Waldorf education - Revision history

Odyssee: /* Clear knowledge of the human being as the basis of education */

2021-09-28T08:53:00Z

Clear knowledge of the human being as the basis of education

← Older revision		Revision as of 08:53, 28 September 2021
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	== Clear knowledge of the human being as the basis of education ==		== Clear knowledge of the human being as the basis of education ==
	[[File:Waldorf Resources.jpg\|thumb\|300px\|link=http://www.waldorf-resources.org\|[http://www.waldorf-resources.org/ Waldorf Resources]: For educational professionals: Impulses, articles, calendar of events, forums and links on Waldorf education. Brought to you by the [http://www.haager-kreis.org/ International Forum of Steiner Waldorf Schools] in cooperation with the [http://www.paedagogik-goetheanum.ch/ Pedagogical Department at the Goetheanum].]]		[[File:Waldorf Resources.jpg\|thumb\|300px\|link=http://www.waldorf-resources.org\|[http://www.waldorf-resources.org/ Waldorf Resources]: For educational professionals: Impulses, articles, calendar of events, forums and links on Waldorf education. Brought to you by the [http://www.haager-kreis.org/ International Forum of Steiner Waldorf Schools] in cooperation with the [http://www.paedagogik-goetheanum.ch/ Pedagogical Department at the Goetheanum].]]
			[[File:Erziehungskunst en.png\|thumb\|300px\|link=https://www.erziehungskunst.de/en/home/\|The "[[a:Bund der Freien Waldorfschulen e.V.\|Bund der Freien Waldorfschulen e.V.]]" publishes the journal Erziehungskunst, which discusses current issues in Waldorf education.]]

	Real art of education requires a very clear, fact-oriented knowledge of the human being and its development. Rudolf Steiner even consciously uses the comparison with the machine. Not because the human being ''is'' a machine, that is certainly not the case, but just as one must know exactly how its parts must work together in order for it to run well, so one must also recognise in the human being, with a clear, downright sober mind, quite concretely how his or her essential [[members]] ([[physical body]], [[etheric body]], [[astral body]] and [[I]]) best work together in order to ensure good development.		Real art of education requires a very clear, fact-oriented knowledge of the human being and its development. Rudolf Steiner even consciously uses the comparison with the machine. Not because the human being ''is'' a machine, that is certainly not the case, but just as one must know exactly how its parts must work together in order for it to run well, so one must also recognise in the human being, with a clear, downright sober mind, quite concretely how his or her essential [[members]] ([[physical body]], [[etheric body]], [[astral body]] and [[I]]) best work together in order to ensure good development.

Odyssee at 06:28, 29 July 2021

2021-07-29T06:28:54Z

← Older revision		Revision as of 06:28, 29 July 2021
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	[[File:Steiner original.jpg\|thumb\|Dr. phil. [[Rudolf Steiner]] (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in [[Waldorf school]]s, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]		[[File:Steiner original.jpg\|thumb\|Dr. phil. [[Rudolf Steiner]] (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy\|anthroposophical]] movement, developer of the art of education as applied in [[Waldorf school]]s, and head of the first Waldorf school in [[w:Stuttgart from\|Stuttgart from]] 1919 to 1925]]

	'''Waldorf education''' is a teaching and educational method developed by Rudolf Steiner, which aims to promote the free development of the unique individuality of the growing [[child]] to the best of its ability.		'''Waldorf education''' is a teaching and educational method developed by [[Rudolf Steiner]], which aims to promote the free development of the unique individuality of the growing [[child]] to the best of its ability.

	{{GZ\|A riddle of nature which he has to solve, every growing human being should be to the man who wants to be an educator.\|52\|216}}		{{GZ\|A riddle of nature which he has to solve, every growing human being should be to the man who wants to be an educator.\|52\|216}}

Odyssee: /* Education and the members of the human being */

2021-07-05T22:34:20Z

Education and the members of the human being

← Older revision		Revision as of 22:34, 5 July 2021
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	<div style="margin-left:20px">		<div style="margin-left:20px">
	„Here we encounter a pedagogical law which appears in all pedagogy. It is ~~this, that what is effective in the world on some~~ member of the ~~human~~ being~~, wherever it comes from,~~ is the next higher member~~, and that only~~ through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only ~~one~~ living in an astral body can be effective. For the development of an astral body, only ~~one~~ living in an I can be effective. And only ~~one~~ living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.		„Here we encounter a pedagogical law which appears in all pedagogy. It is as follows. Any one member of the being of man is influenced by the next higher member. Only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only what is living in an astral body can be effective. For the development of an astral body, only what is living in an I can be effective. And only what is living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.

