Colloquium on English - Research Institute for Waldorf Education

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154 ever something begins to permeate them which Rudolf Steiner called an “undertone.” It goes straight to the heart and creates a new level of interaction. The relationship to speech changes completely when puberty starts. The young person sorts the conceptual structures and the laws of logic out of the language and starts to juggle with them like a virtuoso. He leaves the spoken language behind him completely and rises up to the sphere of pure thinking where mathematicians of all languages and nations reach the same incontestable results. But this is another subject that will not be dealt with here. In the Beginning is the Word Our contemplation has shown us the significance of the creative power of “the Word”, with ramifications for the entire life of a person growing up. “The Word” sculpts the organs of the small child, it gives life and form to the soul-life, and it releases the spirit of the adolescent. Without “the Word” a person would not become a human being; no growth, no development would be possible. “In the beginning was the word.” The profound truth of this biblical quote takes on a new meaning in the face of the current speech catastrophe. In German the words “Wort” (English: “word”) and “werden” (English: “to become”) have nearly the same linguistic root. And in the creative word there is always the potential for something to come into being, in the sense of a “turning over” as described above. That which lives in the speaker in the form of thoughts and feelings is “turned over” by speech to become outwardly audible sounds passing through the air to the listener. Then in the listener the acoustic sound phenomena “turn over” again to become the inner perception of concepts and emotions. The word changes the supersensory into the sensory and the sensory into the supersensory. This principal of speech does not however work through machines. It needs the human being as medium of the word. Only then can speech be instrumental in leading the “I” of the child down from the supersensory world to the sensory world; only then can speech release from the sensory world the super-sensory forces which the child needs to unite soul and spirit with the physical body. The adult has the chance to place herself in the service of the creative phenomenon of speech and she must constantly remind herself: although it is I who speaks, and without me the words would have no effect, still the power of the word does not come from me. Speech has made me human and I pass it on to the child who wants to become human.
Author’s Notes: Dr. Rainer Patzlaff, is a teacher at the Waldorf School Uhlandshohe in Stuttgart, a member of the board of management of the Bundeselternrat der Waldorfschulen in Deutschland, a media researcher and co-founder of the forum “Mensch und Media.” Abridged offprint from Erziehungskunst 7/8, 1999. Bibliography for the scientific literature can be found on the original essay. Revised English edition: Australian Assoc. for Rudolf Steiner Early Childhood Education. List of References: Bodii Framnunni u.a. (Hg.): Auf den Schultern von Gutenberg. Medienökologische Perspektiven der Fernsehgesellschaft. Berlin/Müchen, 1995. Werner D. Fröhlich u.a (Hg.): Die verstellte Welt. Beiträge zur Medienökologische, Weinheim/Basel, 1992. Freya Jaffke. Tanzt und singt! Rhythmische Spiele im Jahreslauf. Hg.von der Internationalen Vereinigung der Waldorfkindergärten, Stuttgart, 1991. Rudolf Kischnick / Wil van Haren. Der Plumpsack geht um. 300 Kreis- und Bewegungsspiele für Kinder und Jugendliche. Stuttgart, 1998. Suse König. Singspiele und Reigen für altersgemischte Gruppen. Hg. von der Internationalen Vereinigung der Waldorfkindergarten, Stuttgart, 1994. Peter Lutzker. Der Sprachsinn. Sprachwahrnehmung als Sinnesvorgang. Stuttgart, 1996. Audrey McAllen. Die Extrastunde. Zeichen und Bewegungsübungen für Kinder mit Schwierigkeiten im Schreiben, Lesen und Rechnen. Stuttgart, 1998. Klaus Neumann / Michael Charlton (Hg.). Spracherwerb und Mediengebrauch. Tübingen, 1990 Rainer Patzlaff. Sprachzerfall und Aggression. Geistige Hintergründe der Gewalt und des Nationalismus. Stuttgart, 1994. ___________. “Verlust und Wiedergewinnung der Sprache im Jugendalter” in Erziehungskunst 2/1992, S.106-122. Steven Pinker. Der Sprachinstinkt Wie der Geist die Sprache bildet. München, 1996. Barry Sanders. Der Verlust der Sprachkultur. Frankfurt/M. 1995. Sprich mit mir! Tips, Ideen, Informationen und viele Spiele znr Föderung der Sprachentwicklung. Hg. 1997 von der Barmer Ersatzkasse und dem Verein “Mehr Zeit für Kinder e,V”, Fellnerstr. 12,60322 Frankfurl/M., von dem das Buch zu beziehen ist. Rudolf Steiner. Sprache und Sprachgeist, in: Der Goetheanumgedanke inmitten der Kulturkrisis der Gegenwart. Gesamtausgabe Band 36 Johanna Zinke. Luftlautformen. Mit Beiträgen von A.Husemann u. P.Nantke, hg.von R.Palzlaff (in Vorbereitung für 2000), Verlag Freies Geistesleben. Stuttgart Quellenangaben zur verwendeten wissenschaftlichen Literatur sind in der Originalfassung dieses Aufsatzes in der Erziehungskunst 7/8 1999 zu linden. Published in German by the International Association of Waldorf Kindergartens Inc., Stuttgart, member of the Alliance for Childhood. 155
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Research Project #9 Colloqu
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4 Title: Proceedings of the <strong
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6 Additional Articles: Recommended
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8 WHSRP Mission Statement Formed in
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10 MONDAY 13 OCTOBER 8:00 A.M. - -
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12 From the Left: Patricia Ryan and
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14 We left feeling that we had much
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16 Secondly, it discloses the world
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18 Student Response: In our lives t
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20 Benchmarks: Transition from Midd
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22 Thus the center of the red spira
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24 attention to the composition of
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26 “What have they been doing in
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28 more accurate than our senses, t
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30 and bring their free thinking to
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32 POETRY EXERCISE Mary uses this f
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34 novels Shane, The Adventures of
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36 Poetry is the path because it pr
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38 In the10 th grade, we begin to m
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40 Why do we teach literature? Some
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42 We always have to work with the
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44 The analytical process becomes a
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46 Keeping The Curriculum Timely by
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48 Steiner on the High School Liter
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50 Dr. Steiner: … it would depend
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52 Historically, Wolfram is an inte
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54 plane, need to strew pictures an
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56 of German literary history in re
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58 Children’s Receptivity to the
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60 however clumsy the children’s
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62 Discussion: Teaching Reading Our
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64 specifics from the text in discu
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66 Steiner On Reading The Effects o
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68 the school subjects demanded by
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72 emerge only later on. In this wa
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74 stand its truth and beauty, to b
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76 The writing experience begins wi
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78 Now the students individually ha
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80 paper is an abstract concept. Th
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82 I Am I am: yet what I am none ca
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84 I-Search Projects The purpose of
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86 Annotated Bibliography Breindel,
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88 Steiner on Writing and Spelling
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90 Understanding Spelling Difficult
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92 Is there a Phenomenological Appr
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94 7. careless: the first “as”
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96 in this Colloquium</stro
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98 It names the parts and modes and
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100 of your lesson; at times it can
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102 the students’ perception of a
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Page 112 and 113: 112 you do not let them do what is
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Page 118 and 119: 118 Grammar in the Ninth Grade In G
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Page 122 and 123: 122 Enlivening English Teaching thr
Page 124 and 125: 124 Recommended Books For Waldorf E
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Page 130 and 131: 130 1) Tenth graders may wish to re
Page 132 and 133: 132 Solzhenitsyn’s A Day in the L
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Page 144 and 145: 144 Disturbances in Speech Developm
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