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These verses, following the course of the year, were inspired by Rudolf Steiner's Calendar of the Soul. The book is arranged so that parents, teachers, eurythmists, and children can follow the course of the year in both hemispheres.

These lectures were given one month before the opening of the first Waldorf School in September 1919, in the context of Germany's postwar social ferment. Steiner points to negative tendencies present in modern social life such as inner drowsiness, mechanization, and animalization. A true social solution must not only consider economics and legal rights but also the third element of the free spiritual life. "The great problem of the future will be education", he announces, and goes on to explain how only a proper nurturing of imitation, reverence, and love in the three periods of child development can prepare adults who are ripe to live the three virtues of a healthy social order: cultural freedom, legal equality, and economic brotherhood. These ideas are then connected to Steiner's threefold pictures of the human soul, economics, higher knowledge, and "physiognomic pedagogy". This new translation also includes three lectures, "The Social Basis of Public Education" (in German, the Volkspadagogik lectures), available in English for the first time.

The underlying thesis of these lectures, Volume XX in the Foundations of Waldorf Education series, is that true education must be founded on a knowledge of the whole human being and that there can be no knowledge of the whole human being without love. On this basis, Rudolf Steiner lays out an understanding of every aspect of a child's development--bodily, psychological, and spiritual. At the same time, he shows that to prove worthy of their calling, teachers must begin to develop themselves inwardly. In Steiner's view, humanity gives value and meaning to the world. Modern education, however, is gradually undermining this meaning. The lectures demonstrate, however, that education can heal this lack of meaning and thereby restore the meaning of humanity for the world.

We spend one third of our life asleep -- a fact that dream theorists rarely take into consideration. This startling collection of lectures by Rudolf Steiner, selected and introduced by psychologist Michael Lipson, provides a completely different way of looking at dreams, one based on an understanding of the spiritual nature of the human being. Once we admit that physical existence is just the tip of an iceberg whose mass belongs in the spiritual world, a radically new view of dreams arises: dream as the threshold to spiritual reality.

These twelve lectures by Rudolf Steiner form the basis for an entirely new psychology, demonstrating that anthroposophy is itself a new form of psychology. This lecture course is made up of three individual courses, each viewing the whole human being from a different perspective."Anthroposophy" (wisdom of the human being) describes the human being from the midpoint between theosophy and anthropology, focusing on the human body and the senses in terms of their spiritual aspects and functions in the human being and not merely as bodily receptors of physical stimuli. He also discusses the higher, more spiritual senses that will be developed by humankind in the future."Psychosophy" (wisdom of the soul) discusses the primary aspects of the human soul, the activities and interaction of our various soul forces, the dynamics of love and hate, and the process of judging, or making decisions."Pneumatosophy" (wisdom of the spirit) approaches the human spirit in terms of truth and error and the meaning and the effects of imagination, intuition, and inspiration. Here, Steiner also explores the significance of karma for the human soul as well as the evolution of human consciousness.

In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a new developmental psychology. On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature.

The rising interest in goddess spirituality expresses our current need to understand the feminine side of God, the Sophia (or Divine Wisdom), and her relationship to the masculine aspects of God. Offering a new perspective, the author draws on his own research and on the teaching of Russian philosopher Pavel Florensky, according to whom Sophia has a relationship to the masculine Trinity as an independent spiritual being. Robert Powell discusses Sophia as a Trinity-as Mother, Daughter, and Holy Soul- and as the feminine aspect of Divine Godhead. He connects our reawakening to the feminine aspect of God with many of the changes now taking place in the world. Also included is an introduction to the Divine Feminine by Daniel Andreev, author of The Rose of the World.

