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The Education of the Child: And Early Lectures on Education
As early as 1884, 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 1907. 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. Also included are several early lectures on education, ranging from 1906 to 1911, well before the birth of the Waldorf movement in 1919. ORIGINAL SOURCES : The essay “The Education of the Child in the Light of Spiritual Science,” translated by George and Mary Adams, appeared originally in German in the journal Lucifer–Gnosis (nr. 33), 1907, under the title “Die Erzieuhung des Kindes vom Geschictspunkte der Geisteswissenschaft.” It is included in vol. 34 of the Collected Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1987. The lecture “Teaching from a Foundation of Spiritual Insight,” translated by Robert Lathe and Nancy Whittaker, is included in Ursprungsimpulse der Geisteswissenschaft, vol. 96, as “Erziehungspraxis auf der Grundlage spiritueller Erkenntnis”; the lecture “Education in the Light of Spiritual Science,” translated by Rita Stebbing, appeared as “Die Erziehung des Kindes vom Standpunkt der Geisteswissenschaft”; and the lecture “Education and Spiritual Science,” translated by Rita Stebbing, appeared as “Schulfragen vom Standpunkt der Geisteswissen-schaft” in Die Erkenntnis des Ubersinnlichen in unserer Zeit, vol. 55; the lecture “Interests, Talent, and Education,” translated by Robert Lathe and Nancy Whittaker, is included in Antworten der eisteswissenschaft auf die grossen Fragen des Daseins, vol. 60, as “Anlage, Begabung und Erziehung des Menschen,” all of which are in the Collected Works of Rudolf Steiner, published by Rudolf Steiner Verlag, Dornach, Switzerland, 1987. The lecture “Interests, Talents, and Educating Children,” translated by Robert Lathe and Nancy Whittaker, appeared originally in the magazine Die Menschenschule, vol. 31 (nr. 6),1957 and vol. 48 (nr.1), 1974.
127 pages, Paperback
First published January 1, 1907
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About the author
Rudolf Steiner
4,339 books1,100 followersAuthor also wrote under the name Rudolph Steiner.
https://www.goodreads.com/author/show...
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.
https://www.goodreads.com/author/show...
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.
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Displaying 1 - 30 of 31 reviews
June 2, 2022
This was a fantastic book on how a purposeful education can reach into the very soul of a child. Steiner covers the growth stages of a child all the way up into adulthood. He emphasizes the importance of every potential educator to familiarize themselves with these stages of growth so as to understand and maximize the educational experience for each age group. The concepts and ideas outlined in the book give credence to the saying, "there is a time and a place for everything." We could reword this a bit to fit the theme of the book by saying: there is an age and developmental stage for everything in a child's educational journey.
Steiner talked about the importance of allowing children to be children. He went into great depth about how the soul of a child develops and how that correlates directly with the brain development of a child. As an educator himself he spent a great deal of time concerned with the overall welfare of his students, but more importantly of the entire human race. Delving deep into the literary, philosophical and scientific world of a scholar Steiner immersed himself in the search for what would help press the whole of the human race forward. It was through much of his own observations and experiences that he taught, advocated for and eventually became the inspiration behind what is know today as Waldorf Education.
This book opened my eyes to a whole new world of not only how to educate a child, but also how to raise them as a complete being. Inspiring and encouraging their minds, bodies and souls to flourish in unison. One of the things that really stood out to me was that one of the best things we can do for our children is to become a facilitator for their growth in every facet of life. Steiner talks a lot about the importance of learning the personality and learning style of each child, because as I believe most of us already know there is no such thing as a one size fits all. He encourages the educators to love, guide and help without dictating exactly how the child should learn. In other words be there, but allow the child the freedom to follow their heart as they seek to learn about the world around them and how to function in it. If we want well-rounded, confident, compassionate and courageous adults we must give way for children to learn how to pave their own path. We should help them learn to identify what their spirit needs and how to find it. Only when our children understand how to get to the source of true learning does their real education begin. Then we will see body, mind and soul soaring far beyond what we ever thought was possible for them.
