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This book investigates the concept and practises of imaginative teaching. Since Rudolf Steiner (founder of the Waldorf schools) wrote extensively on the subject and is renowned for his contributions to education, his work is used to develop insights into the nature of 'imaginative teaching'. Given the societal changes since Steiner's time, however, the topic is further developed by examining imaginative teaching in three Steiner primary classrooms, using the methodological means of ethnography and phenomenology. The insights gained from this undertaking are used to re-theorise aspects of Steiner's writings about imagination and holistic education. In this study it is argued that imaginative teaching is made up of three modes of pedagogy and seven teaching methods, and that these modes and methods form a most potent means for connecting children with aesthetic, intellectual and physical development.
Rudolf Steiner differentiated clearly between the spiritual concept of Imagination and our everyday understanding of the word. As living, pictorial thinking, Imagination is a primary aspect of the contemporary path of inner schooling – the first of three levels of initiate knowledge and cognition. Imagination leads us into a world of flowing, living pictures: a realm of soul and spirit in which everything is in continual movement. This anthology offers a survey of the diverse aspects of Imagination and imaginative cognition. As the thematically re-ordered texts reveal, Rudolf Steiner’s spiritual philosophy – anthroposophy – is itself often pictorial and imaginative in nature. Many of its fundamental concepts, such as the evolution of the world and the human being, were formulated by Steiner in vivid, living pictures. However, whilst imaginative perception leads us to the threshold of the spiritual world, we can also fall prey there to illusions, visions and hallucinations. This volume, expertly assembled by Edward de Boer, draws on the entirety of Rudolf Steiner’s collected works – from his earliest writings to passages from his many lectures. It is conceived as a stimulus to readers to practise, deepen and extend their own imaginative consciousness. Steiner’s commentary on ‘exemplary Imaginations’, in particular, encourages further study, contemplation and schooling of our own pictorial thinking. Chapters include ‘Imagination as Supersensible Cognition’; ‘The Rosicrucian Path of Schooling’; ‘Exercises to Develop Imagination’; ‘Understanding Imagination Through Inspiration and Intuition’; ‘Illusions, Hallucinations and Visions’; ‘Imaginative Perception as the Threshold to the Etheric World’; ‘Goethe’s Worldview’ and ‘Exemplary Imaginations’ (including commentary on ‘The Fairy-tale of the Green Snake and the Beautiful Lily’, The Mystery Plays; The Great Initiates; the ‘Apocalyptic Seals’; The Chymical Wedding of Christian Rosenkreutz and the ‘Michael Imagination’).
The insights gained from these evidential 'grounds' were used to selectively re-theorise various aspects of Steiner's writings about imagination and holistic education. In this reconstruction it is argued that the pedagogy of imagination is made up of three modes of pedagogy ('leaving', 'sharing' and 'immersing') and seven teaching methods ('exploration', 'empathy', 'storytelling', 'art', 'discussion', 'drama' and 'routine'), and that these modes and methods form a potent means for connecting children with aesthetic, intellectual and physical development. It is also suggested that the potency of the three modes and seven methods, and their observed ability to lift students out of contextual constraints, educational or societal, may depend on the 'anthroposophical' teacher, as conceived by Steiner. The implications of these findings are related to notions of 'holistic' education and education at large, providing recommendations for professional development and future research." -- Abstract.
This book brings together Steiner's philosophical, biodynamic and cultural contributions to education, where 'spirit' and ‘soul’ are the creative elements in human evolution. His thought is applied to selected examples of innovative artistic practice and pedagogy of the present. This volume is intended for researchers in the arts and education with an interest in Rudolf Steiner's huge influence on educational thought and policy.This is an urgent point in time to reflect on the role of arts in education and what it might mean for our souls. An accessible yet scholarly study of interdisciplinarity, imagination and creativity is of critical widespread interest now, when arts education in many countries is threatened with near-extinction.
