation for cosmic Christianity, the cosmic dimension of Christianity. It is this dimension that has been missing from Christianity in its two-thousand-year history. Readers can begin on this path by contemplating the movements of the Sun, Moon, and planets against the background of the zodiacal constellations (sidereal signs) today in relation to corresponding stellar events during the life of Christ. In this way, the possibility is opened for attuning, in a living way, to the life of Christ in the etheric cosmos. This journal begins with an article on the relationship between the zodiacal ages and the cultural epochs by Robert Powell, followed by Estelle Isaacson's article about the early stages of Christ's Ascension into cosmic dimensions. Claudia McLaren Lainson's article relates events of our time against the background of St. Paul's experience of Christ at the gates of Damascus. Richard Tarnas's article, "The Evolving Tradition," offers important perspectives on the development of astrology in our time. Also included is an article by Kevin Dann, which considers the universal significance of the vortex, following up on an indication by Rudolf Steiner. Nicholas Kollerstrom contributed the article "Power of the Sun," discussing research into a new understanding of our Sun. There are also two articles by Brian Keats that contribute to research into aspects of biodynamic farming in connection with cosmic rhythms. The monthly commentaries for 2015 are by Claudia McLaren Lainson, supported by monthly astronomical previews provided by Sally Nurney that offer opportunities to observe and experi-ence the stellar conÿ gurations physically during 2015. This direct interaction between human beings on Earth and the heavenly beings of the stars develops our capacity to receive their wisdom-filled teachings.
Contemporary science views our planet as an insignificant speck of dust in the vastness of space, with its four kingdoms as a random assemblage of atoms. Yvan Rioux presents a radically different perspective, demonstrating an indissoluble relationship between Heaven and Earth. Over aeons of existence, the four kingdoms have manifested a creative power that perpetually brings forth new expressions. With the goal of bridging science and spirit, Rioux helps revive the old intuitive awareness of an intimate communion between the outer perceptible life of nature, the inner life of the soul and the majestic spiritual formative forces that preside as architects – an organic whole where all levels co-evolve. The earth, nesting in its solar system, is connected with the Milky Way and the twelve constellations. The impact of the stars as an influence on human behaviour has been known for millennia. In the original edition of Rudolf Steiner’s Calendar of the Soul, twelve illustrations of the constellations, made by Imma von Eckardstein, were published for the first time. These intuitive drawings differ greatly from the traditional ones, but Steiner stressed their importance for our modern consciousness. The images invite us to comprehend formative forces in their various guises in the kingdoms of nature. By exploring the gifts of each constellation, the author uses Imma’s drawings as a template to elucidate the emergence of twelve basic forms as the common denominators of all creatures, leading eventually towards the human form. ‘The [new] images of the zodiac constellations represent actual experiences connected with the waking and sleeping of particular spiritual beings. In these images we have a knowledge that needs to be renewed at this time…’ – Rudolf Steiner (1912)
15 discussions with teachers of the Stuttgart Waldorf School, Aug. 21 - Sept. 6, 1919; 3 lectures on the curriculum, Sept. 6, 1919 (CW 295) "In spiritual science we divide the human being into 'I'-being, astral body, etheric body, and physical body. In an ideal human being, the harmony predestined by the cosmic plan would naturally predominate among these four human principles. But in reality, this is not so with any individual. Thus, it can be seen that the human being, when given over to the physical plane, is not yet really complete; education and teaching, however, should serve to make the human being complete. One of the four elements rules in each child, and education and teaching must harmonize these four principles." -- Rudolf Steiner For two weeks, prior to the opening of the first Waldorf school in Stuttgart, Rudolf Steiner intensively prepared the individuals he had chosen to become the first Waldorf teachers. At 9:00 a.m. each day, he gave the course now translated as Foundations of Human Experience; at 11:00 a.m., Practical Advice to Teachers; and then, after lunch, from 3:00 p.m. to 6:00 p.m., he held the informal "discussions" published in this book. The tone is spontaneous and relaxed. Steiner does not prescribe specific methods but introduces topics and situations, offering guidelines and allocating practical assignments that are taken up and discussed in the next session. The discussions are filled with insights and suggestions in many different areas of teaching--history, geography, botany, zoology, form drawing, mathematics, and more. Speech exercises are included. This edition also includes, for the first time in English, three important lectures on the curriculum, given the day just before the school opened. These fifteen discussions constitute an essential part of the basic training material for Waldorf teachers. Discussions with Teachers is a translation from German of Erziehungskunst. Seminarbesprechungen und Lehrplanvorträge (vol. 295 in the Bibliographical Survey, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1961).