I would highly recommend this book for anyone who works directly or indirectly with the education or life of a child.
Steiner talked about the importance of allowing children to be children. He went into great depth about how the soul of a child develops and how that correlates directly with the brain development of a child. As an educator himself he spent a great deal of time concerned with the overall welfare of his students, but more importantly of the entire human race. Delving deep into the literary, philosophical and scientific world of a scholar Steiner immersed himself in the search for what would help press the whole of the human race forward. It was through much of his own observations and experiences that he taught, advocated for and eventually became the inspiration behind what is know today as Waldorf Education.
This book opened my eyes to a whole new world of not only how to educate a child, but also how to raise them as a complete being. Inspiring and encouraging their minds, bodies and souls to flourish in unison. One of the things that really stood out to me was that one of the best things we can do for our children is to become a facilitator for their growth in every facet of life. Steiner talks a lot about the importance of learning the personality and learning style of each child, because as I believe most of us already know there is no such thing as a one size fits all. He encourages the educators to love, guide and help without dictating exactly how the child should learn. In other words be there, but allow the child the freedom to follow their heart as they seek to learn about the world around them and how to function in it. If we want well-rounded, confident, compassionate and courageous adults we must give way for children to learn how to pave their own path. We should help them learn to identify what their spirit needs and how to find it. Only when our children understand how to get to the source of true learning does their real education begin. Then we will see body, mind and soul soaring far beyond what we ever thought was possible for them.
I would highly recommend this book for anyone who works directly or indirectly with the education or life of a child.
June 5, 2020
This collection of some of Steiner's early lectures on education and human development, from birth to about adolescence, has tons of information on the educational context for the elementary grades. I found it helpful as a high school teacher to understand where my students are coming from (e.g., their experiences in the grades), and this collection of lectures provides that context.
2020 update: dude. the last two lectures about interests and talents in developing children (the ages are vague in his 1907–1911 pedagogical stuff, but I’m assuming he means the lower grades) are some of the more surprising and confusing lectures bro has given. I get what he’s getting at. Also, I don’t get it. And I have nobody to converse with about them! Still, as far as foundational ideas, you can’t get much better than this: “If we do not believe in an inwardly free soul [that can direct its own activity and ‘be satisfied with the activity itself’], we cannot teach effectively.”
2020 update: dude. the last two lectures about interests and talents in developing children (the ages are vague in his 1907–1911 pedagogical stuff, but I’m assuming he means the lower grades) are some of the more surprising and confusing lectures bro has given. I get what he’s getting at. Also, I don’t get it. And I have nobody to converse with about them! Still, as far as foundational ideas, you can’t get much better than this: “If we do not believe in an inwardly free soul [that can direct its own activity and ‘be satisfied with the activity itself’], we cannot teach effectively.”
September 22, 2024
Busqué y leí 'La educación del niño' con el objeto de explorar un enfoque único y estructurado sobre la educación infantil. Si bien no soy creyente, me gusta mucho leer sobre la antroposofía y admiro la claridad y profundidad con la que Steiner aborda el desarrollo del niño. Este libro no es solo una lectura; es una invitación a adentrarse en un universo de ideas sobre cómo se forman las bases del aprendizaje y la personalidad desde la infancia.
Steiner plantea conceptos fundamentales sobre la importancia de la creatividad y la imaginación en el proceso educativo. A medida que leía, me di cuenta de cuán esencial es un entorno que fomente estas cualidades, en lugar de simplemente transmitir información. Su visión sobre la conexión entre el desarrollo emocional y cognitivo me hizo reflexionar sobre los desafíos que enfrentan los educadores y padres en la actualidad. Es sorprendente lo adelantado a su época que fue Steiner.
Más allá de ser un tratado pedagógico, el libro ofrece una perspectiva rica y matizada sobre cómo educar de manera integral. Invita a considerar no solo el aspecto académico, sino también el emocional y social del desarrollo infantil.