	What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. With reference to the educational scheme it can be written here:		What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. With reference to the educational scheme it can be written here:
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	\|}		\|}

	The educator's own etheric body must be able to work on the child's physical body - and this must happen through his seminary training. The astral body must be able to influence the etheric body of the child. The educator's own I must be able to have an effect on the child's astral body. And now you will even be inwardly frightened, for here stands the spirit-self of the educator, which you will believe is not developed. This must have an effect on the child's I. But the law is like that. And I will show you to what extent, not only in the ideal educator, but often in the very worst educator, the spiritual self of the educator, which is not even conscious to him, has an effect on the child's I. The educator is, in fact, in the ideal, but often in the very worst educator, the spiritual self of the educator, which is not conscious to him. ~~The educational system~~ is indeed wrapped in ~~a series of~~ mysteries.” {{GZ\|\|317\|33f}}		The educator's own etheric body must be able to work on the child's physical body - and this must happen through his seminary training. The astral body must be able to influence the etheric body of the child. The educator's own I must be able to have an effect on the child's astral body. And now you will even be inwardly frightened, for here stands the spirit-self of the educator, which you will believe is not developed. This must have an effect on the child's I. But the law is like that. And I will show you to what extent, not only in the ideal educator, but often in the very worst educator, the spiritual self of the educator, which is not even conscious to him, has an effect on the child's I. The educator is, in fact, in the ideal, but often in the very worst educator, the spiritual self of the educator, which is not conscious to him. Education is indeed wrapped in many mysteries.” {{GZ\|\|317\|33f}}
	</div>		</div>

Odyssee: /* Education and the members of the human being */

2021-07-05T15:25:07Z

Education and the members of the human being

← Older revision		Revision as of 15:25, 5 July 2021
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	„Here we encounter a pedagogical law which appears in all pedagogy. It is this, that what is effective in the world on some member of the human being, wherever it comes from, is the next higher member, and that only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only one living in an astral body can be effective. For the development of an astral body, only one living in an I can be effective. And only one living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.		„Here we encounter a pedagogical law which appears in all pedagogy. It is this, that what is effective in the world on some member of the human being, wherever it comes from, is the next higher member, and that only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only one living in an astral body can be effective. For the development of an astral body, only one living in an I can be effective. And only one living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.

	What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. ~~We can virtually say, with~~ reference to the educational scheme, it can be written here:		What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. With reference to the educational scheme it can be written here:

	{\|align="center" width="400px"		{\|align="center" width="400px"

Odyssee: /* Education and the members of the human being */

2021-07-05T15:22:38Z

Education and the members of the human being

← Older revision		Revision as of 15:22, 5 July 2021
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	An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.		An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.

	<div margin-left:20px">		<div style="margin-left:20px">
	„Here we encounter a pedagogical law which appears in all pedagogy. It is this, that what is effective in the world on some member of the human being, wherever it comes from, is the next higher member, and that only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only one living in an astral body can be effective. For the development of an astral body, only one living in an I can be effective. And only one living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.		„Here we encounter a pedagogical law which appears in all pedagogy. It is this, that what is effective in the world on some member of the human being, wherever it comes from, is the next higher member, and that only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only one living in an astral body can be effective. For the development of an astral body, only one living in an I can be effective. And only one living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.

