Eine Welt-Initiative

Eiche

Beim Aufwachen aus tiefem Schlaf hatte ich eine Inspiration, die für mich schwierig zu begreifen war und die wie ein persönliches Problem vor mir stand. Dieses Problem, so wurde mir klar, hing mit der sich immer weiter entwickelnden Technologie zusammen. Die heutigen Kinder werden in Amerika und Kanada heute immer mehr und mehr abhängig von einer zwar alles einschließenden, aber gleichzeitig sehr begrenzenden Welterfahrung. Die Abhängigkeit von Computern und der ständige Gebrauch von Handys beginnen in der öffentlichen Schule schon im Kindergarten. In vielen Familien gibt es keine gemeinsamen Mahlzeiten mehr, keine Diskussionen oder gemeinsame Erlebnisse wie z.B. Hausmusik. Kurzum, anstelle von einem im Zusammensein erlebter Zeit ist ein Leben eingetreten, das die jungen Menschen sich selbst überlässt. Viele sehen Videos und Filme, die ihrem Alter nicht angemessen sind, oder Gewalttätigkeit zeigen und dadurch verletzend sind. Im Sport werden Wettspiele jenen vorgezogen, die die Zusammenarbeit fördern.

In all dem oben Erwähnten werden fast nur Denken und egoistischer Wille ausgebildet. Wichtige menschliche Fähigkeiten wie das Entwickeln von Mitgefühl, das Filtern, Verarbeiten und Überdenken von Informationen und sozialen Begegnungen sowie Ausflüge in die Natur werden häufig übergangen zugunsten des technologischen Trainings. Geschwindigkeit, gekoppelt mit kalter Intelligenz, ist das vorherrschende Resultat ohne Rücksicht auf die Entwicklung der seelischen und sozialen Fähigkeiten der jungen Menschen. Eine Erziehung, die vom konkurrenzbetonten Sport bestimmt ist, fördert eine einseitige, körperbetonte und auf den Sieg orientierte, egoistische Haltung.

Dagegen versucht Waldorf Pädagogik, die Möglichkeiten der jungen Menschen zu integrieren, und in Einklang zu bringen. Sie sucht auch ihre Fähigkeiten, klar zu denken, Mitgefühl zu empfinden, und eine Vision eines positiven, schönen Lebens zu entwickeln und zu unterstützen.

Die Waldorf Erziehung von Haupt, Herz und Hand befähigt die jungen Menschen heranzuwachsen und als Erwachsene aus ihrem edelsten menschlichen Eigensein heraus zu handeln. Sie bewirkt, dass die drei Fähigkeiten der Seele – Denken, Fühlen und Wollen – vereint werden unter der starken Führung des allmählich hervortretenden „Ich“, das im Alter von 21 Jahren zu seinem vollen Potential erwacht.

Die Lehrpersonen und die Freunde von Rudolf Steiners Anthroposophie (Weisheit vom Menschen) haben in der Waldorf-Lehrer-Ausbildung oder aus seinen Büchern und Vorträgen gelernt, dass die Fähigkeiten des miteinander verbundenen Wollens, Fühlens und Denkens, sich nur allmählich in verschiedenen Entwicklungsperioden des Menschen während der ersten dreimal sieben Jahre entwickeln.

Viele Menschen sind sich einer möglichen Gefahr nicht bewusst: Ein Schüler, der nur den kalten Intellekt entwickelt, erlebt durch zu viel Umgang mit Technologie, die keine Beziehung zur Kunst entwickelt eine einseitige Entwicklung. Zu viel Gewalt in den Medien kann den jungen Menschen in die Richtung von Aggression geradezu hinführen. Von dieser Gewalt hören wir immer öfter, und im normalen Schulsystem besteht nur wenig Wissen über die Hintergründe. Zu wenig Bewusstsein der Erwachsenen im Umkreis der Schüler und zu wenig aufmerksames Sich-Kümmern um den Anderen können zu diesen schrecklichen Geschehnissen beitragen.

Dr. Rudolf Steiner lehrte, dass Denken, Fühlen und Wollen, die drei Fähigkeiten der Seele, gleichmäßig ausgebildet werden müssen, um kreative Menschen heranzubilden. Ansonsten kann ein junger Mensch mit natürlich starkem Willen, aber mit einem egoistisch ausgebildeten Fühlen, sein Denken in eine solche Richtung lenken, dass er eine Pistole kauft und diejenigen erschießt, die ihn, aus seiner Sicht, beleidigt oder verletzt haben. Die fehlgeleiteten Jugendlichen, die ihr Ich nicht voll ergreifen können, verhindern für sich selbst in tragischer Weise die Möglichkeit eines erfüllten Lebens. Read more

An Outline for this bLog

Glimpse of Light , Natasha Hall

Outline

In the following blog the problem of student violence is being looked at, especially gun violence.