Recomiendo esta obra a educadores y padres que buscan ampliar su comprensión sobre la educación desde un enfoque diferente. Es un texto valioso para quienes desean profundizar en la antroposofía y explorar nuevas formas de abordar la educación del niño, admirando la visión de su autor. Cortito y claro.
Steiner plantea conceptos fundamentales sobre la importancia de la creatividad y la imaginación en el proceso educativo. A medida que leía, me di cuenta de cuán esencial es un entorno que fomente estas cualidades, en lugar de simplemente transmitir información. Su visión sobre la conexión entre el desarrollo emocional y cognitivo me hizo reflexionar sobre los desafíos que enfrentan los educadores y padres en la actualidad. Es sorprendente lo adelantado a su época que fue Steiner.
Más allá de ser un tratado pedagógico, el libro ofrece una perspectiva rica y matizada sobre cómo educar de manera integral. Invita a considerar no solo el aspecto académico, sino también el emocional y social del desarrollo infantil.
Recomiendo esta obra a educadores y padres que buscan ampliar su comprensión sobre la educación desde un enfoque diferente. Es un texto valioso para quienes desean profundizar en la antroposofía y explorar nuevas formas de abordar la educación del niño, admirando la visión de su autor. Cortito y claro.
March 19, 2008
Well, it's Steiner, so what can I say. Talks a lot about spiritual science. Not really what I expected based o the book title. That said, he's thoughts and bases on education seem timeless as some examples fit perfectly in today's life, even though some of the lectures where written 100 years ago. But hey, I'm all for Waldorf education...
January 1, 2018
Verry useful advices for parents that wanna open they eyes... for one healthy education for the child: mind, body, soul and spirit! I like all the advices and i like that i can apply them and see the results! The reactions of child are as the book say’s... (ex.: red / yellow clothes = the restless child is quiet... etc)
November 18, 2019
so many ideas and thought to ponder upon.
Thanks Mr.Steiner for many of your thoughts.
Maybe I don't agree with everything but you have given me much more ideas to implement and somethings to correct and some thoughts to think.
Thanks Mr.Steiner for many of your thoughts.
Maybe I don't agree with everything but you have given me much more ideas to implement and somethings to correct and some thoughts to think.
April 29, 2024
So much important knowledge I will cherish in teaching!
March 18, 2018
První část knihy - Výchova dítěte z hlediska duchovní vědy - je základním textem waldorfské pedagogiky, a tak když jsem se rozhodla opustit sekundární literaturu a přednášky a přečíst si i něco přímo od Steinera, tak první volba padla na tento text.
Kdybych už neměla něco načtené a především naposlouchané z přednášek, tak nevím, jestli bych se chytala, takhle to vlastně bylo příjemné zopakování již známých věcí s několika zajímavými průhledy do nových oblastí. Steinerova metafyzika jde mimo mě, její aplikace do pedagogiky je mi ale stále více sympatická a jelikož se děti ve škole přímo se Steinerovým učením nesetkají (trval na tom už Steiner při zakládání waldorfských škol), tak s tím problém nemám.
Řada základních myšlenek z úvodní přednášky je pak dále rozvedena v cyklu pěti přednášek Metodika vyučování a životní podmínky výchovy, ale jako základní informace by možná stačila i ta první přednáška (já jsem hold pečlivka).
Pro každého, kdo jen trochu uvažuje o waldorfské škole pro své děti, by minimálně ta úvodní přednáška stála za přečtení. Pro někoho, kdo o Waldorfu a Steinerovi nic neví, to ale bude asi příliš silná káva - já to číst před rokem, tak asi jen kroutím hlavou.
Kontext: Jak se blíží zápis a doufám i dceřin nástup na waldorfskou školu, tak se snažím načíst i něco přímo od Steinera.
