Quoted from a report on a conference in Dornach in November:
‘Claus-Peter Röh was a founding teacher of the Waldorf School in Flensburg, Germany, and has been a class teacher there for 27 years. He is a musician and artist, and he gave an inspiring and eminently practical presentation – replete with music, children’s drawings, stories and movement — on the harmonizing within the body of the “above” with the “below.” How do both streams (physical body and I; past and future) come together in the growing child? Can we notice the moment when the incarnating child “finds his or her own way.” In the ensuing discussion, we considered incarnation, excarnation and how to help children who are either incarnating too strongly, or not incarnating enough.’
These ideas surely seem eminently practical in education.
‘Today’s adults are obliged to do more so that the I of the youngsters can incarnate; the educators must — with his own “I-force” — create a “space” for the young person. In the schools the task of the teachers is to work on the physical body in such a way that the young person’s I can then become active in the body.’
From the report it also becomes apparent that all these leading figures in waldorf education — those who have a say in its development — are 1st class card holders in the Anthroposophical Society (see the reference to the 5th of the class lessons). It’s not about education. It’s about the spiritual tasks perceived by anthroposophists as a necessity and a duty — for humanity, not for individual children.