This book introduces a practical approach to freer and more joyful singing. Drawing its strength and inspiration from Gracia Ricardo's work with Rudolf Steiner, it presents anyone who wishes to sing, as well as professional singers, with a spiritual alternative to the mechanical and physical methods of voice training usually available today. The Ricardo method is based on the word. The first chapter deals with the onset of the tone, its focus, the separation of word and tone, and listening for the word. The relation between vowels, consonants, words, and phrases is also dealt with. The second chapter goes on to consider the voice, how to build and extend its range. The third chapter develops the idea of blending the vocal registers, placement, embellishments, resonance, and diction. Professional tips follow: on choosing a program, stage fright, mood, and presence. Esoteric aspects of music and singing are then dealt with in a special section. "It is important that we sing. It is especially important for our children to sing. Singing frees the soul, makes it flexible, and helps it soar and expand. Singing lets the sun in-gives warmth to our lives and wings to our spirit. Those who sing know this. To sing at all requires a certain degree of freedom. Learning to sing in the way described here means finding ever greater degrees of freedom in ourselves. When we sing with this freedom, we find ourselves anew. When we sing with others, we find one another. Singing music that lifts our souls in freedom, we open ourselves to worlds that fructify the spirit in us. We make our souls flexible and receptive to spiritual worlds-open to what the spiritual worlds can tell us." - Dina Soresi Winter

A study of the meaning of Goethe's Fairy Tale of the Green Snake and the Beautiful Lily and the Mystery Dramas of Rudolf Steiner and their ramifications for today.

Usually, motivating ourselves to geth through the demands of daily life is difficult enough; finding the will to excel is even harder. Our occupations can become routine and boring, leading us to to ask: What is the purpose of my work? Is it merely to satisfy the demands of survival, which in turn simply allows me to keep working? Or is it a matter of more disposable income and consumerism? In the end, it can all seem rather pointless. In these remarkable talks, Rudolf Steiner takes us behind the scenes of the routine activities of vocation where we are shown how the combined vocational activity of all humanity affects the higher suprasensory realms. This activity mobilizes forces that lead to future worlds, which is the "karma of vocation." It prepares new worlds in which we will participate. By understanding this deeper aspect of our daily work, we can bring new meaning to the most insignificant activities. In fact, we begin to understand that no human work is insignificant; it all contributes to grand cosmic processes. Such understanding helps us to bring new enthusiasm to our work and lives.

The prevailing attitude in modern medicine is that illness should not exist. Consequently, millions of research dollars pour each year into medical science and technology in the hope of eradicating various sicknesses and diseases. Patients and doctors alike suffer the terrible consequences of this impossible quest for material perfection. Yet, there is an alternate view-that human beings and human evolution are great enough to include "illness" as an essential part of existence. In the first part of Blessed by Illness, the author traces the history of our changing concept of healing, from the so-called temple sleep of ancient Egypt-when spiritual science tells us that human beings still had a living connection with the spiritual hierarchies-through the herbal lore of ancient Greece and the healings of Christ, to the rise of modern medicine, based primarily on treating symptoms. The practice of modern medicine focuses merely on removing discernable symptoms and ailments. The author, however, asserts that this does not really heal at all. Rather, true healing considers the whole human being. And, to do this, doctors must learn the language of our natural, healing life forces, which affect not only the body, but also nature and the greater cosmos. From this perspective, illness is actually a gift, a blessing that urges both patient and doctor to work together with our illnesses for the sake of something infinitely greater-true healing. Blessed by Illness is a powerful introduction to "alternative" methods of healing.

"Translated by Frederick Amrine and Konrad Oberhuber from shorthand reports unrevised by the lecturer, from the 4th edition (1969) of the German text published under the title Grenzen der Naturerkenntnis (Vol. 322 in the Bibliographic survey)"--Copyright page.

Initiation enables a person to see, understand, and communicate what may be observed with spiritual eyes. St. John's text arises from such an initiation. It addresses the fundamental questions of existence that every human being asks: Where are we? Where have we come from? Where are we going? And because it arises from esoteric Christian vision, it emphasizes the task of the individual: What am I, and what is my purpose now in this era of cosmic and human evolution? These talks by Rudolf Steiner unveil the mysteries of John's vision and show it to be a profound description of Christian initiation. As he says, "The deepest truths of Christianity may be considered quite naturally in connection with this document, for it contains a great part of the mysteries of Christianity-that is, the profoundest part of what may be described as esoteric Christianity." Steiner shows that the messages to the seven Churches and the unsealing of the seven seals must be understood as an initiation text. On the basis of his own initiation and spiritual science, Steiner interprets John's insights into cosmic and human history. In this way, the spiritual images of John's writing-the twenty-four elders, the sea of glass, the woman clothed with the sun, the vials of wrath, the lamb and the dragon, the new heaven and the new earth, and the number of the beast -all take on new meaning. Since the previous painful century has closed, these important words have even greater meaning and significance; readers interested in contributing their moral will to future generations cannot afford to pass them by.