Given in 1916, when Europe was in the throes of World War I, these seven lectures present Rudolf Steiner's trenchant analysis of the malaise of our time. With wit and compassion, he vividly confronts us with the dead end to which materialism has brought modern civilization. Starting with a new look at the festival of Pentecost, Steiner shows how the chaos of his time "and ours "can be transcended by a shift or transformation of consciousness. Ranging over a wide variety of topics, he moves from a description of balance in life to a discussion of the twelve senses and their relationship to the cosmos, psychology, and art. In the process, he reveals the central importance of the development of Imagination. Contents: 1. The Immortality of the "I" 2. Blood and Nerves 3. The Twelve Human Senses 4. The Human Organism through the Incarnations 5. Balance in Life 6. The Feeling for Truth 7. Toward Imagination Seven lectures in Berlin, June 6 - July 18, 1916
This lecture is part of the collection "The Foundations of Human Experience" by Rudolf Steiner. Steiner (1861-1925) was an Austrian philosopher, social reformer, architect, and esotericist. He gained initial recognition as a literary critic and cultural philosopher. At the beginning of the 20th century, he founded a spiritual movement, Anthroposophy. He is considered the father of Waldorf education, biodynamic agriculture, anthroposophical medicine and spiritual science. The three aspects of the physical body. The three aspects of the head: the head, the chest (the nose as metamorphosed lung) and the limbs (jaws); the limbs as metamorphosed jaw. The chest-torso between the head and the limbs: the tendency of the upper chest aspect toward the head aspect (larynx and speech) and the lower chest aspect toward a coarsened limb formation (sexuality). Appealing to imagination through teaching material in the last elementary school years. Example of the Pythagorean theorem. The conditions of the teacher: permeate the teaching material with feeling will and maintain a lively imagination. Pedantry is immoral. Nineteenth century views concerning the use of imagination in teaching; Schelling. The teacher's motto: Imagination, Sense of Truth, Feeling of Responsibility. The entire Collected Works of Rudolf Steiner are available from SteinerBooks.
The present volume of intermediate lectures contains excerpts from three different works. The first is from GA 21; Enigmas of the Soul ([Amazon: ] Keryx, 2017). This is the rather brief passage that would prove foundational both for Waldorf education and the threefold social order in which Steiner first sets out the correspondences between thinking and the nervous system, feeling and the rhythmic system, and willing and the metabolic or limb system. Steiner also has quite a bit to say about Imagination, Inspiration, and Intuition. The second is also quite short, but extremely sublime: here he describes the ways that Imagination, Inspiration, and Intuition yield higher cognition to incarnated spirits, while the same three faculties represent spiritual realities guiding us into incarnation. The third is likewise short and likewise sublime, detailing the ways in which Imagination and Inspiration and Intuition rise up to direct intuition of the cosmic ethers and the workings of the planets
Rudolf Steiner's educational system--long established and respected on the European continent--is gradually spreading around the world. Its radical principles, based on a view of the human being as composed of body, soul, and spirit, allows for a truly holistic and balanced education that nourishes the whole child. The author explains, in a clear and lively style, many aspects of Steiner's educational theories, especially the three stages of child development and how the Waldorf curriculum provides a healthy understanding, nurturing, and support for these phases. Edmunds discusses the role of the class teacher, the "main lesson," the four temperaments, attitudes toward discipline, competition, and examinations. His answers are based on the author's many years of rich and varied experience as an educator of both children and adults. This is an excellent introduction to the theory and practice of Steiner/Waldorf education, whether for teachers or anyone who would like to know more about Steiner's ideas. It is especially useful for parents who are looking for a holistic education for their children.
Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: a social basis for education; the spirit of the Waldorf school; educational methods based on anthroposophy; children at play; teaching through the insights of spiritual science; adolescents after the fourteenth year; science, art, religion, and morality; the spiritual basis of education; the role of caring in education; the roots of education and the kingdom of childhood; address at a parents' evening; and education within the broader social context.