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Addresses the intersection of Centering Prayer and evolving stages of consciousness, and discusses how Centering Prayer can help bring harmony across religious and spiritual traditions.

Addresses some of the criticisms and misunderstanding around Centering Prayer and offers a new perspective on the forty-year-old approach to meditation.

An inspiring account of a unique approach to autism, which involves going behind the diagnostic labels and holistically addressing all aspects of the child and their environment.

13 slide presentations, Dornach, Oct. 8, 1916 - Oct. 29, 1917 (CW 292)"I am going to show you a series of reproductions, of slides, from a period in art history to which the human mind will probably always return to contemplate and consider; for, if we consider history as a reflection of inner spiritual impulses, it is precisely in this evolutionary moment that we see certain human circumstances, ones that are among the deepest and most decisive for the outer course of human history, expressed through a relationship to art." --Rudolf SteinerRudolf Steiner understood that the history of art is a field in which the evolution of consciousness is symptomatically and transparently revealed. This informal sequence of thirteen lectures was given during the darkest hours of World War I. It was a moment when the negative consequences of what he called the age of the consciousness soul, which began around 1417, were made most terribly apparent. In these lectures he sought to provide an antidote to pessimism. After describing the movement of consciousness from Greece into Rome, coupled with influences from the Orthodox East, he showed how these influences transformed as the Middle Ages became the Renaissance.The process that begins with Cimabue and Giotto develops, deepens, and becomes more conscious in the great Renaissance masters Leonardo, Michelangelo, and Raphael. Then this movement continues with the Northern masters, Dürer and Holbein, as well as the German tradition. One entire lecture is devoted to Rembrandt, followed by one on Dutch and Flemish paintings. Themes are woven together to show how past epochs of consciousness and art live again in our consciousness-soul period. Replete with interesting information and more than 600 color and black-and-white images, these lectures are rich and dense with ideas, enabling us to understand both the art of the Renaissance and the transformation of consciousness it announced. These lectures demonstrate (to paraphrase Shelley) that artists truly are the unacknowledged legislators of the age. Art History as a Reflection of Inner Spiritual Impulses is a translation from German of Kunstgeschichte als Abbild innerer geistiger Impulse (GA 292, Rudolf Steiner Verlag, 2000).

"Translation of Das Faust-Problem: Die romantische und die klassische Walpurgisnacht Geisteswissenschaftlich Erlèauterungen zu Goethes "Faust" Band II, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1981"--Title page verso.

Examines a powerful way of looking at children's challenging behaviour and assessing suitable therapies.

An indispensable resource for anyone teaching gardening to children, including a comprehensive curriculum and activities.

The initial period of childhood is essentially about adapting to and incarnating on Earth and establishing a provisional balance between the "spiritual" and the "physical," between the prenatal cosmic and the earthly factors. During this time, according to Rudolf Steiner, "all the forces of a child's organization emanate from the neurosensory system. . . . By bringing respiration into harmony with neurosensory activity, we draw the spirit-soul element into the child's physical life." Peter Selg investigates how children's early experience of the world begins as an undifferentiated sensory relationship to their phenomenological environment. This aspect of a child's incarnation leads to learning through imitation and to the process of recognizing "the Other" as a separate entity with which to interact. In this cogent work, Peter Selg describes the early stages of childhood from the perspectives of conventional scientific and spiritual-scientific-- anthropological and anthroposophic--research with the purpose of encouraging a new educational attitude in working with young children. In his numerous references to early childhood development, this was Rudolf Steiner's most important and urgent purpose. ∞ ∞ ∞"Steiner directed attention to the special character of the senses in childhood, particularly in the first few years of life. Through their senses, children are fully exposed to (and to some extent at the mercy of) objects and people around them.... In many of his lectures, especially those dealing with education and developmental physiology, Rudolf Steiner emphasized that the anthropology of early childhood must not only recognize the child as a 'comprehensive' or 'universal' sense organ, but must also give that recognition top priority in any consideration of what is involved in the child's life and experiences. 'Children are completely like sense organs in how they take in the contents of their surroundings'" (from chapter 2).

This book is a meditation on the different aspects of colour, particularly its relationship to healing.