První věta: "Současný život zpochybňuje mnohé z toho, co člověk zdědil po svých předcích." (Výchova dítěte z hlediska duchovní vědy)
Kdybych už neměla něco načtené a především naposlouchané z přednášek, tak nevím, jestli bych se chytala, takhle to vlastně bylo příjemné zopakování již známých věcí s několika zajímavými průhledy do nových oblastí. Steinerova metafyzika jde mimo mě, její aplikace do pedagogiky je mi ale stále více sympatická a jelikož se děti ve škole přímo se Steinerovým učením nesetkají (trval na tom už Steiner při zakládání waldorfských škol), tak s tím problém nemám.
Řada základních myšlenek z úvodní přednášky je pak dále rozvedena v cyklu pěti přednášek Metodika vyučování a životní podmínky výchovy, ale jako základní informace by možná stačila i ta první přednáška (já jsem hold pečlivka).
Pro každého, kdo jen trochu uvažuje o waldorfské škole pro své děti, by minimálně ta úvodní přednáška stála za přečtení. Pro někoho, kdo o Waldorfu a Steinerovi nic neví, to ale bude asi příliš silná káva - já to číst před rokem, tak asi jen kroutím hlavou.
Kontext: Jak se blíží zápis a doufám i dceřin nástup na waldorfskou školu, tak se snažím načíst i něco přímo od Steinera.
První věta: "Současný život zpochybňuje mnohé z toho, co člověk zdědil po svých předcích." (Výchova dítěte z hlediska duchovní vědy)
June 12, 2016
Una lettura complicata per chi non ha studi di pedagogia o antroposofismo,ammetto di aver capito parzialmente, ma utile per genitori ed educatori. Oggi giorno l'educazione è troppo coercitva, obbligata, non tiene conto dei tempi e ritmi del bambino, violando la naturale crescita. Il bambino dovrebbe crescere libero, senza forzature nel camminare, parlare, pensare, cominciando da un'educazione libera ed artistica che sfocerà abbastanza tardi nell'intellettuale.
Alcuni punti li ho trovati troppo esoterici e tirati per i capelli, ma è indiscutibile di come sia vergnognoso che Steiner nel 1919 fosse giunto alla conclusione che la nostra è una cultura in cui si pretende di anticipare troppo l'educazione e si forzano troppo i ragazzi, mentre noi li forziamo sempre più e ci lamentiamo dei problemi che ovviamente ci danno. Scuola Waldorf o no, occorrerebbe prendere spunto da questo sistema d'insegnamento o meglio di crescita.
Alcuni punti li ho trovati troppo esoterici e tirati per i capelli, ma è indiscutibile di come sia vergnognoso che Steiner nel 1919 fosse giunto alla conclusione che la nostra è una cultura in cui si pretende di anticipare troppo l'educazione e si forzano troppo i ragazzi, mentre noi li forziamo sempre più e ci lamentiamo dei problemi che ovviamente ci danno. Scuola Waldorf o no, occorrerebbe prendere spunto da questo sistema d'insegnamento o meglio di crescita.
June 13, 2018
As a First book to read by Steiner, and someone who isn't a 'believer' in all the astral body, and vital force stuff, it is hard to read it without getting rather annoyed.
My instinctive thoughts on 'education' is to treat children like human beings, and not like little fragile works in progress, whose liver might not form if they are taught writing, and whose astral sheath with come apart if they are exposed to thinking and reasoning before the age of 14 of whatever.
I guess what goes against my gut, is the underlying feeling of controlling what they need to be exposed to, rather than going with the flow, because 'we' the grown ups know about the various physical and astral bodies and stuff. Erm anyway, I don't know about them, have to read more, but sounds too esoteric for me.
My instinctive thoughts on 'education' is to treat children like human beings, and not like little fragile works in progress, whose liver might not form if they are taught writing, and whose astral sheath with come apart if they are exposed to thinking and reasoning before the age of 14 of whatever.
