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Title:Agriculture: Spiritual Foundations for the Renewal of Agriculture
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Author:Rudolf Steiner
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Agriculture: Spiritual Foundations for the Renewal of Agriculture by Rudolf Steiner

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How to Know Higher Worlds: A Modern Path of Initiation

In this classic account of the Western esoteric path of initiation Steiner leads the student from the cultivation of reverence and inner tranquility to the development of inner life through the stages of preparation illumination and initiation Practical exercises in inner and outer observation and moral development are described br br By patiently and persistently following these suggestions new organs of soul and spirit begin to form revealing the contours of higher worlds that had been concealed from us Here Rudolf Steiner is available as teacher counselor and friend His advice is practical clear and powerful

Theosophy: An Introduction to the Spiritual Processes in Human Life and in the Cosmos

A clear concise explanation of human nature the worlds of body soul and spirit the laws of reincarnation and the workings of karma br br i Theosophy i is a key work for gaining a solid footing in spiritual reality as described by Rudolf Steiner It is organized into four parts First Steiner builds a comprehensive understanding of human nature physical bodily nature soul qualities spirit being or I being and the higher spiritual aspects This leads us to Steiner s description of the human being as sevenfold br br Material physical body br Ether body or body of life forces br Sentient soul body br Mind soul br Spirit filled consciousness soul br Life spirit br Spirit body br br br In the next section Steiner offers an extraordinary overview of the laws of reincarnation and the principles of karma as we pass from one life to the next This prepares us for the third section in which he shows the various ways in which we live during life on earth and after death and in the three worlds of body soul and spirit br br Finally we are given a succinct description of the path of knowledge along which each person can begin to understand the marvelous and harmonious complexity of the psycho spiritual worlds in their fullness

Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom (Cw 4)

Of all of his works Intuitive Thinking as a Spiritual Path is the one that Steiner himself believed would have the longest life and the greatest spiritual and cultural consequences It was written as a phenomenological account of the results of observing the human soul according to the methods of natural science p This seminal work asserts that free spiritual activity understood as the human ability to think and act independently of physical nature is the suitable path for human beings today to gain true knowledge of themselves and of the universe This is not merely a philosophical volume but rather a warm heart oriented guide to the practice and experience of living thinking p p Readers will not find abstract philosophy here but a step by step account of how a person may come to experience living intuitive thinking the conscious experience of a purely spiritual content p p During the past hundred years since it was written many have tried to discover this new thinking that could help us understand the various spiritual ecological social political and philosophical issues facing us But only Rudolf Steiner laid out a path that leads from ordinary thinking to the level of pure spiritual activity intuitive thinking in which we become co creators and co redeemers of the world p

The Education of the Child: And Early Lectures on Education (Foundations of Waldorf Education, 25)

As early as while tutoring a boy with special needs Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life Steiner originally published the essay at the core of this book in It represents his earliest ideas on education in which he lays out the soul spiritual processes of human development describing the need to understand how the being of a child develops through successive births beginning with the physical body s entry into earthly life and culminating in the emergence of the I being with adulthood

An Outline of Occult Science

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An Outline of Esoteric Science: (Cw 13)

Outline of the processes of cosmic evolution including detailed exercises for attaining higher conscious states

Anthroposophy in Everyday Life: Practical Training in Thoughtovercoming Nervousnessfacing Karmathe Four Temperaments

Four of Steiner s most popular lectures are collected in this book They may be the most accessible presentations of the anthroposophic approach to life available in English With its many practical exercises mantras and meditations this is a fundamental introduction for anyone beginning or needing encouragement along the path of inner development br br The first lecture concerns the fundamental human activity of thinking Everything we do we do through thinking The first task then is to realize the reality of thinking To help us do this Steiner gives exercises that will allow us to experience the cognitive even clairvoyant power of thinking br br In i Overcoming Nervousness i Steiner shows us how exercises in thinking also give us the calm centered sense needed to lead purposeful healthy lives br br i Facing Karma i takes us to the heart of life where we experience suffering and happiness The law of karma that determines life s experiences and encounters also helps us develop the self knowledge required for self transformation br br Finally i The Four Temperaments i show us how the union of hereditary factors and our own inner spiritual nature shape our psychology The guide here is the ancient classifications of sanguine choleric phlegmatic and melancholic Renewed understanding of these allows us to develop a truly modern spiritual psychology which is the basis of all real inner development With its many practical exercises mantras and meditations this book is a fundamental introduction for anyone beginning or needing encouragement along the path of inner development