Possible reasons why it sometimes occurs are explored: Lack of love in childhood; technology playing a big role in the lives of today’s children and youths; evolutionary changes in the relationship of soul capacities and the difficulty of counteracting these; egoism taught in today’s team sports.

Remedies are discussed: Participation in artistic activities and a loving environment, as provided in Waldorf education; Christ as the Healer between the counterforces of Lucifer and Ahriman; Faith, Love and Hope; all this in the light of Rudolf Steiner’s indications given in Anthroposophy or Spiritual Science.

Inspiration is mentioned as the source of the idea for this blog as well as for the leading verse.

The three main articles of this blog are: A World Initiative; Encountering our Humanity; and Faith, Love and Hope. At the end of the blog they provide details of what has been outlined here.

Contributions between this introductory outline and the three main articles show the reaction of readers to the problems mentioned and the solutions suggested.

Giselher Weber, April 2017.

Thoughts and Meditations sent in by Members and Friends of the Circle of Light.

Drew Danniels, Nelson, March 6th, 2017:

Dear Monica,
It’s now been a year since you phoned and told me of a dream you’d had and your conviction to form a vessel in support of teachers.  I was deeply moved then and now I see the Circle of Light is a global movement in support of teachers.

As a (retired) Waldorf Class teacher, I recognize the value and great need the Circle of Light is providing.  Educating children toward freedom, against a background of forces aimed at numbing and dumbing us down, is as difficult as it is necessary and teachers’ faith and hope is vital.  Supporting teachers within their school communities is essential and Circle of Light is awakening all of us to our responsibility. I pass along a verse by Rudolf Steiner that was given to our School in Nelson while in its infancy.  It has helped us over the years and it helps me personally to face difficult times of change and uncertainty:

“We must eradicate from the soul all fear and terror of what comes towards Man, out of the future. We must acquire serenity in all feelings and sensations about the future. We must look forward with absolute equanimity to everything that may come. And we must think only that whatever comes is given to us by a world-directive full of wisdom. It is part of what we must learn in this age, namely, to live out of pure trust, without any security in existence – trust in the ever-present help of the spiritual world. Truly, nothing else will do if our courage is not to fail us. And let us seek the awakening from within ourselves, every morning and every evening.”

Thank you Monica for your tireless efforts toward bringing light, inspiring and sharing your wisdom.

With much love,

Drew ddannielsgmail.com

MOBILE PHONES AND DIGITAL DEVICES

Te Kura o Rudolf Steiner Otautahi
Christchurch Rudolf Steiner School

Student Use of Mobile Phones
and Digital Devices

Christchurch Steiner School
Christchurch Steiner School

Over the last year, teachers have been concerned about the amount of time students are occupied with mobile phones and digital devices during their free time at school. After many meetings and discussions, the Upper School teachers have written a policy on student use of mobile phones and digital devices which you should have received by email. This policy comes into effect on Wednesday 22nd March. This is a big step for the school, a brave initiative, which we hope will lead our students towards a renewed focus on interacting together in conversation and debate, engaging in social activities, games and sports, and a focus in classrooms on the teachers and learning rather than how to avoid being spotted sending a snapchat to a mate.

Mobile phones and digital devices have an important place in aspects of student learning, particularly in senior classes in which students are preparing to move on to tertiary training or the workforce. This policy has been written to support students in the responsible use of digital devices as a tool for learning. From Wednesday onwards, we are creating zones that are digital device free, namely at all times and in all places except those where teachers have given students permission to use a digital device as part of a specific learning task. No mobile phone usage is permitted from 8.25am until 3.25pm in the school grounds except in designated zones for contacting parents or in an emergency. The designated zones are the school office and upper school coordinators office. Digital devices can only be used in the classroom with teacher permission. Senior students (Class 11 and 12) are encouraged to bring their own device (BYOD) but must sign a Netsafe responsible use agreement/contract tomorrow. The agreement will also be given to Class 8-10 students in the coming weeks as these classes may still use school computers for some class activities. Our intention is to provide more awareness, support and guidance for our ako around responsible use of digital devices, digital citizenship, cyber-bullying and general well-being at school and at home. We hope you can support this at home — ‘mobile phone away / now let’s play’ or some other fun ditty that encourages social activities without the other invisible ‘social media communicator’. Read more

Faith, Love and Hope – Revisited

Faith, Love, and Hope
Faith, Love, and Hope

The Verse Uniting All of Us.

Faith, Love and Hope
Will lead me in my willing
When I light a candle and unite
With the ever-present Love of the Almighty –
And His Creative Force.
It works in me when I in love embrace all people
Who come to me with
Faith, love and hope.
This may lead us on our path to create
A circle of light around the world.
It will unite us and disperse loneliness.
It will open our mind to imagination,
Strengthen our inspiration,
And bless us with intuition.

