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When Healing Becomes Educating, Vol. 2 - Waldorf Research Institute

When Healing Becomes Educating, Vol. 2 - Waldorf Research Institute

world as Professor

world as Professor Capesius and young Dr. Strader. But the image opens out for him. He sees the professor, an old man in ordinary life, as a young man and young Dr. Strader as an old man. The complementary image arises because over emphasis on a particular point in physical life strongly evokes the opposite side in the whole time organism. The probation of the I goes through all the phases of this meaningful whole—the developing human being. This developing human being is most powerful in us when we are very young, learning to walk, talk and think, though we do not know it. For the whole of our life, the developing human being is active beneath the surface in this etheric field of activity, out of the inmost reality of the divine spirit. When we awaken and become conscious in the etheric we therefore see many layers, many fields, and they have a special quality of reinforcing one another. It is magnificent how we then see the great and the small, finding ourselves, discovering the process of becoming, evolving within our own biography, and we find humanity, the evolution of humanity by the example of Occult Science. 5 We find the heart of the matter in our own individual nature, the true essence of the developing human being. It would be a false picture, however, if we saw only this, for the truth is apparent only if it is also seen to live within the great whole. We also experience the truth of this in the following. The Christ is found within us, in every human individual, yet he is also the cosmic Christ in other humans beings and in the whole of humanity. He cannot be found in one place only. His influence comes from the periphery and, at the same time, from deep down in my heart. Summary These are some basic indications of how this split between inner and outer reality may be overcome. Quite clearly, the source-spring for the art of education lie here for education is, after all, concerned with the developing human being. How can we help the children if we do not bring the developing human being in us to conscious awareness? Here alone lie the resources that enable us to help and encourage children and young people. Jörgen Smit 52

References 1. Steiner R. Anthroposophical Leading Thoughts (GA 26) No. 1. Tr. G. & M. Adams. London: Rudolf Steiner Press 1973. 2. Steiner R. The Archangel Michael. His Mission and Ours (in GA 194) 30 Oct. 1919. Tr. Marjorie Spock and others. Hudson: Anthroposophic Press 1994. Also: Steiner R. Boundaries of Natural Science (GA 322). 3 Oct. 1920. Tr. F. Amrine, K. Oberhuber. New York: Anthroposophic Press 1987. 3. Steiner R. Of the Life of the Soul and its Evolution to Imagination and Inspiration (in GA 84). Dornach 15 Apr. 1923. MS translation Z172, RSH Library, London. 4. Steiner R. Die Bedeutung der Anthroposophie im Geistesleben der Gegenwart (GA 82). 5. Steiner R. Occult Science – An Outline (GA 13). Chapter on sleep and death. Tr. G. & M. Adams. London: Rudolf Steiner Press 1962. 6. Steiner R. The Portal of Initiation. A Rosicrucian Mystery (in GA 14). Tr. A. Bittleston. New Jersey: Rudolf Steiner Publications 1961. 53

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