Views
4 years ago

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

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

threatens to detach

threatens to detach humanity and the world of nature completely from the realm of the spirit and take them towards the ahrimanic goal of total calculability. References 1. Gutman WF. Wisenschaftstheoretische Überlegungen zur Erforschung des Lebendigen. Natur- und Geisteswissenschaft der Menschheit. Kindlers Enzyklopädie Bd 7. S. 358 f. 2. Gerok W. Die gefährdete Balance zwischen Chaos und Ordnung im menschlichen Krper. Mannheimer Forum 89/90. S. 148. 3. Eilenberger G. Komplexität, eine neues Paradigma der Naturwissenschaften. Mannheimer Forum 89/90. S. 78. 4. Steiner R. Astronomy in Relation to the Other Natural Sciences. Lecture given in Stuttgart on 4 January 1921. 5. Eilenberger G. Komplexität (see Ref. 3) S. 103. 6. Chaos und Kreativität. Geo Wissen Nr. 2; 7 May 1990. 7. Cramer F. Chaos und Ordnung. Die komplexe Struktur des Lebendigen. S. 176.3. Aufl. DVA 1989. 8. Richter PH, Scholz HJ. Der Goldene Schnitt in der Natur. Harmonische Proportionen und die Evolution. Ordnung aus dem Chaos, Prinzipien der Selborgansation und Evolution des Lebens. Ed. Küppers BO. 2. Aufl. Piper 1988. 9. Cramer F. Chaos und Ordnung (see Ref. 7). S. 201. 10. Gleick J. Chaos – die Ordnung des Universums. Vorstob in Grenzbereiche der modernen Physik. S. 163. Droemer-Knaur 1988. 11. Schosser R, Krieter H. Fraktale Analyse myocardialer Pergusionsmusterein Parameter zur Beurteilung volatiler Anästhetika? Vortrag auf dem Internationalen Ansthesie-Sympsoiujm in Bochum, August 1990. 12. Gerok W. Die gefahrdete Balance (see Ref. 2). S. 137f. 13. Steiner R. Occult Signs and Symbols. Lecture given in Stuttgart on 13 Sept 1907. 14. Queiser H. Kristalline Krisen. S. 70. Piper 1985. 15. Die Bibliothek auf der Fläche eines Daumennagels. Stuttgarter Zeitung S. 38. 2 January 1992. 16. Review in Ordnung aus dem Chaos (see Ref. 8). 17. Cramer F. Chaos und Ordnung (see Ref. 7). 18. Steiner R. Man – Hieroglyph of the Universe. Lecture given in Dornach on 15 May 1920. 19. Steiner R. Das Goetheanum in seinen zehn Jahren. Goethe und das Goetheanum. S. 36. Dornach: Rudolf-Steiner-Nachlassverwaltung 1961. Andreas Goyert, MD Filderklinik D West - 7024 Filderstadt 4 Germany 70

Why Me? – Elements in Considering the Meaning of Illness and of Handicap* Michaela GlÖckler In pediatric practice, one frequently hears the question: Why does my child have to suffer like this, why has this happened to my child? But people who develop a disease in adulthood—and it often comes like a bolt from the blue—ask themselves why it has to happen to them, and why at that particular moment. The same question is rarely asked by parents who have a parti cularly gifted child or by people who have special gifts themselves. Unusual ability tends to be taken as a matter of course or a “natural gift.” An answer to the question as to the origin and meaning of illness and special gifts begins to emerge if we look at life to see what we have been able to do thanks to such a gift or what has developed in our life or for people around us because of the illness. It is a particular aspect of human nature that we learn from pain, suffering and sickness, and this helps us to develop. The essential and fruitful question to ask in dealing with such destiny events is: How was or am I able to learn; what will be the effect on my further development? Even harmless infections such as the common cold may be seen to have meaning for they help to activate and exercise the immune system, and it will have grown stronger when the infection has been overcome. There is good reason, therefore, why children have numerous acute febrile infections in their early years, when the immune system is still developing and the body has to learn to resist pathogens. The meaning is also fairly obvious in the case of relatively harmless psychosomatic conditions in youth and early adult hood. Sleep disorders, loss of appetite, gastric pain and headaches are functional symptoms which serve to show that the individual has not yet learned to deal with problems and worries inwardly in such a way that they do not affect the functions of the ether body and consequently of the physical body. Insight into these relationships, combined with suitable *Original title: Warum ich? – Motive zur Sinnfrage von Krankheit und Behinderung. Der Merkurstab 1997; 50: 213-17. English by A.R. Meuss, FIL, MTA. Reprinted, with kind permission, from Begabung und Behinderung, published in Stuttgart in 1997. 71

When Healing Becomes Educating, Vol. 1 - Waldorf Research Institute
When Healing Becomes Educating, Vol. 4 - Waldorf Research Institute
When Healing Becomes Educating, Vol. 6 - Waldorf Research Institute
Science in Education - Research Institute for Waldorf Education
Colloquium on English - Research Institute for Waldorf Education
Youth Longs to Know eBook - Waldorf Research Institute
Handwork and Handicrafts - Waldorf Research Institute
The Spirit in Human Evolution - Waldorf Research Institute
AWSNA Timeline - Research Institute for Waldorf Education
The Gospel of Hellas - Research Institute for Waldorf Education
Developmental Signatures - Waldorf Research Institute
When Healing Becomes Educating, Vol. 5: Organs and Systems ...
Creating Social Sacraments - Waldorf Research Institute
When Healing Becomes Educating, Vol. 3 - Waldorf Research Institute
Montessori and Steiner - Research Institute for Waldorf Education
Discussions with Teachers - Research Institute for Waldorf Education
Founding of the First Waldorf School - Waldorf Research Institute
(AND MORE) - Waldorf Research Institute
Volume XVII, Number 1 - Waldorf Research Institute
Stephen Keith Sagarin - Research Institute for Waldorf Education
On Earth as It Is in Heaven - Waldorf Research Institute
Soul Hygiene and Longevity for Teachers - Waldorf Research Institute
Frank Teichmann - Research Institute for Waldorf Education
what studies have been published on waldorf education?
Young Schools' Guide - Waldorf Research Institute
Proceedings Colloquium on World History - Waldorf Research Institute
Whole Child Development in a Waldorf School - Kellogg Institute for ...
Soul Breathing Exercises - Waldorf Research Institute
Why Are We Doing This to Our Children? - Waldorf Research Institute
Assessment Without High-Stakes Testing - Waldorf Research Institute