 

In his book Knowledge of the Higher Worlds and its Attainment, Rudolf Steiner[1] writes in the last chapter, Life and Death: The Great Guardian of the Threshold, that the supersensible world came first and the physical, sense world developed out of it. “We see that, before we entered the physical world for the first time, we ourselves belonged to a supersensible world.” When one knows this, and thinks of the verse Faith, Love and Hope one could ask: From where does its power arise to protect and guide us and to help us in difficult situations? Are we not children of the spiritual hierarchies? One can also ask, where would we find the origin of the three human soul faculties: faith, love and hope, what do they mean to us, and how is it possible that the verse which unites us rests fully on these three faculties?

In a lecture Joan Sleigh[2] touched on these three faculties. Her topic was connected to the Michaelmas festival: Helplessness and Powerlessness. What new approaches or strengths can each of us find to overcome these? Her suggestion was that we must begin to unlearn our logical, intellectual, earth-bound thinking and to consciously focus on creative thinking. In this way, we can open a door to inspired thinking. She referred to three soul faculties to overcome powerlessness, and they are faith, love and hope.

The gesture of faith,” she said, “is needed, as a person steps out into the unknown and says ‘yes’ to destiny. The gesture of love is needed, as one expands oneself to include others. And the gesture of hope is needed, as one opens to the endless possibilities of becoming selfless and engaging in new activities. It is important to ask for guidance from the spiritual world during this process and to include others as we go about freeing ourselves from being stuck.

When these three human faculties of faith, love and hope are thought of in our verse, it was said that they take on a protecting, guiding and transforming capacity, important for every human being on his or her path through life. They will reveal great wisdom when one takes a closer look at what they actually mean to each one of us, and when one considers their relationship to us during the human evolution.

Regarding FAITH, Rudolf Steiner shares with us that in the past people said, “What I believe, I know for sure.” Those people were not natural scientists, but they were certain, intuitively, that they were right. They believed in forces of the soul out of a deep connection with a supersensible world. Still today there lives, next to materialistic science, a deep conviction in people that they carry in themselves an inner force of faith. Rudolf Steiner said, “These are forces of which every soul should become increasingly aware because they are forces which look up to the spiritual world.”

How do we use the word faith in our language? We have faith in guidance and protection; we have faith in our own ego-strength. When we struggle with difficulties we have faith to overcome them. We also can experience faith when we give a task to someone that he or she will complete it to our expectations. Read more

A World Initiative

 

A World Initiative

 

An early morning intuition after a deep sleep began for me with a very difficult realisation: I was at fault. What had I done? The news once again presented me with a frightening picture: A young man with a gun in his hand had cold-bloodedly shot another human being. This news was accompanied by a desperate feeling that connected itself to our increasing technology and its effect on youths and on children.

It is a fact that such a deed is only possible if the shooter has a deep-seated feeling of anger, lack of reasoning and tries to get even, by applying his will without any feeling whatsoever for his victim’s future and his own. This could have been avoided by a harmonious upbringing, in peace and quiet. Love and caring for babies, young and older children is lacking in many homes today. It is not realised that this lack shows up in later years. Is it due to technology, to a change in values or to time available among family members? Children of all ages begin to play with technical devices in schools, indeed, already in kindergartens, even in cribs. Ever new ideas appear on the market to fascinate also the youngest. In many families, both parents are required to work full time so that their children are becoming more and more dependent on their cell phones, i-pads etc. It is rare that imaginative story books are read to or by the children. All this turns out to be a restricted way of upbringing. As a result, in many cases thinking is over-activated and trained in the growing child. ***

It is important to remember that the human I or ego always expresses itself through thinking, feeling and willing. Only a harmonious interaction between these three soul faculties helps the growing person when he or she becomes a young adult. It is necessary that all three soul faculties be developed evenly because they are expected to play their part in later life. As our time has evolved into a technological age, only thinking is required for many school subjects. Google becomes our guide in research projects rather than classroom teaching. A living relationship from human to human has been exchanged for a calculating search tool for finding a goal. This trend continues, of course, in young adults while life in many homes has moved away from gatherings for family meals, from interesting discussions and making music together. In short, what was called quality time, being together, has turned into a social life where most young people are left to their own devices. Many of them watch movies which are either inappropriate for their age or harmful because of portrayed violence. In sports, young people prefer competitive games to cooperative ones, and they are given less opportunities to become physically active themselves because ever more school work is asked of them. So they prefer to watch these games on a screen rather than get out and play them with friends.

One can observe that another factor enters the picture: thinking, feeling and willing begin no longer to harmonize. Our evolution has entered a time where thinking, feeling and willing slowly separate from each other. Eventually they must be held together by the developing ego or I. Around the twenty-first year this begins to become possible. In the past, this separation of soul faculties did not take place. Each deed of the will was automatically weighed in the light of thinking and the warmth of feeling.

How can humanity find a solution to this problem?  
Read more