I guess what goes against my gut, is the underlying feeling of controlling what they need to be exposed to, rather than going with the flow, because 'we' the grown ups know about the various physical and astral bodies and stuff. Erm anyway, I don't know about them, have to read more, but sounds too esoteric for me.
August 10, 2021
I had problems with this one. Primarily how many times he says 'spiritual science' which triggers me at a very basic level. I think you could probably turn that into a pretty solid drinking game if you took a shot every time he says it.
Maybe in practice Waldorf is less spiritual/mystical and rigid. For me, the stages of childhood development as described in this book are too inflexible and arbitrarily based on a heavily spiritual/mystical interpretation of human development.
According to this interpretation the three pillars of a human are: the thinking part, the feeling part and the willing part. You can only develop the thinking part until the kid is seven, don't even bother with feeling or willing but be a perfect role model for them to imitate, you can't even think bad things. And when we say thinking we mean the kid is processing physical reality. Then for the next seven years only work on feeling with the kid and be a good authority figure. Because by feeling we mean, the kid feeling like the kid has someone that they can count on and whose actions they can recognize as good. Then for the next seven years work on willing, and by that we mean developing opinions, concepts and ideas.
I don't disagree that these are all important pieces of development, but such a cookie cutter and oddly time gated approach doesn't really leave a lot of room for the kid to drive the boat. What if they want to learn a concept or form an opinion when they're seven? What the hell is the feeling stage even for? It feels like it lacks substance to me, especially for a seven year period of life that we can potentially never get back if we follow this methodology and realize whatever it is doesn't really feel like it's doing anything for us.
Maybe too much time has passed between when this written and now but I personally was not a huge fan of the foundations of Waldorf education. Also, if I met Steiner on the street today I'd say the chances are high I'd think the dude was a total wackjob.
Maybe in practice Waldorf is less spiritual/mystical and rigid. For me, the stages of childhood development as described in this book are too inflexible and arbitrarily based on a heavily spiritual/mystical interpretation of human development.
According to this interpretation the three pillars of a human are: the thinking part, the feeling part and the willing part. You can only develop the thinking part until the kid is seven, don't even bother with feeling or willing but be a perfect role model for them to imitate, you can't even think bad things. And when we say thinking we mean the kid is processing physical reality. Then for the next seven years only work on feeling with the kid and be a good authority figure. Because by feeling we mean, the kid feeling like the kid has someone that they can count on and whose actions they can recognize as good. Then for the next seven years work on willing, and by that we mean developing opinions, concepts and ideas.
I don't disagree that these are all important pieces of development, but such a cookie cutter and oddly time gated approach doesn't really leave a lot of room for the kid to drive the boat. What if they want to learn a concept or form an opinion when they're seven? What the hell is the feeling stage even for? It feels like it lacks substance to me, especially for a seven year period of life that we can potentially never get back if we follow this methodology and realize whatever it is doesn't really feel like it's doing anything for us.
Maybe too much time has passed between when this written and now but I personally was not a huge fan of the foundations of Waldorf education. Also, if I met Steiner on the street today I'd say the chances are high I'd think the dude was a total wackjob.
This entire review has been hidden because of spoilers.
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June 29, 2023DIDNT FINISH ! Calling it on this book. There are too many books in my to read list to waste any more time thinking about reading this one. I didnt mind it but it wasnt very straight forward like CMs volumes are. It was pretty abstract and from the little research I did into waldorf schooling it sounds like there are better secondary source books on the subject than this one. I didnt see any of the practicers recommend this book which i feel like says something about the quality of the philosophy putting it below charlotte mason in my mind. Though im interested enough to probably give some of those secondary source books a try.
January 27, 2021
Steiner's lectures weave Anthroposophical principles together with airy pictures of how to educate children and how to be present with children in the spirit of enlivening. For complete context of the ideas presented in this series of lectures, it is helpful to have read Esoteric Science, Theosophy and Philosophy of Freedom.
March 3, 2020
Interesting set of essays relating to child education from the perspective of spiritual science. The writing is a bit dense, but otherwise insightful. I read this to get a better understanding of the Waldorf method of education.