Bees: (Cw 351)

b Lectures in Dornach Nov to Dec CW b br br In Rudolf Steiner predicted the dire state of today s honeybee He stated that within fifty to eighty years we would see the consequences of mechanizing the forces that had previously operated organically in the beehive Such practices include breeding queen bees artificially br br The fact that over sixty percent of the American honeybee population has died during the past ten years and that this trend is continuing around the world should make us aware of the importance of the issues discussed in these lectures Steiner began this series of lectures on bees in response to a question from an audience of workers at the Goetheanum br br From physical depictions of the daily activities of bees to the most elevated esoteric insights these lectures describe the unconscious wisdom of the beehive and its connection to our experience of health culture and the cosmos br br i Bees i is essential reading for anyone interested in understanding the true nature of the honeybee as well as those who wish to heal the contemporary crisis of the beehive i Bees i includes an essay by David Adams From Queen Bee to Social Sculpture The Artistic Alchemy of Joseph Beuys br br The art and social philosophy of Joseph Beuys is among the most influential of the twentieth century He was strongly influenced by Rudolf Steiner s lectures on bees The elemental imagery and its relationship to human society played an important role in Beuys s sculptures drawings installations and performance art Adams essay on Beuys adds a whole new dimension to these lectures generally considered to be directed more specifically to biodynamic methods and beekeeping br br b Read Bobby Matherne s review of this book b

The Four Temperaments: 1 Lecture, Berlin, March 4, 1909 (Cw 57)

Between individual characteristics and those of the human race in general lie the four main groups of human temperaments phlegmmatic sanguine melancholic and choleric Rudolf Steiner describes how each person s combination of temperaments is shaped out of a particular kind of union between hereditary factors and the inner spiritual nature Telling descriptions are provided for the inwardly comfortable phlegmatic the fickle interest of the sanguine the pained and gloomy melancholic and the fiery assertive choleric Steiner also offers practical suggestions for guiding the temperaments educationally in childhood and for adult self improvement

