Rudolf Steiner's extraordinary ability to perceive the inner nature and development of children provided insights at many levels and areas of the creative learning process. He spoke of this ability as a precondition for all forms of healthy childhood education--including special education--and suggested that teachers should develop such a capacity within themselves.
This process involves the recreation of the child within oneself, based on what we are able to observe in the child's physical appearance, temperament, ways of moving, and environment. In The Therapeutic Eye, Dr. Peter Selg discusses Steiner's views on childhood development, how teachers can look at children, and ways that these approaches can be used to develop lessons and classroom activities to deal with behavioral extremes and learning challenges.
The Therapeutic Eye is a valuable resource for teachers and parents.
The Therapeutic Eye is a translation from German of Der therapeutische Rudolf Steiner sieht Kinder.
Rudolf Joseph Lorenz Steiner was an Austrian occultist, social reformer, architect, esotericist, and claimed clairvoyant. Steiner gained initial recognition at the end of the nineteenth century as a literary critic and published works including The Philosophy of Freedom. At the beginning of the twentieth century he founded an esoteric spiritual movement, anthroposophy, with roots in German idealist philosophy and theosophy. His teachings are influenced by Christian Gnosticism or neognosticism. Many of his ideas are pseudoscientific. He was also prone to pseudohistory. In the first, more philosophically oriented phase of this movement, Steiner attempted to find a synthesis between science and spirituality. His philosophical work of these years, which he termed "spiritual science", sought to apply what he saw as the clarity of thinking characteristic of Western philosophy to spiritual questions, differentiating this approach from what he considered to be vaguer approaches to mysticism. In a second phase, beginning around 1907, he began working collaboratively in a variety of artistic media, including drama, dance and architecture, culminating in the building of the Goetheanum, a cultural centre to house all the arts. In the third phase of his work, beginning after World War I, Steiner worked on various ostensibly applied projects, including Waldorf education, biodynamic agriculture, and anthroposophical medicine. Steiner advocated a form of ethical individualism, to which he later brought a more explicitly spiritual approach. He based his epistemology on Johann Wolfgang von Goethe's world view in which "thinking…is no more and no less an organ of perception than the eye or ear. Just as the eye perceives colours and the ear sounds, so thinking perceives ideas." A consistent thread that runs through his work is the goal of demonstrating that there are no limits to human knowledge.
The title of this book is a bit misleading as it doesn't give any practical advice about how to connect with those who have crossed over.
It is a thorough discussion of Steiner's experiences with souls after they have died and his interesting opinions about the nature of existence apart from embodiment. These opinions unfortunately are influenced by the colonial, entitled perspective that anyone who is not embodied is unfortunate, has no agency, and is in need of "help" and "support" from those who are. Also, he fully embraces the Theosophical notion of planets as somehow presenting evolutionary epochs for humanity which was common for the time. This is nonsensical at worst since we now have evidence of many other planets just within our visual range let alone those we can infer from scientific findings and quite "earth-centric". He also is quite assured that Christianity is the highest form of truth, all other religions and spiritualities being corrupt forms of this truth, and so makes fact statements about Christ and Lucifer as parts of the grand plan for souls, which is off putting for those who don't find this in their own spiritual experience.