Colloquium on English - Research Institute for Waldorf Education

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18 Student Response: In our lives there are many boundaries we must face. Boundaries come in many forms. Some boundaries we create for ourselves, some are created for us; there are boundaries that keep us out, and some that keep us in. Perhaps the most prevalent of boundaries are physical and mental boundaries. Despite the differences between each of the boundaries they have one thing in common – beyond is the unknown. In An Imaginary Life Ovid is banished from Rome and forced to live on the edge of the world. He has physically crossed from his old life; a mountain range acts as his boundary. Yet mentally Ovid does not seem to have stepped over. He still lives in his Roman life, showing disdain for the town and its inhabitants. At the outset, it does not seem as though Ovid crossed the boundary when he stood at it. When I recognize a boundary, however, I begin to speculate as to what is beyond it. For example, when I was five, I shared a room with my sister. From the very beginning she made it clear I was not allowed on her half of the room. Being the younger sister I was, I decided I would cross over and steal one of her stuffed animals. I thought about every detail of that room, from what her side of the curtain looked like to how loud her cupboard would squeak when I opened it. I hadn’t crossed the boundary physically, but I’d certainly done it in my head. From the first time Ovid hears of the boy he begins to cross the boundary between them. He knows he must meet the boy and civilize him. The boy too, has a similar experience; he is building himself up for more contact, a real crossing over. However, before he can even stand at the boundary, he is dragged over it. In life there are many boundaries we know we are going to cross. Our whole existence seems to be leading up to these crossing points. Tying our shoes, learning to drive a car – these crossings are the natural progression of growing up. We are always standing on the edge of these boundaries. Ovid experiences this near the end of the book; “Is-ter, Is-ter. It has been there always, somehow waiting, even as my eye noted it on maps, as the final boundary of my life, waiting to be crossed, and patient year after year for my arrival.” (136) The land beyond the Ister River is flat, wide-open, spacious, boundary less. Ovid knows that by crossing the Ister, he has come to his resting place, freedom. There are no more boundaries left for him to cross except physically dying. Ovid accepts this readily; death is a mental boundary and he has definitely crossed it. It seems that by crossing the Ister Ovid has crossed into his afterlife, the key word being life, for he truly lives. For every boundary I cross in life there is always another waiting just beyond it. It is a never-ending cycle that makes life interesting, yet prevents total freedom.
I find it hard to understand even a single boundary; it seems as though there are a million little crossings, as though we could look at every boundary from a million different angles. Every time I am sure of a way a boundary has been crossed, I see it all again in a different light. — Elena Mathias Mary Emery making a presentation 19
Page 1: Research Project #9 Colloqu
Page 4 and 5: 4 Title: Proceedings of the <strong
Page 6 and 7: 6 Additional Articles: Recommended
Page 8 and 9: 8 WHSRP Mission Statement Formed in
Page 10 and 11: 10 MONDAY 13 OCTOBER 8:00 A.M. - -
Page 12 and 13: 12 From the Left: Patricia Ryan and
Page 14 and 15: 14 We left feeling that we had much
Page 16 and 17: 16 Secondly, it discloses the world
Page 20 and 21: 20 Benchmarks: Transition from Midd
Page 22 and 23: 22 Thus the center of the red spira
Page 24 and 25: 24 attention to the composition of
Page 26 and 27: 26 “What have they been doing in
Page 28 and 29: 28 more accurate than our senses, t
Page 30 and 31: 30 and bring their free thinking to
Page 32 and 33: 32 POETRY EXERCISE Mary uses this f
Page 34 and 35: 34 novels Shane, The Adventures of
Page 36 and 37: 36 Poetry is the path because it pr
Page 38 and 39: 38 In the10 th grade, we begin to m
Page 40 and 41: 40 Why do we teach literature? Some
Page 42 and 43: 42 We always have to work with the
Page 44 and 45: 44 The analytical process becomes a
Page 46 and 47: 46 Keeping The Curriculum Timely by
Page 48 and 49: 48 Steiner on the High School Liter
Page 50 and 51: 50 Dr. Steiner: … it would depend
Page 52 and 53: 52 Historically, Wolfram is an inte
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Page 56 and 57: 56 of German literary history in re
Page 58 and 59: 58 Children’s Receptivity to the
Page 60 and 61: 60 however clumsy the children’s
Page 62 and 63: 62 Discussion: Teaching Reading Our
Page 64 and 65: 64 specifics from the text in discu
Page 66 and 67: 66 Steiner On Reading The Effects o
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68 the school subjects demanded by
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70 Consequently, we will have to re
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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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104 Through eurythmy people can lea
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106 Introduction to Grammar Grammar
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108 authority, and thus to form tho
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110 That should be an unconscious p
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112 you do not let them do what is
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114 period. If you have caused them
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116 “substantiating” verbs. In
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118 Grammar in the Ninth Grade In G
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120 quy and a sonnet, and to recite
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122 Enlivening English Teaching thr
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124 Recommended Books For Waldorf E
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126 Also Recommended: Bly, Robert.
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128 reward for the first person to
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130 1) Tenth graders may wish to re
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132 Solzhenitsyn’s A Day in the L
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134 How in the act of writing itsel
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136 The Wholeness Of Imagination by
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138 Coleridge was an exact thinker
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140 ception of the universe into wh
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142 The theories must indeed come.
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144 Disturbances in Speech Developm
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146 ment then the development of th
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148 which the forms are continually
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150 Acquisition of Speech and the D
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152 on the musical and rhythmic qua
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154 ever something begins to permea
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Colloquium on English - Research Institute for Waldorf Education

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