Proceedings Colloquium on World History - Waldorf Research Institute

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WHSRP Mission Statement Formed in August 1998, the Waldorf High School Research Project is charged with strengthening the Waldorf high school movement by creating an updated picture of adolescents today and stimulating curriculum development within the Waldorf high schools. As a designated committee of the Association of Waldorf Schools of North America (AWSNA), the Planning Group of this project is specifically responsible for • identifying and articulating changes in the needs of North American teenagers • formulating research questions concerning adolescence; commissioning qualified educators and other professionals to undertake research into these questions • sponsoring subject colloquia as well as conferences on adolescent development and needs for those working in Waldorf high schools • preparing North American conferences for those working in Waldorf high schools – to share and deepen research; to stimulate dialogue; to activate meaningful change for youth in the twenty-first century • developing publications and other media resources to assist those working in Waldorf high schools • stimulating Waldorf high school educators to examine and strengthen their programs • seeking funds to support the commissioned research, colloquia, publications, conferences, and follow-up initiatives in the Waldorf high schools in coordination with AWSNA Development in line with the overall AWSNA priorities. 8
<strong>Colloquium</strong> on Symptomatology 9-12 March 2000 Purpose: To explore a symptomatological approach to the study and teaching of the humanities in the Waldorf high schools of North America. Goals: To invite experienced Waldorf high school humanities teachers for a three-day colloquium in March 2000. Participants will bring to this colloquium prepared vignettes of the Ancient Egyptian and Medieval/Renaissance historical periods, as well as connections between these two historical epochs and modern times. By ‘”vignettes” is meant living moments in history of an event, encounter, individual, group, invention, literary work, experience, or artifact which reveal the changing consciousness of that time, place, or culture. By means of a round-table conversation we will begin to articulate a symptomatological approach to the teaching of the humanities. The colloquium will include exercises in drama. Results of this conversation will be circulated among all North American Waldorf high schools for further suggestions. These will be incorporated into a published monograph on symptomatology. Participants: Karl Fredrickson (Green Meadow), Douglas Gerwin (Center for Anthroposophy), Meg Gorman (San Francisco), Anne Greer (Toronto, retired), Eric Philpott (Toronto), David Sloan (Green Meadow), Betty Staley (Rudolf Steiner College), John Wulsin (Green Meadow). Henry Barnes (emeritus) and Jim Staley (Sacramento) were invited but unable to attend due to health issues. Schedule: 9-12 March 2000: <strong>Colloquium</strong> in Spring Valley, New York. Start with shared supper Thursday at 7:00 p.m., continue all day Friday and Saturday (three sessions per day), finish by lunchtime Sunday. Thursday 9 March 7:00 p.m. Shared supper 8:30-10:00 Session I: Vignettes on “Ancient Egypt and the Collapse of the Old Mysteries” Facilitator: Karl Fredrickson Friday 10 March 9:00 a.m. Session II: Drama exercises (with Anne Greer and David Sloan) Conversations on vignettes Facilitator: Douglas Gerwin 9
Page 1 and 2: Proceedings <stron
Page 3 and 4: Table of Contents Waldorf High Scho
Page 5: AWSNA Waldorf High School Research
Page 9 and 10: chronology polarities narrative bio
Page 11 and 12: y Goethe’s work, and Steiner carr
Page 13 and 14: The Symptomatological Approach in t
Page 15 and 16: The Role of the Humanities in Waldo
Page 17 and 18: I’m sure that’s true, not just
Page 19 and 20: Teaching Ancient History in the Ten
Page 21 and 22: A very important aspect about all o
Page 23 and 24: vaded Egypt. The Hyksos did not hav
Page 25 and 26: Thoughts by the Participants Follow
Page 27 and 28: “Another example is the problem w
Page 29 and 30: ninth grade, but it’s precisely t
Page 31 and 32: ize that Goliath of Gath was from t
Page 33 and 34: “For example, if you are studying
Page 35 and 36: approximately 1413. So sometimes I
Page 37 and 38: So in the course of his preaching a
Page 39 and 40: Even if you read Hus’ writings, y
Page 41 and 42: What is Modern? Karl Fredrickson Wh
Page 43 and 44: school - we did not have a rule boo
Page 45 and 46: The 1300s was also the time of the
Page 47 and 48: printers tried to make the books lo
Page 49 and 50: A Conversation about the Consciousn
Page 51 and 52: medieval style of debate. And then
Page 53 and 54: A Conversation on the Teacher’s R
Page 55 and 56: ary. But what I believe or what I w
Page 57 and 58:
The Middle Ages and the Advent of t
Page 59 and 60:
Things change and you know that the
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______________________________ [ed.
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Thoughts and Symptoms Anne Greer I
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y the gods” and has come to rely
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Symptoms David Sloan 1) The first m
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Symptoms John Wulsin 1. Wordsworth,
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Symptoms Betty Staley l. Printing p
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Symptoms Douglas Gerwin The followi
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In physics the basis of matter is s
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Summation and Planning of Next Step
Page 79 and 80:
tator observed that virtually all o
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APPENDIX 83
Page 83 and 84:
Historians would say that “histor
Page 85 and 86:
Is this not best explained by assum
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What Is History About? by A.C. Harw
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able in cultures will also be found
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total experience. Experience contai
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necessary process of history as a f
Page 95 and 96:
In English: Barfield, Owen. Saving
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Anthroposophical Authors Steiner, R
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Mumford, Lewis. Renault, Mary. Roll
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Proceedings Colloquium on World History - Waldorf Research Institute

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