	What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. We can virtually say, with reference to the educational scheme, it can be written here:		What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. We can virtually say, with reference to the educational scheme, it can be written here:

	{\|align="~~centre~~" width="400px"		{\|align="center" width="400px"
	\|-		\|-
	\| ~~child~~: \|\| [[physical body]] \|\| Educator: \|\| [[etheric body]]		\| Child: \|\| [[physical body]] \|\| Educator: \|\| [[etheric body]]
	\|-		\|-
	\| \|\| etheric body \|\| [[astral body]]		\| \|\| [[etheric body]] \|\| \|\| [[astral body]]
	\|-		\|-
	\|\| astral body \|\| \|\| [[I]]		\| \|\| [[astral body]] \|\| \|\| [[I]]
	\|-		\|-
	\| \|\| I \|\| [[spirit self]]		\| \|\| [[I]] \|\| \|\| [[spirit self]]
	\|}		\|}

	The educator's own etheric body must be able to work on the child's physical body - and this must happen through his seminary training. The astral body must be able to influence the etheric body of the child. The educator's own I must be able to have an effect on the child's astral body. And now you will even be inwardly frightened, for here stands the spirit-self of the educator, which you will believe is not developed. This must have an effect on the child's I. But the law is like that. And I will show you to what extent, not only in the ideal educator, but often in the very worst educator, the spiritual self of the educator, which is not even conscious to him, has an effect on the child's I. The educator is, in fact, in the ideal, but often in the very worst educator, the spiritual self of the educator, which is not conscious to him. The educational system is indeed wrapped in a series of mysteries.” {{GZ\|\|317\|33f}}		The educator's own etheric body must be able to work on the child's physical body - and this must happen through his seminary training. The astral body must be able to influence the etheric body of the child. The educator's own I must be able to have an effect on the child's astral body. And now you will even be inwardly frightened, for here stands the spirit-self of the educator, which you will believe is not developed. This must have an effect on the child's I. But the law is like that. And I will show you to what extent, not only in the ideal educator, but often in the very worst educator, the spiritual self of the educator, which is not even conscious to him, has an effect on the child's I. The educator is, in fact, in the ideal, but often in the very worst educator, the spiritual self of the educator, which is not conscious to him. The educational system is indeed wrapped in a series of mysteries.” {{GZ\|\|317\|33f}}
			</div>

	== The pedagogical instinct of the teacher ==		== The pedagogical instinct of the teacher ==

Odyssee: /* Education and the members of the human being */

2021-07-05T15:14:41Z

Education and the members of the human being

← Older revision		Revision as of 15:14, 5 July 2021
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	An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.		An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.

			<div margin-left:20px">
			„Here we encounter a pedagogical law which appears in all pedagogy. It is this, that what is effective in the world on some member of the human being, wherever it comes from, is the next higher member, and that only through this does it effectively come to development. For the development of the physical body, a living thing in the etheric body can be effective. For the development of an etheric body, only one living in an astral body can be effective. For the development of an astral body, only one living in an I can be effective. And only one living in a spirit-self can be effective on an I. I could go on even further beyond the spirit-self, but there we would already enter into the teaching of the esoteric.

			What does that mean? If you become aware that in a child the etheric body is in some way atrophied, you must form your own astral body in such a way that it can have a corrective effect on the child's etheric body. We can virtually say, with reference to the educational scheme, it can be written here:

			{\|align="centre" width="400px"
			\|-
			\| child: \|\| [[physical body]] \|\| Educator: \|\| [[etheric body]]
			\|-
			\| \|\| etheric body \|\| [[astral body]]
			\|-
			\|\| astral body \|\| \|\| [[I]]
			\|-
			\| \|\| I \|\| [[spirit self]]
			\|}

			The educator's own etheric body must be able to work on the child's physical body - and this must happen through his seminary training. The astral body must be able to influence the etheric body of the child. The educator's own I must be able to have an effect on the child's astral body. And now you will even be inwardly frightened, for here stands the spirit-self of the educator, which you will believe is not developed. This must have an effect on the child's I. But the law is like that. And I will show you to what extent, not only in the ideal educator, but often in the very worst educator, the spiritual self of the educator, which is not even conscious to him, has an effect on the child's I. The educator is, in fact, in the ideal, but often in the very worst educator, the spiritual self of the educator, which is not conscious to him. The educational system is indeed wrapped in a series of mysteries.” {{GZ\|\|317\|33f}}

	== The pedagogical instinct of the teacher ==		== The pedagogical instinct of the teacher ==