The Kingdom of Childhood

These seven intimate aphoristic talks were presented to a small group on Steiner s final visit to England Because they were given to pioneers dedicated to opening a new Waldorf school these talks are often considered one of the best introductions to Waldorf education br br Steiner shows the necessity for teachers to work on themselves first in order to transform their own inherent gifts He explains the need to use humor to keep their teaching lively and imaginative Above all he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds And throughout these lectures he continually returns to the practical value of Waldorf education br br These talks are filled with practical illustrations and revolve around certain themes the need for observation in teachers the dangers of stressing the intellect too early children s need for teaching that is concrete and pictorial the education of children s souls through wonder and reverence the importance of first presenting the whole then the parts to the children s imagination br br Here is one of the best introductions to Waldorf education straight from the man who started it all br br German source i Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet i GA br br b SYNOPSIS OF THE LECTURES b br b LECTURE b The need for a new art of education The whole of life must be considered Process of incarnation as a stupendous task of the spirit Fundamental changes at seven and fourteen At seven the forming of the new body out of the model body inherited at birth After birth the bodily milk as sole nourishment The teacher s task to give soul milk at the change of teeth and spiritual milk at puberty br b LECTURE b In first epoch of life child is wholly sense organ Nature of child s environment and conduct of surrounding adults of paramount importance Detailed observation of children and its significance In second epoch seven to fourteen fantasy and imagination as life blood of all education e g in teaching of writing and reading based on free creative activity of each teacher The child as integral part of the environment until nine Teaching about nature must be based on this The higher truths in fairy tales and myths How the teacher can guide the child through the critical moment of the ninth year br b LECTURE b How to teach about plants and animals seven to fourteen Plants must always be considered not as specimens but growing in the soil The plant belongs to the earth This is the true picture and gives the child an inward joy Animals must be spoken of always in connection with humans All animal qualities and physical characteristics are to be found in some form in the human being Humans as synthesis of the whole animal kingdom Minerals should not be introduced until twelfth year History should first be presented in living imaginative pictures through legends myths and stories Only at eleven or twelve should any teaching be based on cause and effect which is foreign to the young child s nature Some thoughts on punishment with examples br b LECTURE b Development of imaginative qualities in the teacher The story of the violet and the blue sky Children s questions Discipline dependent on the right mood of soul The teacher s own preparation for this Seating of children according to temperament Retelling of stories Importance of imaginative stories that can be recalled in later school life Drawing of diagrams from ninth year Completion and metamorphosis of simple figures to give children feeling of form and symmetry Concentration exercises to awaken an active thinking as basis of wisdom for later life Simple color exercises A Waldorf school timetable The main lesson br b LECTURE b All teaching matter must be intimately connected with life In counting each different number should be connected with the child or what the child sees in the environment Counting and stepping in rhythm The body counts The head looks on Counting with fingers and toes is good also writing with the feet The ONE is the whole Other numbers proceed from it Building with bricks is against the child s nature whose impulse is to proceed from whole to parts as in medieval thinking Contrast atomic theory In real life we have first a basket of apples a purse of coins In teaching addition proceed from the whole In subtraction start with minuend and remainder in multiplication with product and one factor Theorem of Pythagoras eleven twelve years Details given of a clear visual proof based on practical thinking This will arouse fresh wonder every time br b LECTURE b In first seven years etheric body is an inward sculptor After seven child has impulse to model and to paint Teacher must learn anatomy by modeling the organs Teaching of physiology nine to twelve years should be based on modeling Between seven and fourteen astral body gradually draws into physical body carrying the breathing by way of nerves as playing on a lyre Importance of singing Child s experience of well being like that of cows chewing the cud Instrumental music from beginning of school life wind or strings Teaching of languages up to nine through imitation then beginnings of grammar as little translation as possible Vowels are expression of feeling consonants are imitation of external processes Each language expresses a different conception Compare head Kopf testa The parts of speech in relation to the life after death If language is rightly taught out of feeling eurythmy will develop naturally expressing inner and outer experiences in ordered movements visible speech Finding relationship to space in gymnastics br b LECTURE b Between seven and fourteen soul qualities are paramount Beginnings of science teaching from twelfth year only and connected with real phenomena of life The problem of fatigue Wrong conceptions of psychologists The rhythmic system predominant in second period never tires Rhythm and fantasy Composition Sums from real life not abstractions Einstein s theory The kindergarten imitation of life Teachers meetings the heart of the school Every child to be in the right class for its age Importance of some knowledge of trades e g shoemaking handwork and embroidery Children s reports characterization but no grading Contact with the parents br b QUESTIONS AND ANSWERS b The close relationship of Multiplication and Division How to deal with both together Transition from the concrete to the abstract in Arithmetic Not before the ninth year Healthiness of English weights and measures as related to real life Decimal system as an intellectual abstraction br b Drawing b Lines have no reality in drawing and painting only boundaries How to teach children to draw a tree in shading speaking only of light and color Illustration Line drawing belongs only to geometry br b Gymnastics and Sport b Sport is of no educational value but necessary as belonging to English life Gymnastics should be taught by demonstration br b Religious Instruction b Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor Free religion lessons provided for the other children Plan of such teaching described of which the fundamental aim is an understanding of Christianity The Sunday services br b Modern Language Lessons b Choice of languages must be guided by the demands of English life These can be introduced at an early age Direct method in language teaching b Closing words b by Dr Steiner on the seriousness of this first attempt to found a school in England

Bees: (Cw 351), How to Know Higher Worlds: A Modern Path of Initiation, Anthroposophy in Everyday Life: Practical Training in Thoughtovercoming Nervousnessfacing Karmathe Four Temperaments, Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom (Cw 4), An Outline of Occult Science, Theosophy: An Introduction to the Spiritual Processes in Human Life and in the Cosmos, The Four Temperaments: 1 Lecture, Berlin, March 4, 1909 (Cw 57), An Outline of Esoteric Science: (Cw 13), The Education of the Child: And Early Lectures on Education (Foundations of Waldorf Education, 25), The Kingdom of Childhood