Intuitive Thinking as a Spiritual Path, Steiner Rudolf

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a century ago, we might be tempted to think that, insofar as psychology is concerned, the content of these lectures are outdated.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)

1. Soul-and-Spirit in Man's Physical Constitution: The physical organism of man is considered today to consist of more or less solid-fluid substances; but as well as his solid, physical body, man has within him as definite organisms, a fluid body, an air-body and a warmth-body. -- The connections of these organisms with the members of man's whole being and with the different Ethers. -- Thought and Tone; Ego and circulating Blood. -- Man in the sleeping state. -- Man's relation to the universal Spirituality. -- Imagination, Inspiration, Intuition. -- The circumscribed view of the human organism prevailing today is unable to build any bridge between the physical body and the soul-and-spirit.

2. The Moral as the Source of World-Creative Power: Recapitulation of previous lecture. -- Connection of the moral world-order with the physical world-order. -- The moral world-order has no place in the natural scientific thinking of today. -- The positive effect of moral ideals and ideas and the negative effect of theoretical ideas on the four organisms in man. -- The materialistic conception of the imperishability of matter and energy. -- Matter and energy die away to nullity; but man's moral thinking imbues life into substance and will. -- The natural world dies away in man; in the realm of the moral a new natural world comes into being; thus are the moral order and the natural order connected. -- Absence of spirituality in the modern picture of the world which is based on the Copernican system. -- Kepler and Newton. -- We need a spiritual view of the universe. -- The sun is not a globe of burning gas but the reflection of a spiritual reality revealed in the physical. -- The moral power developed by man rays out and is reflected as the spiritual Sun. -- Julian the Apostate. -- The connection of the spiritual Sun with the physical sun is the Christ-Secret.

3. The Path to Freedom and Love and Their Significance in World-Events: Man as a being of Thinking, Action and Feeling. -- The connection of the life of thought with the will. -- Pure thinking: irradiation of the life of thought by will. -- This leads to Freedom. -- Irradiation of the life of will by thoughts leads to Love. -- The meaning of the ancient expressions: Semblance, Power, Wisdom. -- To speak of the imperishability of matter and energy annuls Love. -- The significance of Freedom and Love in world-happenings.

This book contains translations of three lectures from Der Mensch in Zusammenhang mit dem Kosmos 2: Die Br cke zwischen der Weltgeistigkeit und dem Physischen des Menschen. Die Suche nach der neuen Isis, der g ttlichen Sophia (GA 202).

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).

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).

This work, essentially Rudolf Steiner's doctoral dissertation, subtitled "Introduction to the Philosophy of Freedom," is just that--an essential work in the foundations of spiritual science. In it, the epistemological foundations of spiritual knowledge are clearly and logically presented.

Originally published with The Philosophy of Freedom in a single volume, this work is fundamental to an understanding of that work (currently published as Intuitive Thinking As a Spiritual Path) and to a more complete comprehension of the philosophical basis of Steiner's spiritual science.

This book is essential reading for all serious students of Anthroposophy.

CONTENTS:

1. Preliminary Remarks
2. Kant's Basic Epistemological Question
3. Epistemology since Kant
4. The Starting Point of Epistemology
5. Cognition and Reality
6. Epistemology Free of Assumptions and Fichte's Science of Knowedge
7. Epistemological Conclusion
8. Practical Conclusion

This volume is a translation from German of Wahrheit und Wissenschaft (GA 3).

Three and a half years after the founding of the first Waldorf school in Stuttgart, Germany, these talks were given to an audience of Swiss school teachers, most having little knowledge of Anthroposophy. This is the context of these lectures, which are among Rudolf Steiner's most accessible talks on education.

A teacher who attended the lectures wrote in the Berne School Paper "Every morning, as we listened anew to Dr. Steiner, we felt we had come closer to him and understood better what he had to say and how he had to say it. Daily, we newcomers gathered, asking ourselves: Why are more of our colleagues not here? It is untrue that anthroposophy limits a person, develops blinkers, or avoids real life.... Step by step, Dr. Steiner shows its application to life...illumining the details and disclosing their connection with profound questions of life and existence. I came to the conference to stimulate my school work. I found benefit in abundance. But also, I unexpectedly received a greater richness for heart and soul--and, from this in turn shall stream richness for my classes."

In other words, these lectures are ideal for anyone who is approaching Waldorf education for the first time. Using language that any teacher or parent can understand, Steiner goes into the essentials of his educational philosophy, providing many examples and anecdotes to convey his meaning. In this way, against the background of the developing child, he allows the curriculum and the method of teaching to emerge as the commonsense conclusion of practical experience.

German source: Die p dagogisch Praxis vom Geichtspunkte geisteswissenschaftlicher Menschenerkenntnis (GA 306).