Odyssee: /* Pedagogy on a humanistic basis */

2021-07-05T14:55:57Z

Pedagogy on a humanistic basis

← Older revision		Revision as of 14:55, 5 July 2021
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	== Pedagogy on a humanistic basis ==		== Pedagogy on a humanistic basis ==
			{{textbox\|<center>''Motto for Pedagogy''</center>
			<poem>Infuse yourself with imagination,
			have the courage of truth,
			sharpen your sense of spiritual responsibility.</poem>\|Rudolf Steiner {{GZ\|\|269\|174}}}}

	Waldorf education is based on a view of the human being that does justice to the whole human being, which consists of body, soul and spirit, and does not fall into the one-sidedness of materialism.		Waldorf education is based on a view of the human being that does justice to the whole human being, which consists of body, soul and spirit, and does not fall into the one-sidedness of materialism.

Odyssee: /* Clear knowledge of the human being as the basis of education */

2021-07-05T14:50:11Z

Clear knowledge of the human being as the basis of education

← Older revision		Revision as of 14:50, 5 July 2021
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	== Clear knowledge of the human being as the basis of education ==		== Clear knowledge of the human being as the basis of education ==
			[[File:Waldorf Resources.jpg\|thumb\|300px\|link=http://www.waldorf-resources.org\|[http://www.waldorf-resources.org/ Waldorf Resources]: For educational professionals: Impulses, articles, calendar of events, forums and links on Waldorf education. Brought to you by the [http://www.haager-kreis.org/ International Forum of Steiner Waldorf Schools] in cooperation with the [http://www.paedagogik-goetheanum.ch/ Pedagogical Department at the Goetheanum].]]

	Real art of education requires a very clear, fact-oriented knowledge of the human being and its development. Rudolf Steiner even consciously uses the comparison with the machine. Not because the human being ''is'' a machine, that is certainly not the case, but just as one must know exactly how its parts must work together in order for it to run well, so one must also recognise in the human being, with a clear, downright sober mind, quite concretely how his or her essential [[members]] ([[physical body]], [[etheric body]], [[astral body]] and [[I]]) best work together in order to ensure good development.		Real art of education requires a very clear, fact-oriented knowledge of the human being and its development. Rudolf Steiner even consciously uses the comparison with the machine. Not because the human being ''is'' a machine, that is certainly not the case, but just as one must know exactly how its parts must work together in order for it to run well, so one must also recognise in the human being, with a clear, downright sober mind, quite concretely how his or her essential [[members]] ([[physical body]], [[etheric body]], [[astral body]] and [[I]]) best work together in order to ensure good development.

Odyssee at 14:34, 5 July 2021

2021-07-05T14:34:32Z

@@ Line 1: / Line 1: @@
-[[File:Steiner original.jpg|thumb|Dr. phil. Rudolf Steiner (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy|anthroposophical]] movement, developer of the art of education as applied in [[Waldorf school]]s, and head of the first Waldorf school in [[w:Stuttgart from|Stuttgart from]] 1919 to 1925]]
+[[File:Steiner original.jpg|thumb|Dr. phil. [[Rudolf Steiner]] (1861-1925), the first editor of Goethe's scientific writings, founder of the [[Anthroposophy|anthroposophical]] movement, developer of the art of education as applied in [[Waldorf school]]s, and head of the first Waldorf school in [[w:Stuttgart from|Stuttgart from]] 1919 to 1925]]
 '''Waldorf education''' is a teaching and educational method developed by Rudolf Steiner, which aims to promote the free development of the unique individuality of the growing [[child]] to the best of its ability.
@@ Line 111: / Line 111: @@
 {{GZ|A pedagogy and didactics that puts its rules into abstract laws is really something for the practical educator and teacher that gradually brings him into a life situation, as if he were constantly stepping on his own toes and wanting to walk; it deprives him of all impartiality. If one should always think: How should we actually educate? What rules do pedagogy and didactics prescribe? - then one loses one's impartiality, then one loses the justification of the instinctive. This is not the effect of pedagogy and didactics built on an anthroposophical basis; they are much more intimately involved in the whole of human life, and the elementary educational instincts are not undermined, but rather they are stimulated, enlivened, warmed up, strengthened. One does not lose one's impartiality, but one deepens it, one enlivens it. This is what anthroposophical pedagogy and didactics strive for in the teacher, in the educator.|303|95f}}
-== Literatur ==
+== Waldorf education is not a standard education ==
 *[[Stefan Leber]]: ''Die Menschenkunde der Waldorfpädagogik: Anthropologische Grundlagen der Erziehung des Kindes und Jugendlichen'', Verlag Freies Geistesleben 1993, ISBN 978-3772502613

