By Rudolf Steiner
In those 8 talks on schooling for adolescent-aged youth, Steiner addressed the lecturers of the 1st Waldorf college years after it was once first opened. A highschool was once wanted, and Steiner desired to supply a beginning for learn and a advisor for academics already conversant in his method of the person, baby improvement, and schooling in accordance with religious technology. Steiner's schooling affirms the being of each baby in the international of spirit. This strategy works in the context of the kid's sluggish access into earthly existence, aided through religious forces, and kid's desire for an schooling that cooperates with these forces. a few of Steiner's comments might be debatable, yet impartial examine will bring about an appreciation of the profound inspiration and knowledge at the back of what's offered right here.
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Extra info for Education for Adolescents (Foundations of Waldorf Education, 10)
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The rhythmical organism is essentially the basis for the mediation of feelings. Judgments are, you will agree, deeply related to feelings, even the most abstract of judgments. When we say “Carl is a good boy,” this is a judgment, and we have the feeling of confirmation. The feeling of confirmation or negation—any feeling actually that expresses the relation between predicate and subject—plays a major role in judgments. It is only because our judgments are already strongly anchored in our subconscious that we are not aware of our feelings’ participation in them.
This additional effort is necessary. We must do something. It is, after all, the task of the Waldorf school to use methods different from those practiced elsewhere.
Now imagine thirty people holding hands. ” In this way, the children get a feeling for the distance in time. It is important to teach history in this way—not placing isolated episodes next to each other but rather giving the children the feeling of distance in time. It really is important to point out the characteristic differences [in consciousness—translator] when we deal with specific epochs in history, so that the children can have an idea of them. Lecture Three 57 What matters is that historical events are seen to be living within the framework of time.