8 lectures in Dornach, Oxford, and London, July and August 1922 (CW 214)Revised and Updated 2nd EditionIn these exciting lectures given in 1922, Rudolf Steiner explores the practical consequences of Christian theological spiritual facts as they unfold in human consciousness. In part one, "The Mystery of the Trinity," Steiner begins with the early Gnostic understanding of the Christ event from within. He shows how medieval theology reached an exoteric view of the spiritual world. It was this view that, coupled with the rise of abstract intellectuality, led to the separation of faith and knowledge that denied humanity access to suprasensory worlds. Using examples from Dionsyius the Areopagite, John Scotus Eriugena, Paracelsus, and Goethe, Steiner then lays the foundations for a path to the suprasensory that would unite faith and knowledge, through the spirit, in a full trinitarian understanding of the human being and the cosmos.Part two, "The Mission of Spirit," consists of lectures given in England that deepen our understanding of the Trinity as this may be known through the spirit. The first lecture deals in a remarkable way with practice and stages of meditation. On the basis of such meditation, Steiner shows how we can begin to understand the cosmic origin of the human being and the meaning of The Mystery of Golgotha for humanity and the cosmos. Above all, he stresses, meditation will allow us to realize the foundations of true knowledge: Ex deo nascimur (We are born of God); In Christo morimur (In Christ we die); Per spiritum sanctum reviscimus (Through the Holy Spirit we are reborn)."What is an Imagination? If you were to ask this, we could answer that the plants are all Imaginations, but as Imaginations they are visible only to imaginative consciousness. That they are also visible to the physical eye is due to the fact that they are filled with physical particles whereby the etheric is rendered visible in a physical way to the physical eye. But if we want to speak correctly, we should never say that in the plant we are seeing something physical. In the plants we are seeing genuine Imaginations. We have Imaginations all around us in the forms of the plant world" (from lecture two).This work is a translation of lectures 1 to 4 and 8 to 11 of Das Geheimnis der Trinität: Der Mensch und sein Verhältnis zur Geisteswelt im Wandel der Zeiten(GA 214).

Letters to Anthroposophical Society members and "Guidelines" (CW 26)From the time of the Foundation Meeting of the Anthroposophical Society (Dornach, Christmas to the New Year, 1923-24) until his death shortly before Easter 1925, Rudolf Steiner wrote a weekly letter addressed to the members of the Anthroposophical Society. The letters were printed in the members' supplement to the Goetheanum Weekly and in its English edition, Anthroposophical Movement.This book represents the second part of the volume containing Rudolf Steiner's letters and guidelines. The earlier letters speak of the character and aims of the Anthroposophical Society and the social tasks arising in the anthroposophic movement. They deal with the problems encountered in the common study of spiritual science (Anthroposophy) and in its presentation to the world at large, relating it to the prevailing science and civilization of the time.With the exception of the first two letters (issued in August 1924 while he was in England), those in this volume were written by Rudolf Steiner from his sickbed during his final illness. During those final six months of his life, the letters--always written in the very early hours of the morning--arrived with unfailing regularity. The last of these letters was not published until two weeks after his death. These letters form a continuous series and were given the appropriate collective title The Michael Mystery. As such, they constitute an invaluable addition to the great teacher's fundamental works on spiritual science.GUIDELINES, MARCH 8, 19251. At the beginning of the consciousness-soul age, a dimming of the sense of belonging to the world beyond the earth took place. On the other hand, a feeling of belonging to the earth in experiencing sensory impressions grew so strong, particularly in scientific circles, that it amounted to a state of bedazzlement.2. The ahrimanic powers have an especially dangerous influence in this condition, because people live under the illusion that a bedazzled experience of sensory impressions is good and right and represents a real advance in evolution.3. Man must develop the strength to illumine his world of ideas and to experience it as light-filled, even in cases where the ideas involved are not based on the bedazzling world of the senses. An awareness of belonging to the cosmic realm beyond the earth will awaken in experiencing the independent and independently illumined world of ideas. The basis for Michaelic festivals will grow out of this feeling.This volume is a translation of the final nineteen letters from Anthroposophische Leitsätze, Der Erkenntnisweg der Anthroposophie--Das Michael-Mysterium (GA 26).

This gentle story for young children follows Scoochie and her animal and gnome friends through the seasons of the year as they understand and live out the values of the farm: a deep reverence for nature, kindness towards all creatures, love and goodness.

How the sounds of spoken language arise is ultimately still a mystery to researchers. Acoustic phonetics has analyzed sound phenomena, whereas articulatory phonetics determines the physiological formation of spoken language. Little is known about the air, however, the central element of speech both within and immediately outside the body as it relates to audible sounds.In 1924, Rudolf Steiner expressed the wish that an experimental method would be found by which sounds from the speaker's mouth could be rendered visible and thereby confirm the primal phenomenon embodied in the art of eurythmy as "visible speech."Following Steiner's suggestions, Johanna Zinke first succeeded in capturing these air sound forms on photographic plates in 1962. She showed that each spoken sound generates a reproducible figure for a split second in midair. Maintier expanded on this work with the help of acoustic and laser-video phonetic analysis, showing that the segmentation of speech signals correlates with the speech air-flow figures. His results further reveal a surprising connection with modern flow and chaos research. Maintier therefore concludes that speaking goes far beyond production of acoustic waves; it arises through precise modulations of breath. It is an "art of movement."