Odyssee at 14:20, 5 July 2021

2021-07-05T14:20:12Z

← Older revision		Revision as of 14:20, 5 July 2021
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	An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.		An essential [[pedagogical law]] discovered by Rudolf Steiner is that the educator acts with his next higher [[member]] on the lower member of the child. Thus, for example, the [[etheric body]] of the educator acts on the [[physical body\|physical body]] of the child, the [[astral body]] on the etheric body, etc.

	~~<div style~~=~~"margin-left:20px">~~		== The pedagogical instinct of the teacher ==
	~~„Here we are confronted with a~~ pedagogical ~~law which appears in all pedagogy.~~
	~~pedagogy. It is this, that is effective in the world upon~~
	~~some member~~ of the ~~human being, wherever it comes from,~~
	~~the next higher member, and that only through this does it effectively~~
	~~development. For the development of the physical body~~
	~~can be effective for the development of the physical body.~~
	~~Living. Only one who lives in an astral body can be effective for the development of an etheric body.~~
	~~a person living in an astral body. For the development of~~
	~~an astral body, only one living in an ego can be effective.~~
	~~living in an ego. And only one living in a spirit-self can be effective on an ego.~~
	~~living in a spirit-self. I could go on even further beyond the spirit self, but we would already~~
	~~beyond the spirit-self, but there we would already enter into the teaching of the esoteric.~~
	~~of the esoteric.~~

	~~What~~ does ~~that mean? If you become aware that~~ in ~~a child~~ the ~~etheric body is~~		The method of Waldorf education does not consist of a set of fixed rules to be applied in the classroom, but must be reinvented again and again, as it were, with each pupil, with each class that one has before one as a teacher. Therefore, it cannot be taught in the usual way. Everything that Rudolf Steiner has said in this regard about the methodology of Waldorf education should only serve to awaken the healthy instinct of the teacher, so that he is able to intuitively put himself in the place of his pupils, so that he can read from them how best to promote their development.
	~~etheric body is in some way atrophied in~~ a ~~child~~, ~~you must form your own~~
	~~astral body~~ in ~~such a~~ way that ~~it can have a corrective effect on~~ the ~~child's~~
	~~etheric body~~ of the ~~child. We can virtually say~~, ~~with~~
	~~reference~~ to the ~~scheme~~ of ~~education~~, it can ~~be written here:~~

	{\|~~align="centre" width="400px"~~		{{GZ\|The teacher, the educator must not first learn something theoretically and then say to himself: What I have learned theoretically, I now apply to the child in this or that way. - In this way he distances himself from the child, he does not come closer to the child. The teacher has to get what he knows about the human being into a kind of higher instinct, so that he is in a certain way instinctively confronted with every stirring of the individual child's life. This is precisely what distinguishes anthroposophical knowledge of man from that which is common today. The understanding of the human being that is common today leads at most to educational routine, but not to a real educational attitude and to real educational practice. For a real educational practice must be based on such a knowledge of man as becomes instinctive towards the child at every moment, so that one knows from the whole abundance of what one encounters in the child what one has to do in the individual case. If I may use a comparison, I would like to say: It is not true that we have all kinds of theories about eating and drinking, but in life we do not generally act according to what can be theoretically devised about when one should eat, when one should drink. We drink when we are thirsty - this is a result of the whole constitution of the organism - and we eat when we are hungry. There are of course good reasons why this is part of a certain rhythm of life, but man eats and drinks when he is hungry and thirsty; that is the result of life itself. Now an understanding of man, which is the basis of a real educational practice, must produce something in man when he is confronted with a child, such as the relationship of hunger to food. It must be as natural as that I acquire a certain relationship to food through hunger. So it must become quite natural through a real human knowledge, penetrating not only into flesh and blood but also into soul and spirit, that when the child appears before me I get something like hunger: This you have to do now, that you have to do now! Only when in this way knowledge of man has such an inner fullness that it can become instinctive, can it lead to the practice of education.\|306\|32f}}
	\|-
	\| child: ~~\|\| [[physical body]] \|\| Educator: \|\| [[etheric body]]~~
	\|-
	~~\| \|\| etheric body \|\| [[astral body]]~~
	\|-
	~~\|\| astral body \|\| \|\| [[~~I]]
	\|-
	~~\| \|\|~~ I \|\| ~~[[spirit self]]~~
	\|}

