The article focuses on the transformative potential of colours described by Rudolf Steiner. Steiner’s colour definitions are approached through the aesthetics of religion, investigating religion as a ...sensory and mediated practice. The goal is to clarify the identifiable features of the anthroposophical use of colour and how the Steinerian conception of colour relates to the anthroposophical worldview. Steiner’s conception of colours was strongly influenced not only by theosophy but also by J. W. von Goethe’s theory of colour and his ideas of metamorphosis. Steiner’s colour definitions are discussed both through his published lectures and through his own drawings and paintings. These pictures were intended to function as models for artists working with anthroposophical art, and they can be understood as specific sensational (i.e. sensory) forms that many later artists have produced variations of. Steiner’s use of colour is approached particularly through his Nature Mood sketches (1922) and his painting New Life (Mother and Child) (1924). The analysis of artworks made in the anthroposophical tradition can deepen our understanding of Steiner’s conception of colours and its transformative potential.
This paper presents Rudolf Steiner's idea of Waldorf Education as an alternative to modern educational principles that can be used. In its implementation, Steiner started his philosophy of education ...starting from anthroposophy which can be understood as the antithesis of anthropocentric. Anthroposophy views that humans must see themselves as a whole, unite with the universe and carry out self-searches to reach self-perfection at the level of wisdom. There are four main ideas; Spiritual knowledge and freedom, Nature of Human beings, Evolution-Emanation, and ethics. In the technical implementation, holistic education has three principles; connectedness, inclusion, and balance. This paper will also describe the general principles and some specific principles in Waldorf Education, about the characteristics of the curriculum, how to treat students, and how to become a Waldorf teacher. As well as a brief description of the architectural significance of school buildings in Waldorf schools. This idea of Steiner's educational philosophy contains many interesting and potentially useful ideas, although not a few consider them to be contrary to today's modern educational models.
Neste trabalho o nosso objetivo é demonstrar que o pensamento do filósofo Rudolf Steiner pode ser utilizado, por seus princípios metodológicos, como instrumentos potentes para o reencantamento da ...prática pedagógica e para a construção de um currículo utópico. Nosso argumento consiste em defender que o professor-estudante deve atuar em sua prática pedagógica, na relação educador-educando, levando em consideração pensar, sentir e querer dos educandos e de si, reencantando seu processo educativo, contribuindo para a construção de um currículo utópico. Concluiu-se que a experiencia vivida como educador proporciona fundamentos para enfrentar os dilemas causados por uma prática orientada pela modernidade racional-desencantada, que considera o ser humano apenas do ponto de vista racional-cognitivo.
Climate science denial has a perhaps surprisingly strong standing in anthroposophy. Anthroposophical deniers of climate science usually do not contest the existence of global warming, but they ...ascribe it to “cosmic” processes that are largely described in astrological terms. Thoroughly refuted claims that ongoing global warming depends on variations in solar activity have been adopted by anthroposophists. This article proposes three major explanations for the persistence of climate science denial in the anthroposophical movement: Anthroposophists constantly look for guidance on scientific issues in the writings of their founder Rudolf Steiner (1861–1925), who made claims far off from the mainstream science of his time. They consider the material world to be constantly influenced by “spiritual” factors, including astrological constellations and a host of supernatural beings. Finally, they cherish ideas on a predetermined, largely cyclic, cosmic plan, of which humanity is a part.
The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both ...public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing "progressive education."
Spanning the period 1987-2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet underresearched field.
This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staffat Waldorf education institutions may also benefit from the volume.
Michaił Czechow pozostawił kilka świadectw pracy nad rolą Don Kichota, najbardziej znane są Rozmyślania o Don Kichocie (1926) i Dziennik o Kichocie (1928). Do premiery spektaklu w teatrze MChAT ...Drugi nigdy nie doszło, a Czechow roli tej nie zagrał ani w Rosji, ani na emigracji. W artykule podjęto próbę rozszyfrowania uwag aktora o postaci rycerza w kontekście antropozofii, która w tym okresie była dla niego inspiracją zarówno w pracy nad rolą, jak i własnym rozwoju duchowym. Sięgnięcie do dokumentów, w tym do stenogramów dyskusji wokół planowanej inscenizacji oraz do korespondencji aktora z jedną z autorek pierwszej adaptacji powieści - Nadieżdą Pawłowicz, pozwoliło wnikąć w paradoksalne na pierwszy rzut oka postrzeganie postaci rycerza przez aktora. Czechow widział w nim postać "lucyferyczną" i krytycznie oceniał jego idealizm. Zestawienie poglądów aktora z opiniami działaczy bolszewickich tłumaczy, dlaczego przychylał się do narzucanej przez cenzurę interpretacji powieści Cervantesa, a jednocześnie odsłania prawdziwe motywy jego własnej interpretacji. Przyczyną niepowodzenia w zmaganiu się z rolą Kichota była nieprzystawalność wizji aktora do powieści Cervantesa, co uniemożliwiło stworzenie zadowalającej adaptacji dzieła. Zarazem pracę nad rolą Kichota można potraktować jako etap w rozwoju Czechowa, zainspirowanego naukami Rudolfa Steinera.
The Waldorf schools, founded by Rudolf Steiner, are today among the most successful alternative schools that have emerged in the context of the Reformpädagogik (progressive education movement). ...Despite the increasing number of schools being founded as well as critical comments occuring from time to time in the public, the interest in Rudolf Steiner and Waldorf pedagogy in terms of the history of education is currently rather modest. What is true with respect to research on Waldorf pedagogy in general is even more true of the "Eurythmy" as an essential element of Waldorf education. The aim of the article is to show to what extent Eurythmie is a genuinely Anthroposophical theory of body and movement and to what extent it is a child of the then flourishing Körperkultur movement. As will be shown, Rudolf Steiner got the idea to develop an original art of movement somewhat accidentally. Around and after the First World War it became an important vehicle for making his esoteric philosophy, the Anthroposophy, attractive to a wider public. On the one hand, he therefore had to demarcate Eurythmy from other schools and disciplines like rhythmic gymnastics and expressive dance; on the other hand, he had to catch up with relevant discourses associated with physical education like that of will training. As will also been shown, another strategy between demarcation and alignement, opening up to a wider public and establishing Eurythmy as a unique, anthrosophical art of movement, was to develop different forms of Eurythmy.
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