In this anthology, the stories of the Celtic saints are interspersed with verses, prayers, and sayings attributed to those ancient sages.

Uses the story of Parsival to explore the path of initiation to healing speech.

"To be wise is one thing: to know the thought that directs all things through all things." "We should not act like the children of our parents." "I searched my nature." - from the Fragments of Heraclitus This bright, deep, meditative jewel-like study brings Heraclitus to life in a new way, and shows him to be one of the principal sources of Western mystical thinking. From Geldard's point of view, the study of Heraclitus is not just an academic matter but, on the contrary, presents us with very real existential and phenomenological challenges. The book includes new translations of all the essential fragments. Geldard, through his exploration of Heraclitus, shows us, "The more that human beings openly and humbly seek higher knowledge, the more they develop the power to perceive it, until finally they penetrate to the hidden universal order. The result of this penetration is knowledge of the Logos, that 'which directs all things through all things.' The acquisition of this knowledge is not an event; it is a stance in the world. It is Being in its fullness."

7 lectures, Dornach, September 10-16, 1915 (CW 253)Occasioned by a "scandal" precipitated by Rudolf Steiner's marriage to Marie von Sivers in 1915, the lectures that constitute part one contain Steiner's strongest statements on the issue of human relationships in a spiritual community. Using emphatic language Steiner makes it clear that becoming part of a spiritual community entails responsibilities and, indeed, a new way of being, and that members must become actively interested and engaged in the concerns of the group rather than simply wanting or expecting personal benefit from it. Above all, he asserts that it is essential for members to realize that a spiritual community is a living entity that needs the care and respect of its creators.Because the crisis had been provoked by individuals under the influence of Freudian psychoanalysis, Steiner assesses Freud's work, and psychoanalysis as a whole, illumined by an anthroposophic understanding of the human being. Steiner also speaks on sexuality and modern clairvoyance, relating them to Freudian psychoanalysis, as well as to the seer Emanuel Swedenborg as an example of the difficulties of entering the spiritual world. Then, starting from a historical perspective, Steiner poses a question: How old is love? He goes on to examine our modern idea of love in the context of mysticism.Part two includes documentation of the Dornach crisis, along with two addresses by Rudolf Steiner to the members there, as well as Marie Steiner's address to the Women's Meeting on the particular tasks and challenges of women, both as members of the women's movement of the time and in a spiritual community.Sexuality, Inner Development, and Community Life is a translation from German of the book Probleme des Zusammenlebens in der Anthroposophischen Gesellschaft. Zur Dornacher Krise vom Jahre 1915 Mit Streiflichtern auf Swedenborgs Hellsehergabe, Anschauungen der Freudschen Psychoanalyse und den Begriff der Liebe im Verhältnis zur Mystik (GA 253).

"An experiment in its eighth decade, with more than sixty thousand students attending five hundred schools worldwide, Waldorf education is the largest and fastest growing independent, nonsectarian school movement in the world. The more than one hundred and fifty Waldorf schools in North America appear to be but the beginning of a rapid growth that will almost certainly be continued by the next generation. This volume is intended as a companion to educators and parents, both inside and outside the Waldorf school movement, who want to explore Steiner's intuitive and spiritual-scientific research concerning child development and, in particular, the positive and negative forces affecting that development in a culture that puts children at risk." -- Robert McDermott (from the foreword)Waldorf education--an established and growing independent school movement--continues to be shaped and inspired by Rudolf Steiner's numerous writings and lectures on education and child development.In Rhythms of Learning, key lectures on children and education have been thoughtfully chosen from the vast amount of material by Steiner and presented in a context that makes them reader-friendly and accessible. In his many discussions and lectures, Steiner shared his vision of education that considers the spirit, soul, and physiology in children as they grow. Roberto Trostli, a seasoned Waldorf teacher, has selected the works that best illustrate the fundamentals of this unique approach. In each chapter, Trostli explains Steiner's concepts and describes how they work in the contemporary Waldorf classroom. We learn how the teacher-child relationship and the Waldorf school curriculum changes as the students progress from kindergarten through high school. Rhythms of Learning is an excellent resource for parents who want to understand how their child is learning. Parents will also be more prepared to discuss their child's education with teachers, and teachers will find it to be a valuable reference source and communication tool.

