Our educational tasks draw us into a new paradigm that reaches across the threshold — beyond the intellectual and emotional to the moral and spiritual. Today, more than ever, we must come to understand the spiritual foundations of pedagogy and appreciate the many challenges in the life of the teacher and the children who draw near us. As teachers we need to respect the sanctity of the child’s individuality by developing moral techniques based in imagination, inspiration, and intuition.
In this advanced seminar for Waldorf educators, we will seek new insights into ourselves as well as the children we teach, mindful that education works as a healing process based on the study of the human being, as well as the study of the children before us.
‘[T]he children who draw near us’ — am I right thinking that this is about karma? I mean, I know it is, but this weird statement somehow screams karma, without saying the word. Even though they draw rather than are drawn. (Draw is easier to combine with a message about the freedom of the individual?)
I wonder, too, what ‘respect[ing] the sanctity of the child’s individuality’ means in the context of waldorf education. (Are they? Perhaps they can have that respect in an anthroposophical sense — and, yet, from the viewpoint of the individual be interpreted as doing the opposite?)
I think it might be interesting to look at some of the center’s other courses too. Here’s one, on cancer.
Through an anthroposophical approach the patient can be seen as a spiritual being who existed before birth. From this perspective the disposition for cancer was acquired before conception in the spiritual realm.
However, how the illness actually manifests itself and which course it takes, depends on the presence of the Higher Self in body and soul during the earthly incarnation.
One on a special bridge:
Building a bridge between the world of the living and the world of the dead is a central task of anthroposophy.
Returning to waldorf education, crossing the Rubicon this time rather than reaching across a threshold or building a bridge to the dead:
In this course, we will explore the deeper aspects of sixth, seventh, and eighth grades. We will experience the profound implications of the “incorporation of the astral body” and its ramifications for the physical and emotional life of the child. We will come to appreciate the prescient ways in which Rudolf Steiner’s grades school curriculum meets the needs of this age group, particularly when it is interpreted by teachers who are on a path of inner development.
You can also get to know thyself through watercolour painting.