By Rudolf Steiner
How do Waldorf lecturers placed their academic beliefs into perform within the school room? How does a instructor attach geography and paintings and language in a manner that enlivens the souls of kids? What does a kid's admire for the trainer suggest for later existence? those are just a number of functional elements of this preliminary direction for Waldorf academics. in the course of a radical weeks, Rudolf Steiner gave 3 simultaneous academic classes to people who may be the first academics of the unique Waldorf college. One direction supplied the foundational principles in the back of Waldorf schooling (The Foundations of Human Experience); one other supplied a discussion board for questions and vigorous discussions on particular matters within the school room (Discussions with Teachers). during this direction, Steiner takes the middle-path via integrating conception and perform. right here Steiner noted new how you can train interpreting, writing, geography, geometry, language, and lots more and plenty extra. His method is adapted to the religious and actual wishes of the youngsters themselves, to not an arbitrary curriculum dependent completely on exterior effects. At a time while public schooling is in a kingdom of challenge, this booklet describes how young ones all over the world are being guided into maturity with a fuller experience of themselves and with an inventive way of living and the area round them.
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Additional info for Practical Advice to Teachers (Foundations of Waldorf Education, 2)
In some situations, it may be so vague that it remains half-unconscious. But we will not find anything described by a word with the sound o that does not in some way engender—however slightly—astonishment. If you say “open,” the word contains an o sound, because something inherent in it causes slight astonishment. The roots of speech are contained in human feelings in this way. Feelings link you to the whole world, and you give the whole world sounds that in some way express these feeling connections.
When we feel that we must ward off an external impression or in some way turn away from it for selfprotection, and if that feeling is one of resistance, it is expressed in the e sound. And its opposite feeling, that of aiming toward, or approaching and uniting with something, is expressed in the i sound. These, then, are the main vowels. We will cover the details later, including the diphthongs. One other vowel should be considered, which occurs less frequently in European languages and expresses something stronger than all the others.
You should not allow yourself the false notion that this whole idea is merely a contrived comparison, which it is not; it is a fact presented to us by the divine, cosmic order. These things are not invented by the intellect, and if our attitude toward such matters is correct, we come to trust the fact that all nature offers us analogies for the realities of soul and spirit. As we unite with what we teach children, the way we work affects their whole being. When we can no longer feel with children and instead offer only rational translations of everything that we ourselves do not believe in, we cease to teach children very much.
Practical Advice to Teachers (Foundations of Waldorf Education, 2) by Rudolf Steiner