Explores the significance of the 15-image Madonna sequence developed by Felix Peipers and Rudolf Steiner for meditation and therapy.

A moving memoir by a farmer who uniquely combined biodynamic techniques with traditional Native American spirituality.

"We must experience as a blessing what we may feel to be a kind of deprivation, so that we can say to ourselves in all seriousness and sternness: We must first make ourselves truly human, warm in soul and strong of spirit, so that we, as spirit in humanity, may find the spirit in the world." --Rudolf SteinerThe mantras of the Michael School are, in the truest sense of the word, a path for modern human beings--and indeed not just for our time between birth and death, but even more so for the time after death in the spiritual world. In that world, every soul that has crossed the threshold will experience beings and events that it can comprehend only if it has learned something on Earth about the beings there and processes that take place between them. In his eighteenth lesson Rudolf Steiner said: "People who have heard this in esoteric schools on Earth will go through the gate of death and will hear these words again sounding in harmony together--in the esoteric schools here and during the life between death and a new birth there. They will understand what rings forth. Or, people will be dull and unwilling to respond to what the esoteric schools, prepared by general Anthroposophy, have to say. They'll fail to perceive what can be heard through initiation science from the realms of the heights. They pass through the gate of death. There they hear what they should have already heard while here on Earth . . . but they do not understand it. These words of power--when the gods speak to one another--sound to them like an unintelligible clanging, mere cosmic noise."These words alone, heard in real earnestness, should be enough to dispel any reservations about spreading the teaching of the Michael School. This content does not belong only to those who are closely connected with Anthroposophy and its movement; every seeking human being should be able to find them as a path through life on Earth and after death.This talks and mantras by Rudolf Steiner are a translation from the German text Esoterische Unterwiegungen für die Angehörigen and der ersten Klasse der Freien Hochschule für Geisteswissenschaft am Goetheanum 1924 (4 vols.), Dornach 1992 (GA 270). This book was originally published by Perseus Verlag in Basel, Switzerland, as Der Meditationsweg der Michaelschule in neunzehn Stufen.

"Five lectures given in Dornach, Switzerland, October 10-25, 1914."

An introductory lecture with slides, Bern, Switzerland, June 29, 1921 (CW 290)Rudolf Steiner gave thousands of lectures in his lifetime, usually without notes, and, with very few exceptions, with nothing more than chalk and a blackboard if he chose to accompany his speech with some kind of visual illustration. A notable exception is the presentation that constitutes the main part of this book. Given in June 1921, in Bern just eighteen months before its tragic destruction by fire, this lecture and slide show (consisting of a hundred slides) is both the closest thing we have to a guided tour of the original Goetheanum by its architect and a profound statement of artistic purpose.In addition to the lecture and slide show that comprise the main content of this volume, the introduction by John Kettle serves to place Steiner's artistic contribution to architecture in the context of early twentieth-century Expressionism and Organicism. Frederick Amrine's thorough bibliographic essay highlights the most important secondary literature on Steiner's architecture and provides a sound entry to further exploration and study.This book is translated from the 3rd revised German edition, Das Goetheanum als Gesamtkunstwerk: Rudolf Steiner, Der Baugedanke des Goetheanum: Einleitender Vortrag mit Erklärungen zu den Lichtbildern des Goetheanum-Baues gehalten in Bern am 29. Juni 1921, Verlag am Goetheanum, 1986.

When Rudolf Steiner embarked on the esoteric lessons of the First Class in the newly founded Esoteric School at the Goetheanum, he suggested that the School for Spiritual Science as an esoteric institution had, in the years preceding the Christmas Foundation Meeting of 1923, become estranged from its intrinsic task.This volume closely investigates those matters--to which Steiner referred only briefly--tracing the development of Rudolf Steiner's idea of the School in relation to the Michael community, which he first discussed at length in his lectures on karma, given in parallel to the First Class lessons.This book also describes Ita Wegman's path and her mission in connection with these undertakings.

Inspired by the work of Rudolf Steiner and Valentin Tomberg, the author presents insights and strategies for understanding and transforming impure aspects of one's self to cultivate heart thinking.

Translation of: Die Verbindung zwischen Lebenden und Toten. Dornach, Switzerland: Rudolf Steiner Verlag, 1995. Based on transcripts not reviewed by the speaker.

Drawing on the ideas of Rudolf Steiner's pioneering Curative Education course, this book goes back to basics and examines the potential benefits of this unique educational approach in today's classrooms.

A brilliant and moving collection of fifty-two poems which record the author's journey across the boundary between reality and delusion.