The Disassociation of Human Personality During Initiation, Steiner Rudolf

"Rudolf Steiner's model of a spiritualized medicine could hold the key for the next growth phase in Western medicine, if it is to survive, flourish, and become consistently and deeply therapeutic instead of merely palliative."

Rudolf Steiner, a scientist by training, lectured and wrote, at different times on medical subjects and advised physicians on their work. His view of medicine was both unconventional and precise. He could describe--based on his highly developed powers of observation and his spiritual research--processes of health and disease that escape conventional methods of medical observation.

In all his lectures to doctors and in his explanations of anthroposophic medicine, Steiner emphasized that his medical concepts are not intended to replace conventional Western medicine, but to extend it; diagnosis and healing methods are expanded to include our soul and spirit.

In these broadly ranging talks, Steiner introduces fundamental principles of anthroposophically extended medicine. Some of the most remarkable insights that anthroposophy brings to medicine are contained in this volume. For example, Steiner points out that the heart is not a pump and that its motion is a consequence, not the cause, of rhythmic movements in human beings.

Topics include

∞ Health problems, such as hay fever, migraine, sclerosis, cancer, and childhood diseases
∞ The polarity between nerve and liver cells
∞ The functions of the spleen and the gallbladder
∞ The three basic systems: sensory-nervous, rhythmic, and metabolic-limb
∞ Regenerative and degenerative processes
∞ The true nature of the nervous system
∞ Suggestions for the use of minerals, plants, and artistic therapies

The Healing Process is a translation of Anthroposophische Menschenerkenntnis und Medizin (GA 319).

"Many who enter esoteric training are very disappointed and say that they had imagined the exercises to be much more energetic and the effects of the exercises to be far more drastic. Those who tell this to themselves should quickly consider the possibility that they are caught in a great error, and that they should make the greatest efforts to correct this error as soon as possible. It is not the exercises that lack enough energy, but rather the individual. It is not the exercises that are ineffective, but rather the person who is not making them effective. By living an esoteric life, the student should become an entirely different person. One must add something new to the old." --Rudolf Steiner

In this second of three volumes from Rudolf Steiner's early Esoteric School, we find a further deepening of spiritual practice and training. Steiner explains the requirements one must meet to become a serious student of esotericism. In addition, he gives directions--always emphasizing the increasing need for earnestness--for the transformation of the inner life, for the development of new spriritual forces and capacities, and for recognizing and overcoming the dangers that arise on a spiritual path. Moreover, he shows how one should approach specific meditations.

These lessons mark Rudolf Steiner's continued movement away from the Eastern path of the Theosophical Society at the time and his increasing focus on the Christian-Rosicrucian path, recognizing Christ as the leader of the path of his form of spiritual training.

This volume is the English translation of Aus den Inhalten der esoterischen Stunden, Ged chtnisaufzeichnungen von Teilnehmern. Band.2, 1910-1912 (GA 266/2).

These dazzling, radical lectures were given one month before the opening of the first Waldorf School--following two years of intense preoccupation with the social situation in Germany as World War I ended and society sought to rebuild itself.

Well aware of the dangerous tendencies present in modern culture that undermine a true social life--such as psychic torpor and boredom, universal mechanization, and a growing cynicism--Steiner recognized that any solution must address not only economic and legal issues but also that of a free spiritual life.

Steiner also saw the need to properly nurture in children the virtues of imitation, reverence, and love at the appropriate stages of development in order to create mature adults who are inwardly prepared to fulfill the demands of a truly healthy society--adults who are able to assume the responsibilities of freedom, equality, and brotherhood.

Relating these themes to an understanding of the human as a threefold being of thought, feeling, and volition, and against the background of historical forces at work in human consciousness, Steiner lays the ground for a profound revolution in the ways we think about education.

Also included here are three lectures on the social basis of education, a lecture to public school teachers, and a lecture to the workers of the Waldorf Astoria Cigarette Company, after which they asked him to form a school for their children.

German sources: Die Erziehungsfrage als soziale Frage (GA 296); lectures 4, 5, and 6, the "Volksp dagogik" lectures in Geisteswissenschaftliche Behandlung sozialer und p dagogischer Fragen (GA 192); lectures 2 and 11, Neugestaltung des sozialen Organismus (GA 330-331).

This series of lectures provides the basis for an entirely new psychology. The first four lectures give a precise, dynamic understanding of the human soul in relation to the activity of the senses and to the subtle processes that make up the human being on Earth. The next four lectures focus on what we can know of the human soul based on direct observation alone. No theorizing takes place. To show what we can know of soul life through the immediacy of engaged observation of oneself and others, Rudolf Steiner refrains from using his own higher capacities of clairvoyance to form a picture of our soul life. The concluding lectures portray the relationship of soul life to spirit life, showing us how to awaken individual spirit life and how to distinguish between illusory and genuine spiritual experiences.