Formerly entitled The Study of Man this lecture course, newly translated for this series, contains some of the most remarkable and significant lectures ever given by Rudolf Steiner.With this seminar for teachers, given just before the opening of the first Waldorf school in September 1919, Rudolf Steiner miraculously succeeds in bringing together, clarifying, and synthesizing the insights of a lifetime's study into the reality of human nature. Unfortunately, however, because these lectures were given to teachers, they have suffered under the misconception that they are meant only for teachers. Of course, a functional understanding of their contents is necessary for any teacher desiring to teach in a way that encompasses the needs and essence of the whole child, but this understanding is also necessary for parents, counselors, and indeed anyone seeking to practice the injunction of the Delphic oracle, "Know thyself!"In addition, because in these lectures Steiner gives his most concise and detailed account of the nature of the human being, they are absolutely central to anyone seeking to understand anthroposophy and the anthroposophical view of the world. Anyone, therefore, who is willing to work through these lectures will discover in them a new, powerful, convincing and profoundly phenomenological "anthropology" or human psychology -- a view of the spiritual-physical foundations of the human being and human experience.On the other hand, for anyone wishing to study Waldorf education, this is the primary text. These are the lectures in which, for the first time, and with the full excitement of the new venture, Rudolf Steiner set forth the principles upon which the art of teaching could be renewed.

Meditation instructions, meditations, exercises, verses for living a spiritual year, prayers for the dead, and other practices for both beginning and experienced practitioners--Start Now! has become the classic, indispensable text and reference for all those who are serious about the practice of Rudolf Steiner's spiritual science.Start Now! is an inspiring guide to the practical aspects of Anthroposophy. It offers the most extensive collection available of Steiner's spiritual instructions and practices, including meditation instructions; mantric verses; daily, weekly, and monthly practices for developing one's soul qualities; karmic exercises and meditations for working with the dead, with the angelic hierarchies, and with our guardian angels.Start Now! might be the most unique and comprehensive spiritual guidebook available, and it will become a lifelong friend and help along the way. No one who is serious about spiritual practice--beginners or seasoned students--should be without this book!

For Most of us, life is often a humdrum course of the same-old and the nothing-new. We may dream about running away to exotic lands or retreating to distant monasteries, but the whirligig of life won't let us out of its clutches.Michael Lipson offers a fresh way of looking at this old predicament. Using exercises pioneered by the great spiritual teacher Rudolf Steiner, he gives ancient yet very timely keys to freshening our perceptions and opening our horizons.The six steps on this stairway are thinking, doing, feeling, loving, opening, and thanking. If they sound simple, that's because -- in a way -- they are. They show us how to infuse consciousness and mindfulness even into ordinary and overlooked parts of life. Practiced for just a few minutes a day, they can reveal the surprise in the universe that is usually hidden by stale, habitual attitudes.

5 lectures, Stuttgart, April 8-11, 1924 (CW 308)These talks were given during an educational conference in 1924. They are the last public lectures given by Rudolf Steiner in Germany. According to one member of his audience, "Seventeen hundred people listened to him; the prolonged applause from this great crowd at the end of every lecture was deeply moving, while at the end of the last lecture the applause became an ovation that seemed as if it would never end." This kind of adoration was the result not only of who Steiner was as an individual but of what he accomplished as well. People had already begun to realize the potential and the promise for the future that Waldorf education held out to the children of the world.The Essentials of Education, together with its companion book, The Roots of Education, present a remarkable synthesis of what Waldorf education is and what it can become. The Waldorf "experiment" had matured for five years since 1919, when Steiner helped to establish the first Waldorf school. He had guided that school from its beginning, observing very closely all that happened. As a result, he was able to distill and present the essentials of Waldorf education with elegance as well as with the urgency he felt for the coming times.German source: Die Methodik des Lehrens und die Lebensbedingungen des Erziehens (GA 308).