December 22, 2023
It's Steiner, so this is obviously pretty esoteric. And although there were some interesting considerations, these lectures were more specifically about his fundamental philosophy of spiritual science and how that supports his theories of Waldorf education ... and, man, it's wild.
December 29, 2021
Did someone say homeschool?
July 30, 2023
interesting reading but a bit repetitive. some ideas were so advanced for the time it was written on that it surprised me, but others... hmmm
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November 9, 2024multidisciplinary nature of education
September 25, 2025
A book all teachers/teachers in training should read, parents too.
November 15, 2025
tres interesting
June 15, 2018
Rudolf Steiner, founder of the Waldorf Method of teaching, outlines his fundamental philosophy of spiritual science in these lectures. He develops the key concepts of an achievably-expressed imagination, intuition, and inspiration that drive Waldorf Education and enable it to focus on different age-based teachings.
These lectures provide the theory behind Waldorf Education and outline how and why this unqiue education system is organised as it is. I preferred A Modern Art of Education, in which these theories are applied to education, because of its practical use to me as a teacher. The Education of a Child, however, really explores Steiner's philosophy and theories of education seen through spiritual science. After a firmer foundation of educational practices, I think these lectures will be more useful.
These lectures provide the theory behind Waldorf Education and outline how and why this unqiue education system is organised as it is. I preferred A Modern Art of Education, in which these theories are applied to education, because of its practical use to me as a teacher. The Education of a Child, however, really explores Steiner's philosophy and theories of education seen through spiritual science. After a firmer foundation of educational practices, I think these lectures will be more useful.
April 27, 2011
I really enjoyed this, which I actually listened to as an audiobook rather than reading with my own eyes. Some of his more woo-woo ideas are a bit much for me, but I think if you read them as a metaphor rather than a literal interpretation, he's still making excellent points. I do wonder how shocked Steiner would be to see the lives of children today.
I do think he greatly privelages Western civilization over all others, and this bothers me, but I still find his ideas generally compelling.
I do think he greatly privelages Western civilization over all others, and this bothers me, but I still find his ideas generally compelling.
November 17, 2012
Dall'eclettico filosofo di inizio Novecento, fondatore della celebre scuola steineriana, una riflessione profonda sui metodo pedagogico.
Una teoria educativa basata sulla libera espressione delle potenzialità del bambino attraverso l'apprendimento di tutte le arti. Per formare degli individui liberi da condizionamenti in cui pensiero, cultura, sentimento e volontà cooperino in armonia.
Una teoria educativa basata sulla libera espressione delle potenzialità del bambino attraverso l'apprendimento di tutte le arti. Per formare degli individui liberi da condizionamenti in cui pensiero, cultura, sentimento e volontà cooperino in armonia.
March 10, 2021
Noem het indoctrinatie, gewenning, een openbaring, maar deze voelde ik wel (sympathie). Overigens pleit ik nog steeds voor een hertaling van Steiners werk, ik zou het bijna zelf doen, sodeju zeg (antipathie). Oh, en ik ben er eindelijk achter wat mijn astrale lichaam is✨ Nog even en ik draag vilten hoedjes terwijl ik euritmie (grapje Rudolf luf joe).
March 12, 2013
Practical ways to apply more philosophical advice from Steiner for children. If you ever want to read the very finest book ever written by a not-at-all-flaky clairvoyant scientist genius saintly guy, this would be my highest recommendation.
January 11, 2010
A cery good book aout the education of the children, from the perspective of the antroposophy.
April 14, 2017
Very slim volume providing a first glimpse of Steiner's pedagogy. Dated language translated from German makes determining what his point is sometimes difficult yet other points are crystal clear.
July 19, 2018
Germanic yes, logical absolutely, enlightening of course. Steiner, guide, teacher, mentor
May 1, 2020
Understand all parents should have when raising children.
October 8, 2024
Educativo
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