Presented more than a century ago, we might be tempted to think that, insofar as psychology is concerned, the content of these lectures are outdated. It is also tempting to think that, because Steiner is not usually associated with the founders of modern psychology, his efforts must be considered, at best, an interesting aside. On the contrary, these lectures are actually a wellspring for the true stream of psychology, as the term itself means "soul study."

A Psychology of Body, Soul, and Spirit should be read by anyone interested in psychology as well as by those interested in inner development. Whether we are involved in education, medicine, art, drama, economics, or business, the perspectives contained in this book have the potential to restore the frequently missing element of soul in psychology today.

Robert Sardello's in-depth introduction places Steiner's lectures in the context of modern life and psychology and provides insights into how to read and use this text for inner development and a deeper understanding of spiritual science.

Contents:

• Introduction by Robert Sardello
• Part 1 -- "Anthroposophy"
• The Human being and the Senses
• Supersensible Processes in the Human Senses
• The Higher Senses, inner Forces, and Creative Principles in the Human Organism
• Supersensible Currents, Group Soul, and the I in Human Beings and Animals
• Part 2 -- "Psychosophy"
• Aspects of Soul Life
• The Activities of Human Soul Forces
• The Senses, Feeling, and Aesthetic Judging
• Consciousness and Soul Life
• Part 3 -- "Pneumatosophy"
• Franz Brentano and Aristotle's Doctrine of the Spirit
• Truth and Error in Light of the Spiritual World
• Imagination-Imagination; Inspiration-Self-Fulfillment; Intuition-Conscience
• Nature, the Evolution of Consciousness, and Reincarnation

"Steiner does not talk about soul; he speaks from soul. That is the entire method. There is, however, an entrance fee for doing psychology. The fee is that you need to leave behind your well-known-to-you self-identity. You must suffer the experience of leaving behind not only what you know, but also what you think you know of yourself. This requirement qualifies psychology as integral to the work of initiation. --Robert Sardello, from his introduction

A previous translation of these lectures were published as Anthroposophy, Psychosophy, Pneumatosophy and as Wisdom of Man, of the Soul, and of the Spirit. This volume is a translation from German of Anthroposophie, Psychosophie, Pneumatosophie (GA 115)

"In spiritual science we divide the human being into 'I'-being, astral body, etheric body, and physical body. In an ideal human being, the harmony predestined by the cosmic plan would naturally predominate among these four human principles. But in reality, this is not so with any individual. Thus, it can be seen that the human being, when given over to the physical plane, is not yet really complete; education and teaching, however, should serve to make the human being complete. One of the four elements rules in each child, and education and teaching must harmonize these four principles" (Rudolf Steiner).

For two weeks, prior to the opening of the first Waldorf school in Stuttgart, Rudolf Steiner intensively prepared the individuals he had chosen to become the first Waldorf teachers. At 9:00 a.m. each day, he gave the course now translated as Foundations of Human Experience; at 11:00 a.m., Practical Advice to Teachers; and then, after lunch, from 3:00 p.m. to 6:00 p.m., he held the informal "discussions" published in this book.

The tone is spontaneous and relaxed. Steiner does not prescribe specific methods but introduces topics and situations, offering guidelines and allocating practical assignments that are taken up and discussed in the next session. The discussions are filled with insights and suggestions in many different areas of teaching--history, geography, botany, zoology, form drawing, mathematics, and more.

Speech exercises are included. This edition also includes, for the first time in English, three important lectures on the curriculum, given the day just before the school opened.

These fifteen discussions constitute an essential part of the basic training material for Waldorf teachers.

Discussions with Teachers is a translation from German of Erziehungskunst. Seminarbesprechungen und Lehrplanvortr ge (vol. 295 in the Bibliographical Survey, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1961).

Steiner tells us that Mark was especially able to reveal Christ as a cosmic being of his greatness and power, because, after having been a pupil of Peter, he moved to Alexandria during a time when Jewish philosophy and theology was at it's peak. There he absorbed the best aspects and views of pagan gnosis.

Mark was able to learn how humankind came arose from the spiritual world and how the luciferic and ahrimanic forces are taken into the human soul. Mark was able to accept everything that was told to him by pagan gnosis concerning our human origin out of the cosmos when our planet came into being. But he could also see, especially from his perspective in Egypt, the strong contrast between our original human destiny and what humankind had become during his time.

This lecture cycle, like the Gospel itself, is a work of art in its own right.

This book is a translation of the German edition Das Markus-Evangelium (GA 139).

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).