	~~The educator's own etheric body~~ must - and ~~this must be done~~ through ~~his~~		However, it would be a misunderstanding to refer to old, largely unconscious educational instincts. Today everything must first be raised to clear consciousness, and then gradually mature into a new, consciously acquired instinct.
	~~must be able~~ to ~~have an effect on~~ the ~~physical body~~ of ~~the child~~.
	~~physical body~~ of the ~~child~~. The ~~own astral body must be able~~ to ~~act~~ on ~~the etheric body~~ of the ~~child~~.		{{GZ\|This is realised through anthroposophical knowledge. Through it one can know that the intellectualistic orientation in science owes its existence to a necessary phase in the development of humanity. Humanity of modern times has emerged from the period of instinctual life. The intellect has acquired its outstanding importance. Humanity needed it in order to progress in the right way on its path of development. It leads it to that degree of consciousness which it must attain in a certain age, just as the individual man must attain certain abilities in one age. But under the influence of the intellect the instincts are paralysed. One cannot want to return to the instinctive life without working against the development of humanity. We must recognise the importance of full consciousness, which has been achieved through intellectualism. And in this full consciousness we must give back to man that which no instinctual life can give him today.
	the ~~etheric body~~ of the ~~child~~. ~~The educator's own ego must be able~~ to
	the ~~astral body~~ of the ~~child~~. And ~~now you will even~~		For this we need a knowledge of the spiritual and the soul which is just as grounded in reality as the sense-science founded in intellectualism. This is what Anthroposophy strives for.\|304\|218f}}
	~~even be frightened inwardly, for here stands~~ the ~~spirit-self of~~ the ~~educator,~~
	which ~~you will believe~~ is ~~not developed~~. This ~~must have an effect on~~		Only in this way can a true art of education emerge, which nevertheless does not lack the necessary clarity of consciousness that characterises educational science. Pedagogy cannot be pressed into abstract rules.
	~~the child's ego. But the law~~ is ~~like that~~. ~~And I will~~
	~~show you how far~~ in ~~fact~~, not ~~only in~~ the ~~ideal educator, but often~~		{{GZ\|A pedagogy and didactics that puts its rules into abstract laws is really something for the practical educator and teacher that gradually brings him into a life situation, as if he were constantly stepping on his own toes and wanting to walk; it deprives him of all impartiality. If one should always think: How should we actually educate? What rules do pedagogy and didactics prescribe? - then one loses one's impartiality, then one loses the justification of the instinctive. This is not the effect of pedagogy and didactics built on an anthroposophical basis; they are much more intimately involved in the whole of human life, and the elementary educational instincts are not undermined, but rather they are stimulated, enlivened, warmed up, strengthened. One does not lose one's impartiality, but one deepens it, one enlivens it. This is what anthroposophical pedagogy and didactics strive for in the teacher, in the educator.\|303\|95f}}
	~~but often in~~ the ~~very worst~~ educator, the ~~spiritual self~~ of the ~~educator,~~
	~~which~~ is not ~~even conscious to him~~, ~~acts on~~ the ~~child~~'s ~~ego~~.
	of the ~~child. Education is indeed wrapped~~ in ~~a series of mysteries.~~
	~~of mysteries~~.~~” {{GZ~~\|\|~~317\|33f~~}}
	~~</div>~~

	== Literatur ==		== Literatur ==